Did you know there are two different ways to acquire and process language? One is through analytic language processing, and the other is through gestalt language processing. It is important to determine if a child is an analytic or gestalt language processor in order to best supplement their communication skills. Modeling for each language processing system looks different, and it is important for SLPs to know strategies to support both.
Analytic language development is a commonly known way to process language. This type of development can be thought of as our “word babies”. Analytic language processors (ALP) develop language through single units, meaning one word will portray meaning. Then as they continue to develop language, they add more words to create a phrase, sentence, and then full conversation. The examples below shows how analytic language processing typically develops.
ALP Development
Examples:
Single words: “more”
Two word phrases: “More food”
Longer phrases: “I want more food”
Sentence: “I want to eat some more apples, please.”
Conversation: “I want to eat some more apples after we go outside to play on the swing set.”
Gestalt language processing (GLP) is another way to process language, and these language processors can be thought of as our “intonation babies”. Instead of using one word to portray meaning, GLP’s use chunks of language to communicate wants and needs. Gestalt language processors are able to hear the melody of language and may communicate through intonation at first. This could resemble strings of jargon with variations in pitch (e.g., “hmanaythbabtudah”). GLP’s also use echolalia to communicate their wants and needs during the beginning stages of language development. Echolalia is a repeated phrase of previously heard speech. Echolalia can either be delayed or immediately repeated. The example below is a brief overview of the stages of language development for GLPs.
GLP Development
Examples
Stage 1: Echolalia utterances- communicate through whole chunks of language: “So here we go, Paw Patrol!” “Are ya ready kids!?”
Stage 2: Combines different gestalts: “Ready, here we go!”
Stage 3: Communicates single words or two word phrases: “Go”, “ready”, “Ready + go”
Stage 4: Uses sentences with some grammar: “Ready, let’s go store”
Stage 5+: Sentences with grammar: “I’m ready, let’s go to the store.”
Often a child’s echolalic phrase or gestalt may not offer a true meaning, as GLP’s use emotion and intonation to communicate. “So here we go, Paw Patrol” may mean a child wants to watch Paw Patrol, but it may also mean a child is ready to leave or begin playing with a different toy. It is important for caregivers to be “detectives” to determine what a script may mean, in order to best support the language development for a GLP. When a true meaning is known, caregivers are able to acknowledge what their child is trying to communicate, and can also model a different phrase back. For example, “I hear you, let’s go home!” could be modeled after a GLP says “so here we go, Paw Patrol” and they mean it’s time to leave.
When a child is a GLP, it is also important to model gestalts in a naturalistic and fun way. Since GLP’s develop language after hearing a phrase that elicited an emotional response, modeled gestalts should incorporate a child’s interests and be useful to them. Gestalts like “let’s go”, “I’m mad”, and “help me” can all be incorporated into different types of interactions and are variable in nature to communicate wants and needs. Other important strategies to use when working with GLP’s are wait time and child-led play. Both of these strategies provide the child freedom to express themselves without expectation.
To learn more about gestalt language processing, visit the Meaningful Speech website (https://www.meaningfulspeech.com/home) or ask your SLP for more information. All of our clinicians at ACT are familiar with GLP, and several are NLA trained clinicians!