A child is using single words so they must be an analytic language user. Right? Wrong! Many gestalt language processors (GLPs) use lots of single words in the early stages. Most people assume that gestalts are only longer scripts from media or from what is said around them. In reality, a gestalt can be any length, even as short as a single word. Let’s explore how to we identify if a single-word user is a gestalt language processor and what to do to support them.
The Misconception: Children using single words in the early stages of development must be analytic language processors
It’s easy to see a child using single words and conclude they are an analytic language user. However, many gestalt language processors also use single words during their early stages. These children rely heavily on delayed echolalia and gestalts —phrases or chunks of language they’ve picked up from their environment — to communicate. Analytic processors pick up single words and use them flexibly and referentially right from the start. They can point to the objects they are labelling (e.g. point to an aeroplane & say ‘plane’) and they combine the single words into two-word combinations (e.g. ‘plane gone’) and eventually into phrases (e.g. ‘plane in the sky’) and basic sentences (‘The plane is flying’). GLPs, on the other hand, may use a single word like “car” to express an idea, such as “I want to go,” without the flexibility or combination that characterises analytic language processing. GLPs focus on the intonation, emotion and whole experience associated with the word.
Identifying a Gestalt Language Processor
So, how can you differentiate between an analytic language processor and a gestalt language processor when you encounter single-word usage? Here are some key factors to consider:
- Previous Therapy Experience
Consider if the child has undergone speech therapy with an analytic language approach or ABA therapy. These therapies often emphasize vocabulary expansion and labelling. While GLPs can learn many words through such methods, they may end up with “stuck gestalts,” meaning they don’t recognize these words as units that can be combined or expanded upon.
- Contextual Use of Words
Evaluate whether the child is using words across different contexts. If the child is using a word in a specific context only and does not generalise it, it’s likely to be a gestalt. For example, the child only uses ‘doggy’ to refer to the neighbour’s dog and not to any other dog. It’s not a gestalt if the child is using the word flexibly and starting to combine it with other words.
- Referential Usage
Look for referential use—does the child point to an object while saying the word? This indicates they understand the word as a meaningful unit and that they can use it in a referential way. In the early stages, GLPs typically do not point to objects. Their ability to do so usually emerges as they reach stage 3 of the Natural Language Acquisition framework.
- Intonation Consistency
Listen to the child’s intonation. GLPs are sensitive to the intonation patterns of the language they hear. They often repeat words in the same way each time, using the same intonation as the original speaker.
What to Do If You Suspect a Gestalt Language Processor
If you suspect a child using single words is a gestalt language processor, here are some supportive strategies:
- Adjust Your Approach
Gestalt language processors need to be supported to develop language through the Natural Language Acquisition stages. Using an analytic approach with these children can result in their language becoming ‘stuck’ and inflexible. If you are unsure of using this approach, you can find a list of trained professionals here and here or you can upskill in this area.
2. Leave Single Words Alone
Avoid trying to expand the child’s single word gestalts. Until a GLP starts recognising words as single units of meaning and understands that they are building blocks of sentences, they cannot expand on these words. Instead, acknowledge their utterances by smiling, nodding, saying “yeah” or “okay” or repeating the gestalt. Model new gestalts for the child. Just as an analytic language processor needs more words in the early stages, a gestalt language processor needs more gestalts.
The Path Forward
Don’t be alarmed if the child you’re working with frequently uses single word gestalts. They will begin to “free” words from their gestalts and process them as units when they progress to stage 3 of the Natural Language Acquisition framework. Keep focusing on modelling more gestalts in the early stages using child-lead play. Vary your intonation and bring in the excitement and drama as this often makes gestalts ‘stick’. By fostering a supportive environment, we can help our gestalt language processors flourish and develop their unique language skills.
Source: Meaningful Speech
