It is morning time, and you and your child are heading out the door. You turn to your child and say, “Time for school! Are you excited?” and instead of answering with “yay!” or “yes!”, they repeat exactly what you said – “Time for school! Are you excited?”. You often hear your child echo things that you say. Why is that?
You see your child spinning and laughing in the living room. He gets dizzy and falls down. You hear him sing, “And we all fall down!” You realize that is part of a song, and it makes sense for him to say it based on his play scheme, but couldn’t he have said “I fell down”? Your child is very motivated and engaged by songs. He recites lyrics often when answering questions or commenting during play. Why?
You are having dinner with your friend, and you are both discussing funny videos you have seen on the internet. When reenacting them, you emulate the same voices, facial expressions, and gestures as those people in the videos. You can also repeat the joke or funny moment word for word. Why does it seem so easy?
In the world of pediatric therapy and everyday life, it is important for therapists and families alike to understand a newer, yet researched communication style – gestalt language processing, and what GLP might look like in your child.
What is Gestalt Language Processing (GLP)?
A Gestalt Language Processor (GLP) will process and use language in chunks rather than in small, individual parts.
- A GLP might use scripts or “gestalts” from TV shows, movies, songs, or events to relay a message or to relate to an experience
- Another example: a child saying “fish are friends, not food!”(from Finding Nemo) while snacking on goldfish crackers OR refusing to eat goldfish crackers
- Using echolalia (i.e., repeating what someone has said almost immediately, or later)
- Strengths in perceiving tone and rich intonation from spoken language
- Gestalt language processing is considered an alternative yet natural way of learning language for neurotypical and neurodiverse individuals
What are the stages of Gestalt Language Processing?
There are stages of therapy when working with a child with GLP, with the end goal being breaking down scripts to smaller units and building them back up to make different sentences and to encourage flexible language:
- Stage 1: Echolalia (i.e., repeating/echoing what someone has said; can be immediate or delayed) and Gestalts
- Stage 2: Mixing and Matching Gestalts (taking a part of one script and combining it with another – “ready, set, go go go so fast!”)
- Stage 3: Two-word combinations and single words (trimming down scripts)
- Stage 4-6: More self-generated language with beginning and advanced grammar (uh oh, the puppy goed on the couch; did the puppy go on the couch?)
It is important to know that the stages are a continuum, and children may shift between stages often! For example, you may hear more gestalts when your child is sick, tired, or dysregulated, when they feel like a script fits a situation at hand, or simply for FUN!
Think back to learning your navigational directions in elementary school…coming up with mnemonic devices such as “Never Eat Soggy Waffles” made learning silly, engaging, and fun!
What is the difference between Gestalt Language Processing and Analytic Language Processing (ALP)?
Analytic Language Processing is learning language in small parts, then putting them together to make a whole (e.g., phonemes → strings of sounds → words → phrases → sentences → different grammatical structures)
- A learning style for neurotypical and neurodiverse individuals as well
- “It’s important to note that most individuals use both processing styles to some degree, depending on the context and the specific language task at hand. For example, a person might use a more Gestalt Language approach when engaging in casual conversation or storytelling, but switch to a more analytical style when learning a new language or solving a crossword puzzle.” (NeuroLaunch, 2025)
How do I know if my child is a Gestalt Language Processor?
Your child might be a Gestalt Language Processor if some of the following sound like they describe your child:
- Using immediate or delayed echolalia
- Using jargon or long strings of language that may be hard to understand
- Rich intonation within their utterances/gestalts
- Very musical, loves music/songs
- Having a hard time interacting in social situations
- Rewatches and “studies” the same videos over and over or certain parts of movies
- Hyper-awareness of details that make a “whole”, and may become upset if something within the “whole” changes (i.e., monotropism)
- Ask a speech-language pathologist (SLP)
Do I need to find an SLP trained in GLP?
While most SLPs are familiar with GLP and know how to utilize strategies in treatment sessions, there are a few ways to find an SLP trained in GLP specifically:
- Ask your child’s SLP if they have completed a GLP training course
- Visit Meaningful Speech | NLA Trained Clinician Registry to find local SLPs that are trained in GLP
Is GLP a diagnosis?
You may hear GLP be used in the context of language delays or developmental disorders, however, it is important to understand that GLP is not considered a diagnosis or disorder. Rather, it is a valid and recognized descriptive term to explain natural language acquisition.
What would therapy for a child that is a Gestalt Language Processor look like?
Therapy for a child with GLP would encourage working through the GLP stages with the end goal of your child having a repertoire of flexible language to use in various situations with peers and adults alike. But HOW?
Through PLAY! 🙂 Both at Hummingbird and at home!
- Following the child’s lead is key! Model various phrases during play with rich intonation
- Limit questions as this can be overwhelming for most children. If you do ask a question, model a response rather than expecting one
- “Is the car going to knock down the tower? AHHH yes it is, boom!”
- Incorporate songs, music, and movement!
- As mentioned above, gestalt language processors benefit highly from tunes, and moving around (e.g., dancing, crashing, spinning, swinging, sliding, etc.) supports learning and communication
At Hummingbird, we support and encourage all differences to help children take flight🩷
Meet the author: Ms. Maeghan, MS., CCC-SLP, ASDCS