In this conversation, Tara Phillips and Amy Zembriski discuss the intricacies of Gestalt Language Processing (GLP) in children, particularly autistic kids. They explore the differences between GLP and analytic language processing, the importance of presuming competence, and the role of Augmentative and Alternative Communication (AAC) in supporting these children. The discussion emphasizes the need for meaningful communication opportunities, building relationships, and effective collaboration between speech-language pathologists and special education teachers. Amy shares practical strategies for AAC programming and modeling communication without pressure, highlighting the importance of understanding each child's unique needs and preferences.
Meet Amy Zee, SLP
Tara: Hey there, everybody. I am thrilled today to be talking to Amy Zee, the SLP. Welcome to the show! Amy, will you please tell us a little bit about yourself?
Amy: Yeah, of course. Thank you so much for having me. My name is Amy, and I'm a speech therapist. I've been practicing for eight years, and I actually took a year off, but I won't bore you with the details! I have a pretty diverse background, but currently, I run my own private practice. I specialize in supporting autistic children and their families, and I've been working with a pediatric population for about two and a half years.
Understanding Gestalt Language Processing
Tara: What exactly is Gestalt Language Processing, and how does it differ from analytic language processing?
Amy: Gestalt Language Processing (GLP) is when an individual begins to develop language by repeating phrases or chunks of language exactly as they heard them. This can come from communication partners or media, and it's often referred to as delayed echolalia.
Unlike analytic language processors, who build language by starting with single words (like “go,” then “go bathroom,” and eventually “I go bathroom”), gestalt language processors assign meaning to entire chunks or scripts of language. These chunks, or “gestalts,” are often tied to emotionally significant experiences.
For example, one of my clients used the phrase, “You want to go to the bathroom?” when he wanted to leave a situation. For him, this phrase became meaningful as a way to communicate that he wanted to exit, even though the words didn’t mean that literally.
Language Development
Tara: What does the language development process look like for Gestalt Language Processors?
Amy: Gestalt language processors start with these whole chunks of language and, over time, begin to break them down into individual words and phrases. This process moves toward self-generated language. A key framework for understanding this is the Natural Language Acquisition (NLA) framework developed by Marge Blanc.
We equip these children with a variety of scripts that serve different communication functions. Eventually, they start combining individual words from their gestalts to create new, meaningful language.
Tara: Can you give us an example of a meaningful gestalt in real life?
Amy: Absolutely! One of my clients, who uses an AAC device part-time, once blew me away during a session. I was chatting with her grandma about my daughter turning one. Out of nowhere, my client started typing on her device: “Miss Amy sing baby happy birthday.” She wanted to sing Happy Birthday for my daughter! It was such a meaningful and sweet moment, showing how these chunks of language can carry significant emotions and intent.
How Gestalt Language Processing Challenges Common Misconceptions About Communication
Tara: That reminds me of a story. I knew a little boy who typed out a whole phrase from the movie “Up” on his AAC device about Paradise Falls and sending a postcard. At first glance, it might seem like just scripting or jargon. But when his parents recognized the movie reference, they realized how much thought and meaning was behind it.
This same child also used his device to say “bowling alley” while riding in the car. His mom realized later that the button was mislabeled—he had been asking for McDonald's. These moments highlight how important it is to presume competence. Just because their communication doesn't look like “juice,” “cracker,” or single-word requests doesn't mean it lacks meaning.
Amy: Exactly! Gestalt language processors are often misunderstood because their communication doesn’t follow the traditional analytic model. What might seem like “nonsense” can actually be deeply meaningful language tied to specific experiences.
Supporting a Gestalt Language Processor
Tara: What’s the biggest takeaway for professionals and parents when supporting Gestalt Language Processors?
Amy: The most important thing is to presume competence and recognize the meaning behind the language. If a child uses a scripted phrase or sings a song, they’re communicating something. It’s our job to figure out what that is and help them move toward breaking those scripts down into more flexible, self-generated language.
Tara: How can parents and professionals support this process?
Amy: Start by validating the language they’re already using. If a child uses a script to communicate, acknowledge it and model similar language that adds meaning. For example, if they say, “You want to go to the bathroom?” as a way to leave, you could respond, “Oh, you want to go! You want to leave the room?” Over time, these supportive strategies help them build toward more flexible communication.
