Gestalt Language Processing (GLP) is a natural way some children acquire language by learning whole phrases or “scripts” rather than individual words.
In autistic children, this often appears as delayed echolalia, repeating phrases they have heard before. Recognizing this learning style is crucial because it allows therapists to meet children where they are, turning scripted language into meaningful, functional communication rather than trying to suppress it.
Case Example:
One of my preschool students loved dinosaurs and would always enter sessions holding a favorite T-Rex toy. The student was in Stage 1 of GLP, using fixed scripts such as:
- “What happen?”
- “Oh no!”
- “Tyrex!”
The student showed no interest in the regular toys in the therapy room and often sat quietly. Instead of discouraging these scripts, we used dinosaur play and pretend food to model small expansions. For example:
- “What happen?” → “What’s happening to the dinosaur?”
- “Oh no!” → “Oh no, the ice cream fell!”
- “Tyrex” → “The T-Rex is eating.”
Gradually, the student began producing more functional sentences like “I want ice cream,” moving toward Stage 2 – Mitigated Gestalts, where scripts are modified and recombined.
Stages of Gestalt Language Processing
GLP typically develops in six stages:
- Stage 1 – Echolalia: Child repeats memorized phrases.
- Stage 2 – Mitigated Gestalts: Scripts are shortened or modified.
- Stage 3 – Single words & two-word combos: Words extracted from scripts.
- Stage 4 – Simple original sentences: Basic self-generated sentences.
- Stage 5 – Complex sentences: Expanded grammar and sentence complexity.
- Stage 6 – Mature, flexible language: Full conversational use in new contexts.
Tips for Therapists:
- Honor scripts; they are meaningful communication.
- Use the child’s interests to engage them.
- Model slight variations of scripts to expand language.
- Embed functional phrases into play.
- Be patient; progress from Stage 1 to Stage 2 can take time.
By respecting a child’s natural language processing style and leveraging their interests, therapists can guide children from repeating scripts to using flexible, functional language. This example illustrates how GLP-informed strategies turn echolalia into meaningful communication.
Author: Pegah Ansari, M.S.
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