What is a Gestalt Language Processor (GLP)?

A Gestalt Language Processor is someone who acquires language in chunks or 'gestalts' rather than building language word by word. This is a natural variation in language development, often associated with autism, where children learn phrases as whole units before breaking them down into smaller parts.

Is Gestalts a replacement for speech therapy?

No. Gestalts is designed to support your child's therapy journey, not replace professional speech therapy. We help you reinforce your specialist's guidance and make the most of the time between appointments.

Who created Gestalts?

Gestalts was built by parents of a Gestalt Language Processor. Every feature exists because we needed it first during our own daughter's language development journey.

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What is Gestalt Language Processing?

Understanding the natural language learning style that starts with whole phrases and works backwards to individual words

Disclaimer: This page shares what we've learned as parents, not professional advice. Always consult with your speech-language pathologist or healthcare provider for guidance specific to your child's needs.

What we've learnt about GLP

When Olivia was little, she'd recite quotes she'd heard from us or a show perfectly but couldn't tell me what she wanted for lunch. It was confusing until we learnt about gestalt language processing.

From what we've learnt through our therapists and research, most kids build language from single words up. Gestalt processors like Olivia start with whole phrases and work backwards. They memorise chunks (like song lyrics) then gradually break them into original language.

Research suggests that many autistic children (some studies indicate up to 84%) learn this way, though our therapist emphasized that every child is unique. Many non-autistic children do too. It's not a disorder, just a different path to language.

The stages we've seen with Olivia

Our therapist explained these six stages that gestalt processors move through

Echolalia

Repeating whole phrases exactly as heard, often with perfect intonation and rhythm.

"Time to clean up, clean up, everybody everywhere!"

Delayed Echolalia

Using memorised phrases in new situations where they fit the meaning or mood.

"Let it go! (when frustrated)"

Mixed Phrases

Combining parts from different memorised phrases to create new meanings.

"Time to... let it go!"

Single Words

Beginning to isolate and use individual words from their memorised phrases.

"Clean or Up"

Two-Word Phrases

Creating simple combinations using words from their gestalt library.

"Clean toys"

Original Language

Creating completely new sentences using grammar patterns they've internalised.

"I don't want to clean my toys"

What we noticed with Olivia

These behaviours confused us at first, until our therapist helped us understand them

Perfect echoes

She'd recite entire phrases from us or shows with perfect intonation and timing, but struggle to answer simple questions like "What do you want for lunch?"

Different stages with different people

Olivia would operate at different stages depending on who she was with. With us, she was more open and confident. Around less familiar people, she'd seemingly regress. We learnt this was just a confidence thing.

Questions cause shutdown

Direct questions like "What did you do today?" or "How was school?" often lead to silence, distress, or repetition of unrelated phrases.

Scripts for situations

They use memorised phrases in appropriate contexts, saying "Let it go!" when frustrated or "To infinity and beyond!" when excited.

Delayed but meaningful

Language milestones may be delayed compared to typical development, but when language emerges, it often comes in sophisticated chunks rather than single words.

What we've learnt

Through trial and error, guidance from our specialists, and using our GLP companion and play analyser tools

What worked for us

Modelling full phrases

Instead of "What colour?" we'd say "Wow, that's a beautiful red car!" This gave Olivia useful chunks to learn from.

Narrating everything

We started describing what we were doing: "Time to put on your favourite blue shoes!" It felt silly at first, but it really helped.

Embracing her scripts

When Olivia said "Let it go," we'd respond "Yes, that's frustrating!" instead of correcting her. This validated her communication.

Waiting and listening

We learnt to give Olivia more time to process. Her responses were often delayed but always meaningful.

What didn't work

Trying to stop her repeating

Early on, we'd say "Stop repeating." We learnt this was exactly the wrong approach. Her echoes were how she was building language.

Drilling single words

"Say 'car.' Just say 'car'" would frustrate both of us. It went against how Olivia naturally learns.

Asking too many questions

Rapid-fire questions like "What's this? What colour? How many?" would overwhelm her. We learnt to slow down.

Correcting her movie quotes

We used to correct her when she'd quote films. Now we understand she was using them meaningfully to communicate feelings.

Questions we had along the way

Is GLP the same as autism?

No, GLP is a learning style, not a diagnosis. Research shows that while approximately 75-90% of autistic children are gestalt language processors (Blanc, 2012; Prizant, 1983), many non-autistic children also learn language this way. Our therapist emphasised that GLP is simply a different path to language development, and the focus should be on supporting their unique learning style, regardless of any other diagnoses.

