autism & glp

Gestalt Language Processing (GLP) is a form of language development that starts with whole memorized scripts and moves to single words. It is a completely normal way to develop language, just like Analytic Language Processing is (or the traditional way most people learn language, from single words to complex sentences).

Watch the video below to learn what Gestalt Language Processing (GLP) is.

Gestalt Language Processing is a fairly new phonemenon. Many SLPs did not learn about it in grad school. Marge Blanc is one of the first SLPs to research Gestalt Language Processing. She wrote a book titled "Natural Language Acquisition on the Autism Spectrum" in 2012. It didn't become a widely known way of learning language until recently, especially when SLP Alexandria Zachos started her company Meaningful Speech. Alex has shared helpful information about GLP on Instagram and has created a GLP course for both parents and SLPs.

Here is the difference between Analytic Language Processing and Gestalt Language Processing:

What does it look like? Let's look at some examples:

Marge Blanc discovered that Gestalt Language Processors follow these 6 stages:

 (it's important to note that the stages are NOT linear. A child can be in multiple stages at one time.)

Listen to a free "crash course" on gestalt language development on The Two Sides of the Spectrum Podcast -Episode 40. You can listen anywhere you access podcasts or Delayed Echolalia & Gestalt Language Processors with Alexandria Zachos | Two Sides of the Spectrum (simplecast.com).

Watch the following videos to help support your Gestalt Language Processor:

These handouts can be helpful to learn more about Gestalt Language Processing:

En Español:

This podcast titled "Let Them Lead: The Child-Led Autism Podcast" is another great resource!

Here are some great Instagram accounts to follow to learn more about GLP:

Meaningful Speech

The Child Led SLP

Boho Speechie

Amy Z The SLP

Here are some goal ideas for Gestalt Language Processors at each stage:

NLA Stage 1

• [Student] will use 5 new mitigable gestalts (phrases) during his school day (e.g., What's next? Let's go play! That's fun! It's my favorite.) for a wide variety of communicative intents verbally or using alternative augmentative communication modalities when participating in child-led activities across 2 consecutive data collections.

• In order to increase regulatory communication, [student] will demonstrate the ability to protest (e.g. “No more” “Stop it” “Finish…” “All done” “I don’t like it.”) when provided with a model via means of total communication (e.g. vocalization, sign, gesture, gestalt) with at least 80% accuracy across two consecutive sessions.

• In order to improve overall social communication effectiveness, [student] will demonstrate social competence via means of greetings, joint attention, and/or introductions (e.g. "Hello", "goodbye", "my name is...", " let's...") when provided models via means of total communication (i.e. Vocalization, signs. Gestures, Gestalt) with at least 80% accuracy across two consecutive sessions.

• [Student] will demonstrate receptive language skills by following a verbal routine at least as formulated by the parent to reflect a predictable, repeatable, family routine (e.g. washing hands, bed time, dinner) at least 3 times during the week following his session, per parent report.

Note about this goal.^^: This goal is more for the family than the client it helps allow the parents to get accustomed to modeling language AS the CHILD would say it rather than asking them questions to answer. For example, choose 5 mitigable gestalts for parents to model at home during a repeatable routine (so that it gets practiced daily). For example for washing hands a few gestalts could be: "lets wash hands". " I need soap", " I need a towel", "were all done” “I'm all done"

•  In order to increase effective communication with others in the environment, [student] will demonstrate the ability to comment on/about items and activities(e.g. "I see..." "it's...", "that's..", ~ let's...", name familiar objects) when provided with a model via means of total communication (e.g. vocalization, sign, gesture, Gestalts) with at least 80% accuracy across two consecutive sessions.

• In order to influence the environment and others around him/her, [student] will demonstrate the ability to utilize functional communication gestalts to request/command activities, objects, people (e.g. " I want...", " I need", " give...", "open it." "close.") when provided with a model via means of total communication (e.g. vocalization, Gestalts, sign, gesture) with at least 80% accuracy across two consecutive sessions.

