Stage One of Gestalt Language Processing: Scripting & Echolalia

How to Respond to Autistic Scripting Using the Natural Language Acquisition Framework

At its core, working with gestalt language processors (GLPs) is all about building a connection. A script, or gestalt carries meaning and is used to communicate to us. Sometimes, we must do some detective work to hear the deeper meaning. Phrases can carry meaning deeper than just the “sum of its parts” or each of its words put together. Natural Language Acquisition (NLA) framework follows the natural language development in GLPs. It is all about joining a child where they are, using their language, and supporting them to develop self generated language. Gestalt language processing is a natural way to develop language, there are just some children who get “stuck” within a stage of the development. That is when it’s our job to support them through the stages to communicate their thoughts organically.

You can read more about “What is Gestalt Language Processing?” here. Now, in this post we will focus on stage one, which is when a child is using entire gestalts to communicate. A gestalt can be described when related to language as a phrase, chunk of language, or string of words. It can also be referred to as scripting, immediate echolalia, delayed echolalia, or a phrase. This language should be celebrated and encouraged. The question should not be, “how to stop scripting”, but how do we support scripting in order to let it grow into spontaneous language.

Acknowledge all language your child is using:

In stage one, we want to encourage all language. Repeat back what you understand or what part you understand and encourage it. Respond by smiling and sharing joy (i.e, hum along, dance, or wiggle your body, make an agreeing sound “mmm”) or responding “I hear you” if you can’t figure out what they’re saying. Listen to not only the words, but the melody to see if you recognize where it is from and match intonation when you can. Even when you don’t know the words, you can match the intonation. Stage one is all about letting the child know we are listening to them. We can establish that understanding by acknowledging all communication from the child.

Limit Questions:

Asking and answering questions comes in later stages. In stage one, our goal is to model language children can use spontaneously. If we do ask questions, it should be questions they’re thinking. “What’s next"?” as they are looking around for a new toy to play. “Is there a boo-boo?” when they are holding their arm after a fall. Other than a few questions they may be asking, we want to model mostly comments. Modeling “look at that”, describing what you or they are doing, and phrases like “wow, it’s so big!” are the primary targets in this stage. A speech language pathologist can help identify what purposes your child has gestalts for and where new phrases are needed. You may need to model a phrase to allow them to protest such as “not right now” or “I need space”.

Model from their perspective:

Autistic children and GLPs have shown us they learn language by repeating phrases. Use that to help expand their language by modeling phrases from their perspective. Either switching pronouns “I’m hungry” or using inclusive pronouns “Let’s play” or “We need more”. This allows them to expand their language using the entire chunk we provide instead of having to change the language on them right after we model it. Single words come in Stage 3 and grammar develops in stage 4, so we want to limit the need for those in earlier stages. If you do notice a misuse of a phrase, try offering a new one instead of changing the grammar. i.e., if your child is saying “do you want a snack?”, avoid the temptation to respond “oh, your asking CAN I have a snack”, instead try “Let’s get some food”, “time to eat” or “I’m hungry”. A new phrase is often easier to acquire in stage one versus making a correction to a current gestalt.

Look out for patterns & deeper meaning:

As stated above, at first we are solely encouraging language from our GLPs. As we continue to communicate with them, we want to see about what gestalts or scripts they’re using when & were. This can help us discover what the intended meaning of the message. Some examples include a child singing the Dora “map” song when it’s time to leave. The first time we hear this, we can nod, hum, or sing along. If we discover a pattern of this each time you are about to go somewhere else, we can begin to choose some new phrases to model along with acknowledgement of the song. “I’m the map!” “Where to next?” or “Time to go somewhere new”.

Next, we will discuss Stage 2, which is all about mixing and matching these gestalts our children are using.