The Hidden Meaning: Understanding Your Child’s Unique Gestalt Language Processing

Does your child often repeat phrases from TV shows in a sing-song manner? Do they echo your questions back to you instead of answering directly? If so, they might be a Gestalt language processor. This is a growing area of interest in speech therapy and refers to children who learn language differently from what many might consider typical. While it can sometimes be puzzling for parents, understanding Gestalt language processing is key to supporting your child’s unique communication development.

Robyn Barlow, a Speech Therapist at The Bridge Assisted Learning School, and her colleague Renie Sutherland, Principal at the school, emphasize that this isn’t a problem, but a different way of learning language that holds potential. They stress the importance of encouraging communication in any form and supporting children through neurodiversity-affirming approaches.

What is Gestalt Language Processing?

The term ‘Gestalt’ essentially means ‘learning from the whole to the part’. Most children, known as analytical language processors, learn language by first understanding sounds, then single words, and then gradually building sentences. Gestalt language processors (GLPs), however, learn language in larger chunks or “wholes” first.

“Rather than learning the word ‘done’, a Gestalt language processor might say: ‘Well done, excellent job!’ every time they complete a task, regardless of whether the job was completed or not,” Barlow explains. These whole phrases, often rich in intonation and picked up from conversations or media, are their initial building blocks. Only later do they begin to break these “gestalts” down into smaller units and eventually into individual words that they can then use more flexibly.

A common characteristic of Gestalt language processing is echolalia. “Echolalia refers to sentences or phrases that are repeated, which can either be delayed or immediate,” says Barlow.

• Immediate echolalia is when a child repeats what was just said, like echoing your question.
• Delayed echolalia involves repeating phrases heard in the past, such as lines from a TV show, often with the original intonation.

“It can be frustrating when your questions are constantly said back to you by a small person,” Barlow acknowledges. “For many, it may appear that the child’s unaware of what’s being asked, but research has shown that that isn’t true”. These repeated phrases, or “scripts,” usually carry a specific meaning for the child, often tied to the emotional context in which they first heard the phrase.

Supporting Your Gestalt Language Processor: Tips for Parents and Educators

Understanding and supporting neurodivergent communication is vital. Barlow emphasizes that “many children who’re Gestalt language processors are neurodivergent and it’s important to learn how to support them through neuro-diverse-affirming approaches”. This means recognising their way of communication as valid and working with their natural learning style.

Here are tips for communicating with Gestalt language processors:

1. Acknowledge Every Communication Attempt:

• Even if it’s a repeated phrase, acknowledge it with a smile, a nod, or by repeating it back with understanding. This validates their attempt to connect. For example, if they say a line from a cartoon when they’re happy, smile and share their joy.

2. Model Language – Don’t Correct:

• GLPs have formed associations with their phrases, which might be hard for you to decipher immediately. Instead of correcting their grammar or demanding single words, model language related to their script.
• “For example, they may say: “That’s a big truck” every time they see a truck,” Barlow notes. “As a caregiver, modelling various sentence structures and intonation patterns, and modifying the sentence, is a good way to stimulate language. For example: “Is that a big truck?” or “Yes, that’s a big red truck””.
• You can also model alternative, related phrases. If “Blast off!” means they want to go outside, you can say, “Blast off! Let’s go outside!” or “Time to go outside! Ready, set, go!”

3. Investigate the Meaning/Emotion Behind Phrases:

• Sometimes a script is tied to a specific emotion. For example, a line from a show where a character is scared might be used by the child when they feel anxious.
• “Determining whether an emotional response is attached to a phrase can help you and the child identify big feelings and better ways of managing them,” Barlow suggests. Playing detective to understand what a script means to your child is key. Keeping a log of when and where they use certain scripts can help identify patterns.

4. Use Rich Intonation and Declarative Language:

• Since GLPs often pick up language with its original intonation, using expressive language yourself can be beneficial.
• Model language using statements rather than questions, especially in the early stages. For instance, instead of asking “Do you want juice?”, you could say “Mommy is having juice!” or “Juice is yummy!” while pointing to the juice. This provides them with usable gestalts.

5. Create a Supportive, Low-Pressure Environment:

• Avoid pressuring your child to speak “correctly” or to use single words if they are not ready. The goal is to encourage communication in any form.
• Speech therapy programmes for kids in South Africa focusing on neurodiversity now emphasize child-led, play-based approaches that are affirming and supportive.

Gestalt Language Processing and Neurodiversity

As Barlow states, “Many children who’re Gestalt language processors are neurodivergent”. Neurodiversity refers to the natural variations in human brains regarding sociability, learning, attention, mood, and other mental functions. Conditions like Autism Spectrum Disorder (ASD) and ADHD fall under this umbrella. While not all GLPs are autistic, a significant number are. Understanding this connection helps in adopting affirming approaches rather than trying to “fix” their language development.

Renie Sutherland points out that some neurodiverse students may not thrive in mainstream schools or be suited for traditional special needs schools. However, schools or learning environments that cater specifically to neurodiverse children, offering support for challenges like ADHD, dyslexia, mild autism, anxiety, or those who are GLPs, can be highly beneficial. The Bridge Assisted Learning School is one such example in South Africa.

When to Seek Professional Guidance

“Gestalt language processing isn’t a disorder, but a different way of learning using language which can be nurtured and enhanced with the right guidance and strategies,” Sutherland reassures. Parents shouldn’t be alarmed if they notice these patterns.

However, she also advises, “If parents notice any signs that suggest Gestalt language processing, they may want to consult a speech-language pathologist or therapist who can assess the child’s language skills and provide appropriate intervention, support and guidance”. If you feel unsure or concerned about your child’s development, seeking additional assistance is always a good idea.

In South Africa, you can find qualified speech-language therapists through the South African Speech-Language-Hearing Association (SASLHA). Look for therapists experienced in neurodiversity and Gestalt language processing. An assessment can confirm if your child is a GLP and provide a personalized plan to support their journey from scripts to more spontaneous and flexible language.

Understanding that your child might be a Gestalt language processor is the first step towards providing the right kind of support. 

Do you have experiences with Gestalt language processing? Share your thoughts or questions in the comments below! We encourage you to share this article and subscribe to our weekly newsletter for more insights on supporting neurodiverse learners.