Signs of a Gestalt Language Processor
Tara: We need to give kids access to AAC because without it, we won’t know what they’re capable of. We’ll also touch on AAC programming and considerations for kids who are GLPs. But what are some signs that a child might be a Gestalt Language Processor?
Amy: If a child uses delayed echolalia, scripts, or rich intonation, they’re likely a GLP. Scripts aren’t always movie quotes—they can sound functional, like “Do you want to go to the bathroom?” but are still learned phrases with attached meaning. Their speech may include jargon that’s hard to understand, but if you listen closely, you’ll notice consistent intonation or patterns. Families often help identify where scripts come from, like shows or videos, which can lead to ‘aha’ moments.
GLPs may struggle to answer questions, often repeating them as a way to process or take a conversational turn. As they progress and break down scripts, their ability to answer improves. You might also hear third-person speech, name references, or pronoun errors because they’re repeating language as they’ve heard it. For example, a child might say “You did it” after completing something because an adult once cheered them on that way.
For non-speaking children, you may notice a love for music or repeated viewing of media clips, sometimes as a way to communicate. While stimming on videos is also common, a combination of these signs—whether speaking or non-speaking—often signals a child may be a GLP.
Tara: That description of watching or listening to a clip repeatedly is so relatable—I’ve seen many kids do this with different movies. I even had a former student who, as an adult in his 20s, still loved watching a specific Disney movie clip over and over. He didn’t have an AAC device, so I was consulting to help set him on the path to get one.
For GLPs, what considerations or modifications should we keep in mind when programming an AAC device compared to traditional programming?
Modifications For Programming an AAC Device For a GLP
Amy: I could talk about this all day, but before diving into programming, I want to start with the feature-matching process. A common question I get is whether certain AAC systems are better for GLPs. The answer is no—the system itself isn’t what determines success; it’s how we teach and use it.
I’ve worked with GLPs using various systems, and they’ve been successful regardless. Families sometimes worry they made the wrong choice, like a parent I recently coached. His son had been using Proloquo2Go for years, but a new provider said TouchChat was ‘better for GLPs.’ The switch left the parent overwhelmed, unsure how to model.
This isn’t to shame anyone but to remind professionals to be mindful of how our recommendations impact families and AAC users. Success is possible with any system.
Tara: I love that advice, Amy. In my Facebook community, people often ask which AAC app to get, and there are always endless recommendations. Your point is so helpful—don’t feel bad about your choice; any system can work.
Amy: With that said, there are features I consider during the feature-matching process, though nothing is black and white. For suspected GLPs, I look for things like the ability to record original audio, embed video clips, link to YouTube or Netflix, visual scene displays, a keyboard (which most robust systems have), or whiteboard features.
However, you won’t know if these features work until they’re implemented. For example, a mom once got her son a device with video embedding, thinking it would be perfect. After a month, she found it caused more aggression and frustration.
The key is to consider not just features, but the bigger picture—family dynamics, daily routines, and how the system fits into the child’s life.
Selecting An AAC System
Tara: During the assessment process, are there other pieces that might be more important?
Amy: When selecting an AAC system, I consider features like pre-recorded audio, video embedding, and visual scene displays, but ultimately, what matters most is how the user responds. If a child prefers one app over another, that’s what we should go with. There is no ‘best' system—what matters is using it effectively.
Regarding programming, I focus on using existing features in the app to reduce the cognitive load on caregivers, who often juggle many responsibilities. Many AAC apps like Proloquo2Go or TouchChat already have pre-stored messages that can support GLPs, such as phrases for self-advocacy or protesting. Customizing the system with fringe vocabulary is important, but we don’t always need to make extensive changes.
For example, one child I worked with started with minimal speech and a basic device. After using it, he eventually gained verbal speech and no longer needed the device. This shows that success is possible, and it’s about how we use the tool and teach the child.
Tara: I love how you emphasized relieving the pressure on parents and caregivers. After 25 years, I've seen families in various situations, and sometimes other team members criticize parents for not doing enough. But everyone is doing their best, and success doesn’t depend on perfect follow-through. We need to meet caregivers where they’re at, acknowledging the many pressures outside of our sessions.
Amy: Absolutely. I always consider how the family will feel—are they comfortable or overwhelmed? What can we adjust? It's an important aspect that sometimes gets overlooked. A child being a GLP is just one part of who they are; we need to see the whole picture.
