When we talk about language development, dealing with kiddos who have gestalt language processing (GLP) needs can add complexity to language development. It’s like navigating a unique landscape where challenges and opportunities go hand in hand. By bringing together the expertise of Speech-Language Pathologists (SLPs) and Board Certified Behavior Analysts (BCBAs), we can craft a solid game plan to help GLP learners thrive and reach their full linguistic potential. So, let’s dive into what makes our intervention strategies effective for these learners.
Collaboration is Key Among BCBAs and SLPs
At the heart of effective support for GLP learners lies the collaboration between SLPs and BCBAs. By bridging their expertise, these professionals can gain a holistic understanding of the individual’s language processing stage and tailor interventions accordingly. Consulting with SLPs enables BCBAs to grasp the nuances of language development and modify their goals to align with the principles of GLP, fostering more effective outcomes.
An example of how a BCBA can collaborate with an SLP to help support a GLP learner is to collect ABC data when a certain phrase is being used by our learner.
As BCBA Kirtsen Yaksich, M.S., BCBA, LBA states:
Collect ABC data using that phrase as the behavior. We want to know what’s happening beforehand and after they have that phrase and that’s what we can present to the SLP to say, okay what does this phrase mean to you?
Natural Modeling and Communication
Modeling language naturally and embracing all forms of communication are fundamental strategies for supporting GLP learners. Over-prompting and reliance on fill-in-the-blank phrases can hinder natural language development. Instead, encouraging diverse forms of expression and avoiding artificial constraints can promote authentic linguistic growth.
Stages of Gestalt Language Processing
Understanding the stages of gestalt language processing provides a roadmap for targeting language goals effectively. There are four main stages for natural language acquisition processing. Progressing through these stages, from echolalia to grammar, empowers GLP learners to develop more meaningful and self-generated language. By aligning interventions with these stages, professionals can facilitate comprehensive language development.
Stage 1-Echolalia
Kids in this stage have a lot of immediate or delayed echolalia so the difference between that immediate echolalia is they repeat exactly what you say from verbatim. So if a kiddo was asked, ‘What is this?’ the immediate echolalia would be ‘What is this?’ so they would repeat exactly what the person says or even ‘is it?’ they would repeat partial or the full thing that was said.
Delayed echolalia is what they recalled from the past so that could be recalling their favorite songs, their favorite books, or even something that an adult had said to them in the past. One example would be: if a child fell down on the slide and a parent asked, ‘Are you okay?’ and the kid picked that up language and repeated, ‘Are you okay?’ and the next instance when they fall down or if they hurt their finger they’re using that delayed echolalia in recalling ‘Are you ok?’
Stage 2-Mitigation
Once the kiddo has enough gestalts that are varied, our SLPs want to make sure the learner can request, they can comment, protest, express joy as well as transition. Once an SLP feels like they have enough of those and the learner is operating in 50% of the next stage [mitigations], then they would move into the mitigation stage.
For example if a kiddo uses the phrase “look at this” the SLP would mitigate that phrase. Specifically, the SLP could model [if they were playing with dinosaurs], “Look at the dinosaur!” making sure to mix and match the learners original script and make it something new for the learner to see if they’ll pick it up.
Stage 3- Single Word Isolation Stage [Referential Stage]
In this stage, SLPs start to see some self-generated language and this is where the learner would work on single words. Single word isolation stage in Gestalt Language Processing marks an important milestone in language development, as learners transition from passive recipients of language input to active participants in communication through the use of single words to express their thoughts and needs.
- Self-Generated Language: Learners start to produce their own language rather than merely repeating what they hear from others. This marks a significant advancement in their language development as they begin to express their thoughts and needs using words they have learned.
- Single Word Focus: Instead of forming complex sentences or phrases, learners concentrate on learning and using single words. They may start by identifying objects, actions, or concepts and naming them using one word. For example, they might say “ball” when they see a ball or “eat” when they’re hungry.
- Building Vocabulary: This stage is crucial for expanding vocabulary. Learners acquire new words by observing their environment, engaging in activities, and interacting with others. They learn to associate words with their meanings and contexts, gradually building their vocabulary repertoire.
- Referential Language: The term “referential” in this stage’s name refers to the learner’s ability to use language to refer to specific objects, actions, or ideas. Instead of using language for social interactions or expressing emotions, they primarily use it to label or name things in their environment.
- Language Comprehension: While learners are focusing on producing single words, they are also developing their understanding of language. They start to comprehend the meanings of words they hear or see in various contexts, laying the foundation for more advanced language skills.
- Communication Expansion: Even though learners are primarily using single words, they may begin to combine words occasionally to express simple ideas or requests. For instance, they might say “more juice” when they want another serving of juice or “big dog” when describing a large dog they see.
Stage 4-6-Grammar Stages
In Stage 4, also known as the Early Sentence Formation Stage, learners begin to combine words to form simple sentences or phrases. However, these early sentences typically consist of one word that serves as the main component, often conveying the main idea or action, while other words may be used to modify or supplement it. For example, a child might say “milk” to mean “I want milk,” or “doggy” to refer to a dog they see. At this stage, learners are still primarily focused on expressing their immediate needs or desires, and their sentences may lack grammatical complexity.
In Stage 5, known as the Two-Word Sentence Stage, learners progress to forming two-word sentences. These sentences typically consist of a subject and a verb, or a subject and an object, providing a basic structure for communication. For example, a child might say “mommy eat” to mean “Mommy is eating” or “big dog” to describe a large dog.
In Stage 6, referred to as the Basic Sentence Expansion Stage or Grammatical Stage, learners begin to expand their sentences by adding more words and grammatical elements. They start to incorporate articles, prepositions, conjunctions, and auxiliary verbs into their speech, resulting in more grammatically complete and complex sentences. Learners also begin to understand and use basic grammatical rules, such as subject-verb agreement and word order. However, their sentences may still be relatively simple and may contain errors in grammar and syntax. For example, a child might say “The big dog is running” or “I want to play with my friends.”
Impact of Social Media on Gestalt Language Processing
Social media has played a pivotal role in raising awareness about gestalt language processing. Access to information and courses on GLP has equipped speech pathologists and other professionals with valuable insights and resources to better support GLP learners. Leveraging social media platforms as educational tools can further enhance awareness and facilitate knowledge exchange in the field.
The Need for Further Research
While existing research supports the effectiveness of GLP interventions, more experimental studies are warranted to provide additional evidence and compare the efficacy of GLP with traditional analytic approaches. Rigorous research endeavors will enrich our understanding of GLP and inform evidence-based practices for supporting individuals with diverse language processing needs.
Navigating Differences in Prompts Between Speech and ABA
Understanding the distinction between prompts in speech and prompts in Applied Behavior Analysis (ABA) is essential for effective collaboration between SLPs and BCBAs. BCBAs must align their goals with the principles of GLP, respecting the SLP’s perspective and adapting their interventions accordingly. Clear communication and mutual understanding facilitate synergistic collaboration in supporting GLP learners.
Gestalt language processing presents a unique landscape for intervention, requiring a collaborative and nuanced approach that integrates insights from multiple disciplines. By embracing natural communication, understanding the stages of language development, and fostering interdisciplinary collaboration, we can unlock the full potential of GLP learners and empower them to thrive in their linguistic journey.
To learn more about gestalt language processing, watch our podcast episode ‘Gestalt Language Processing Meets Applied Behavior Analysis on ‘Blossoming Together’. Our podcast also offers FREE CEUs for BCBAs, make sure to visit our website to obtain your CEU.
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