Note for gestalt goals: Keep them open ended. Gestalts can occur in any modality of language. Gesture, sign, non-verbal, verbal, AAC, etc. Thus, success of mitigable gestalts should be celebrated in ANY and ALL modalities of communication/language.

NLA Stage 2

• [Student] will mitigate (combine) gestalts (phrases) and mix-and-match into 5 semi-unique utterances during his school day [e.g., "Let's go play!" to "Let's go run!" or "I want to play!"] for a wide variety of communicative intents verbally or using alternative augmentative communication modalities when participating in child-led activities across 2 consecutive data collections.

• In order to improve regulatory communication [student] will spontaneously produce a variety of " mix and match" utterances derived from previously used mitigable gestalts in order to protest in a meaningful way when provided with minimal prompts via means of total communication (e.g. Vocalization, sign, gesture, Gestalt) with at least 80% accuracy across two consecutive sessions.

Note: As you may notice, stage 2 goals are VERY similar to stage one. Continue to focus on the same communicative competencies you focus on in stage 1 goals. However, focus on the underlined portion of this goal. As you may see, now the child is spontaneously producing gestalts more often you are modeling less) and beginning to mix and match them. (i.e. "lets go to the store" "lets go to the park").

NLA Stage 3

• To increase independent and spontaneous total communication, [student] will independently label/identify/list single word gestalts when provided independently across differing contexts, environments and settings provided 80% of opportunities across three consecutive sessions.

• To increase independent and spontaneous total communication, [student] will independently mix and match single word gestalts when provided with models and/or independently across differing contexts, environments and settings provided 80% of opportunities across three consecutive sessions.

Notes At stage 3 you will begin to monitor single-word gestalt productions. You will as well begin to fade models as this stage is when the client will begin to spontaneously and independently produce single words that hold meaning. Language becomes less reliant on the clinician’s models and support and more spontaneous and flexible.

NLA Stage 4

• [Student] will verbally produce 4-5 word self-generated phrases/sentences using a combination of nouns, verbs, and basic concepts [including a) spatial concepts (e.g. over/under), b) descriptive concepts (e.g. fluffy/big), or c) quantitative concepts (e.g. more/less)] to initiate interactions, make comments or requests, or ask for help at least 6 times in a 10 minute observation independently across 3 consecutive data collections.

• To improve his ability to identify spatial vocabulary and concepts, [student] will utilize a variety of mitigated mix-and-match gestalts and/or single word gestalts to express prepositions (eg. in, on, under, behind, next to, in between) across differing contexts, settings, and communication partners independently with 80% accuracy across 3 consecutive sessions.

• To expand his vocabulary and ability to describe, [student] will utilize a variety of mitigated mix-and-match gestalts and single word gestalts to express adjectives(e.g. soft, hard, fast, slow) across differing contexts, settings, and communication partners independently and/or with models with 80% accuracy across 3 consecutive sessions.

• To improve expressive language, [student] will use appropriate regular and irregular past tense verbs while utilizing gestalts/scripts when provided models and/or independently with 80% accuracy during play based activities across three consecutive sessions.

• To improve overall language skills and reciprocal back-and-forth interactional skills, [student] will demonstrate an improved ability to ask/answer questions when provided with a model and/or independently with 80% accuracy during play based activities across three consecutive sessions and a variety of communication partners.

NLA Stage 5-6

• During a 20 minute session, [student] will spontaneously say at least 10 non-scripted grammatically correct utterances that are 4+ words in length (Stages 5 and 6 of the Natural Language Acquisition Framework) across three consecutive data sessions.

Note about stage 4-6 GLP: Avoid Why/How/When questions until stage 6 or until the child starts independently producing these as these WH questions are very abstract and the child should master WHO/WHATWHERE firstly.

If you have any questions about GLP, please ask your child's SLP. We are happy to help!