Creating Meaningful Opportunities With AAC
Tara: When integrating AAC for GLPs in the classroom or at home, what changes would we make? We’ve heard a lot about modeling without expectation in the last five years, and I think it’s been freeing for many, including me as an SLP. Can you talk more about that and anything else you’d add?
Amy: Whether a child is a GLP or not, the key is creating meaningful opportunities. When children are repeatedly exposed to symbols in contexts they care about, like McDonald's or Starbucks, they’ll learn. It’s important to embed AAC in meaningful situations and avoid the pressure of testing or only expecting verbal communication. This approach makes learning fun and fosters connection.
Tara: I remember Serena from Play Spark challenging us to stop asking questions for 10 minutes while working with a child. It's harder than we think! We often default to questioning, but when we stop and just model or narrate, we’re more present and connected with the child. Try the 10-minute challenge and see what you learn—it’s eye-opening how many questions we ask without realizing it!
Amy: I always focus on creating safety and building a relationship with the child, whether in evaluation or treatment. Without trust, we have nothing. Erin Forward, an SLP, teaches that relationship is key to moving from emotional dysregulation to calm. Safety looks different for every child—some need more time to feel safe, like a boy who self-regulates by banging on shelves but allows me to model his AAC device. Safety and relationship are always my top priority.
Tara: In my membership, I emphasize that regulation and connection are foundational. If a child is dysregulated, it's hard to connect, but both are key. Give yourself time to build that connection, especially at the start of the school year. The rest—teaching, goals—will follow. Understanding what kids love, like Cocoa Melon, helps ease transitions. For AAC users, it’s crucial they feel safe and comfortable to communicate. Connection isn’t just a one-time thing—it’s ongoing. If a child protests, avoid power struggles and instead, offer choices and shift to something engaging to rebuild that connection.
AAC Strategies for Gestalt Language Processors
Tara: So, what strategies do you recommend? Is there anything you can think of when it comes to AAC, like using AAC with or without two strategies to support Gestalt Language Processors in general?
Amy: AAC is helpful for both speaking and non-speaking kids, allowing them to communicate more effectively. When modeling for GLPs, there’s no one-size-fits-all approach. I focus on connection. For example, with a girl who loved Miss Rachel, I sang along and activated core words like ‘in' on her AAC. Sometimes, I limit input to avoid overstimulation. It’s important to watch for nonverbal cues and offer wait time to gauge if the child is engaging. If they’re reacting to what I model, I know it's working. Patience and reading their body language are key.
Tara: I love the idea of singing their favorite songs and modeling words—it’s an easy start. How can SLPs collaborate with special ed teachers, given that SLPs typically work with a child for 20 minutes a few times a week while the child is in a special ed classroom all day? Special educators often have multiple students with different devices, so how can they best support children using AAC in the early stages?
Effective collaboration between SLPs and educators is vital
Amy: I haven’t worked in a school system, but I’d suggest that SLPs educate on AAC best practices. For example, ensuring the device is always available and charged, and teaching access and modeling instead of quizzing. I’ve seen situations where physical prompts like hand-over-hand lead to prompt dependence, preventing the child from initiating communication. Before focusing on modeling, we need to ensure the basics are in place, such as device access and the right approach.
Tara: Transitions are tough, especially in the morning when things get busy. I've even forgotten the device in the backpack! It’s crucial to make sure it’s in the classroom and charged. From there, modeling doesn’t have to be full sentences—just simple, targeted words. A word of the week or focusing on keywords during activities could help. Giving paraprofessionals a chance to explore the device is key, and small, focused trainings work better than lengthy ones in the classroom.
Amy: When a child is scripting, matching verbal models with those phrases helps expand their communication. Additionally, activating words on the AAC system is key. For further progress, SLPs can introduce pre-stored messages like ‘It's time to go' or ‘It's time to eat.' This feature, like in TouchChat's predictive text, makes communication more efficient by avoiding the need for individual word selection.
Connect With Amy
Tara: Thanks for being here, Amy! Where can people find you?
Amy: You can find me on Instagram at @amyz.theslp, and my website Speech Therapy Connections
Free Resources From Amy:
WeaveChat Guide (How to guide with getting started with this free app)
https://speechtherapyconnections.myflodesk.com/weavechataac
The Script Keeper (Supporting GLPs in early stages) https://speechtherapyconnections.myflodesk.com/ub8furzpiv
Listen to the podcast: Episode 101
Watch the video:
Related Topics:
AAC & Gestalt Language Processors
AAC Devices & Multimodal Communication
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