Nicole Casey is a speech/language pathologist who, like me, has a passion for working with autistic kids. In recent years she has taken a deep dive into learning more about gestalt language processing. The thing about Nicole is that she doesn’t hold back and her love for what she does shines through. Read on to hear all about what gestalt language processing is and how it differs from analytic language processing, key indicators that a child might be a gestalt language processor, where to start with gestalt language processors, and strategies to use.
Interview with Nicole Casey, SLP
Tara: I'm so excited to talk with you because recently we've been chatting in the DM's, and I've been loving all of your content on Instagram. So tell us a little bit about yourself and what you do.
Nicole: I am a speech-language pathologist from right outside of Philadelphia, Pennsylvania. I've been an SLP for ten years. I've spent my whole career working with autistic students and started my private practice a few years ago where I work predominantly with autistic clients. I'm also a mom of two beautiful babies. My son is three and my daughter is nine months.
Tara: Like you, I have worked with autistic kids my entire career. It wasn't something I initially planned. Back in the mid-1990s, autism wasn't covered much in my undergrad or grad school, with maybe one class on it. My real introduction came during my student teaching, and I've focused on autism ever since. So, I love talking to someone who has had that same focus for their whole career.
Nicole: Yeah, it's definitely been a journey. I remember the first time I worked with an autistic person named Cole. I was in grad school for speech pathology and worked as a home support person for him. He was young, maybe in elementary school. I helped him get ready for school and get on the bus every morning.
Though I wasn't learning much about supporting autistic people in school, I learned so much from Cole and his family. They welcomed me with open arms, becoming like a second family. Cole and I became best friends, calling ourselves “Cole squared.”
Cole was a gestalt language processor with an AAC device and some spoken language. Our connection and bond made me realize my passion for supporting neurodivergent learners. That's been my focus throughout my career, and I wouldn't change it for anything.
Tara: I love that story! I feel like a lot of us that have become so passionate about speaking about autism can relate it back to a student or family impacting us and teaching us.
Nicole: Seeing their home environment, learning about it in school, and later working in an approved private school with neurodivergent learners was exactly where I needed to be. I've always had the drive to learn and improve, which has shaped me into the clinician I am today. It's easy to get comfortable and resist change, but my desire to grow has kept me moving forward.
Tara: There's been a lot of unlearning and relearning in the last five years, particularly with Gestalt language processing. Despite longstanding research, it's only now gaining traction. I wanted to discuss this with you because many educators, whether special education teachers or speech-language pathologists, find it challenging to grasp at first.
What is Gestalt Language Processing?
Tara: Learning new strategies requires hearing concepts multiple times before they stick. Whether this is an introduction or a refresher on Gestalt language processing. Can you explain what Gestalt language processing is and how it differs from analytic language processing?
Nicole: Absolutely. I used to mispronounce “Gestalt” until I heard others say it correctly. Many of us aren't familiar with the term, but the concept isn't new. It makes sense because we see it when supporting autistic kids.
Many autistic individuals are gestalt language processors (GLPs), though neurotypical people can be GLPs too. Traditional language development, or analytic language processing, starts with single words, builds into phrases, and eventually leads to conversation. However, there's another natural way to acquire language: Gestalt language processing.
Instead of starting with single words, GLPs use intonationally defined language from other sources, known as gestalts, scripts, or delayed echolalia. These are tied to meaningful experiences. For example, a child might say “If you're happy and you know it, clap your hands” to express happiness, not the literal words.
Gestalts are often non-literal. For instance, a child might say, “Hey, what are you doing here?” to mean they like or want something. As communication partners, we need to uncover the meaning behind these phrases. If you notice a child using the same utterances repeatedly, it might be a gestalt. Gestalt language development is complex but natural and meaningful, rooted in delayed echolalia.
Tara: Yes, it's a complicated subject, but examples and stories help clarify it. For instance, if a child repeatedly asks, “Are you okay?” it might seem like a simple question. However, if you know the child, you recognize they're seeking comfort and expressing their own distress by echoing what they've heard during similar times. This phrase, or gestalt, carries a deeper meaning, just as you described.
I had a student who once fell near me and said, “We all fall down,” referencing the nursery rhyme. She wasn't singing but expressing her surprise at falling. I always advise people to do some detective work and, if unsure about a phrase's meaning, ask the parents. They often know exactly what their child means.
So what would you say are some key indicators that a child might be a Gestalt language processor? How can parents and educators start to identify this in preschool-age kids?
Key Indicators in a Gestalt Language Processor
Nicole: A Gestalt language processor (GLP) can vary greatly depending on their developmental stage. Key indicators of a GLP include the use of echolalia—either immediate (repeating words or phrases right after hearing them) or delayed (using phrases from media or past conversations at a later time). For example, a child might echo a question like “What do you want to eat?” or repeat lines from their favorite show.
