How to Expand Language through Modeling and Mitigations

As we move through the stages of gestalt language development, Stage Two brings flexibility in scripts and mixing and matching of phrases. This can open up the world of language for our GLPs and allow them to better express themselves.

You can read more about “What is Gestalt Language Processing?” here or about Stage ONE here. Now, in this post we will focus on stage two, which is when a child is finding the flexibility of their gestalts. 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. In stage two, your child is beginning to explore how the language they first heard can be changed to match their intended meaning.

Use intonation to your advantage

As we know, GLPs are highly aware and in tune with intonation. It might be how they first acquired language, repeating the intonation of a phrase before they were able to articulate each word. As we model mitigations (mixing of two gestalts), we can use that to our advantage. Emphasize what you are doing by matching the intonation of each separate gestalt. If we are combining “Wheels on the bus” with “Let’s get in the car”, use the tone of Wheels on the bus and “interrupt” with the same tone you typically use for the second phrase. This can highlight what you are doing and show your GLP the possibilities of splitting up and combining gestalts.

A step back

Stage two is often all about mixing-and-matching or mitigating gestalts. While that is the key feature of stage 2, some GLPs might need a more gradual introduction. I have met GLPs, especially those with longer scripts that can struggle to mitigate. This may be a sign we need to stay in stage 1 and be more selective about the stage 1 gestalts we are modeling. I have also seen kids who seem to struggle to combine their longer scripts with the phrases we have modeled. That is why it is important to remember shortening gestalts is also a part of stage 2. Especially kids with longer scripts, it can be helpful to find “key parts” or main ideas of the scripts and show how those can be used throughout the day. Just like in stage 1 where it is helpful for them to see that Mom & Dad can say the same phrases as Lightning McQueen, it can be helpful for them to hear we can skip to the end of a script and use that isolated phrase.

Next, we will discuss Stage 3, which is all about single words and word combinations.