Will my child ever speak "normally"?

Many gestalt processors develop rich, creative, and completely functional language. Research by Blanc (2012) through the Natural Language Acquisition framework shows that children can successfully progress through all stages to develop flexible, self-generated language. They might always think in chunks first, which can actually be an advantage, leading to more colourful and expressive communication. Different doesn't mean less capable. Olivia now tells us all about her favourite things with her own unique style.

How long does it take to move through the stages?

Every child is different. The research doesn't give specific timelines because progress varies so widely. Some children move through stages in months, others take years. What our therapist told us, and what the research supports, is that supporting them at their current stage, rather than rushing them to the next one, leads to better long-term outcomes. Progress isn't always linear, and that's perfectly normal.

Should I find a speech therapist who understands GLP?

Absolutely! A therapist trained in gestalt language processing will work with your child's natural learning style rather than against it. They'll understand that echolalia is a stepping stone, not something to eliminate (Prizant et al., 1997), and will use evidence-based approaches like the Natural Language Acquisition (NLA) framework developed by Marge Blanc. Finding Molly, who understood GLP, changed everything for our family.

What causes gestalt language processing?

The research suggests it's simply a neurological difference in how some children acquire language (Peters, 1983). Instead of starting with single words and building up (analytic processing), gestalt processors start with whole phrases and break them down. It's not something caused by parenting or environment, it's just how their brains are wired to learn language. Our therapist helped us understand this isn't something to 'fix,' but rather a natural language learning path to support.

How do I know if my child is a gestalt language processor?

Common signs include: echoing whole phrases from TV shows, songs, or conversations with perfect intonation; using memorised scripts in new situations; difficulty answering direct questions but communicating effectively with their scripts; and delayed echolalia (repeating phrases hours or days later). When Olivia would say 'Let it go!' when frustrated, that was her using a gestalt meaningfully. A speech-language pathologist trained in GLP can provide a proper assessment.

Is it okay to let my child watch TV or videos?

This was something we worried about constantly. Research shows that gestalt processors do pick up language from media, and it can become part of their gestalt library (Blanc, 2012). Our therapist helped us understand that rich language models, whether from quality shows, books, or our own narration, all contribute to their language development. The key is ensuring they also have plenty of real-world interactive communication. We found Olivia used her favourite show scripts to communicate real feelings and needs.

Should I correct my child's echolalia?

No, and this was the hardest thing for us to learn. Research consistently shows that echolalia serves important communicative and cognitive functions (Prizant & Duchan, 1981; Stiegler, 2015). What looks like 'just repeating' is actually how they're processing and learning language. Our therapist taught us to acknowledge the communication behind the script rather than correcting the form. When Olivia said 'Time to clean up' (her daycare's script), we'd respond to what she meant: 'You're noticing it's time to finish this activity.'

Research References

The information on this page is informed by established research in gestalt language processing and the Natural Language Acquisition framework:

• Blanc, M. (2012). Natural Language Acquisition on the Autism Spectrum: The Journey from Echolalia to Self-Generated Language. Communication Development Center, Inc.
• Peters, A. M. (1983). The Units of Language Acquisition. Cambridge University Press.
• Prizant, B. M. (1983). Language acquisition and communicative behavior in autism: Toward an understanding of the "whole" of it. Journal of Speech and Hearing Disorders, 48(3), 296-307.
• Prizant, B. M., & Duchan, J. F. (1981). The functions of immediate echolalia in autistic children. Journal of Speech and Hearing Disorders, 46(3), 241-249.
• Prizant, B. M., Wetherby, A. M., Rubin, E., & Laurent, A. C. (1997). The SCERTS Model: A comprehensive educational approach for children with autism spectrum disorders. Infants & Young Children, 10(4), 83-102.
• Stiegler, L. N. (2015). Examining the echolalia literature: Where do speech-language pathologists stand? American Journal of Speech-Language Pathology, 24(4), 750-762.

Note: While we reference research to provide context, we are parents sharing our lived experience, not clinicians. Always consult with qualified speech-language pathologists for professional guidance.

Important Notice: The information on this page is for educational purposes only and does not constitute medical, therapeutic, or diagnostic advice. Gestalts is not a substitute for professional speech therapy. Always follow your SLP's recommendations.

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