Gestalt Language Processors might produce clear words, hum rhythms, or use jargon, often appearing as if they're babbling but actually approximating gestalts. They often have a strong interest in music and might repeat things with the original speaker's inflection.
Non-speaking or minimally speaking Gestalt Language Processors may prefer routines and struggle with change, showing signs of gestalt cognitive processing. For instance, if a set of toys is incomplete, it can disrupt their connection to the item. They might also rewind clips from media repeatedly, indicating how they process language.
Identifying a Gestalt Language Processor involves noticing rich intonation patterns and repetitive media engagement. It's important to remember that being a Gestalt Language Processor is not a diagnosis but a natural way of acquiring language, and a child doesn't need all these traits to be considered a GLP.
Tara: Those are great examples! Sometimes kids in elementary school struggle with phonics but excel at sight words, recognizing whole words instead of sounding them out. This can also indicate gestalt language processing.
Nicole: Another aspect is echopraxia, where a child uses their body to act out a gestalt. For instance, non-speaking Gestalt Language Processors might mimic exact movements from a show, like Mickey Mouse, when something reminds them of it. To an untrained observer, it might just seem like play, but it's often deeper, potentially communicative. It's crucial to be attentive to recognize these actions and understand their meaning.
Tara: You have a free resource that can be used to track gestalts for individual kids. So tell us more about that.
Nicole: I created the Gestalt tracker as a tool for my private practice as a speech therapist. It helps our team of clinicians stay connected and informed about what we're hearing from students. It prompts you to document the language we hear, interpret its meaning, and track its context and frequency. By understanding gestalts are not literal, we can uncover their true intent through detailed observations and discussions. This collaborative approach fosters better understanding and communication with the child, promoting their progress and preventing misunderstandings among the team.
Example of Gestalts
Tara: So I've had those students where they want you to fill in the other part of whatever the script is. I feel like that is a piece of being a GLP. That's a fun way for them to interact and a predictable way to interact.
Take Willie, one of my first students who is now 30. He's been a GLP for years, often repeating certain phrases for comfort. For example, if Willie asks, “What will happen if I cut Peter's hair?” the correct response is, “It won't grow back because Peter's a doll.” This phrase relates to his anxiety about an incident involving his grandmother's doll, Peter.
Nicole: Ya, it's their way of connecting, offering both predictability and autonomy in conversation. For instance, when a child asks a scripted question like, “Are you wearing short sleeves today?” and receives a warm, correct response, it fosters a meaningful exchange that brings them joy.
Tara: Your description resonates with me deeply; it feels like we're kindred spirits. Even from my early days as an SLP, I prioritized relationships above all else. It's about acknowledging those questions and engaging in the back-and-forth where both parties understand the answers.
Nicole: Thinking back, I was the one who somebody might say, “oh, we're ignoring Johnny because he keeps asking about Toyota Tacomas”. I would be like, “who's we?” Because I'm not ignoring him. I still remember the gestalts of kids I haven't seen in a decade.
Tara: When you were speaking, it reminded me of how we can model inclusive interactions between neurotypical peers and our students. I recall a student from my early teaching years who was a GLP and mostly non-speaking. When stressed, he would blurt out words like “hamburger,” “tater tot,” “hot dish”.
Despite his challenges, he adored SpongeBob SquarePants. We formed integrated playgroups inspired by Pamela Wolfberg's pioneering work. It wasn't just about teaching him to fit in; it was about collective play where everyone, knowing Greg's love for SpongeBob, created a video mimicking the show. Greg sang the theme song and delivered the famous “2 hours later” line. The joy on their faces during the classroom viewing was priceless.
This experience taught me the power of leveraging everyone's strengths to foster genuine friendships, not just aiming to make children appear more neurotypical, but celebrating who they are.
Nicole: The intangible quality of a professional who truly understands and models authentic connection is crucial. In my private practice, I see how a teacher's attitude can shape the classroom environment. If a teacher treats an autistic child as an outsider or a problem, the other kids follow suit. Unfortunately, this happens often when teachers don’t know how to interact with autistic children, leading to isolation.
Conversely, in classrooms where the teacher engages positively with the autistic child, everyone follows. Kids learn to see the autistic child as a friend, bringing in their favorite snacks or items just to connect. This inclusive environment is my ultimate goal for all autistic students.
The way we respond to children, even when we don’t fully understand them, sets an example. Those preschoolers who see their teachers treating autistic students with empathy and connection grow up to be understanding adults. It’s a shame some kids miss out on this, as connecting with a child requires little effort and no cost, yet some choose not to make that effort.
Tara: It's really tragic, actually, that there are still places where that's happening because it is so easy to say we're going to put connection first and learn how.
Techniques to Support Gestalt Language Processors
So can you describe some effective strategies or techniques to support gestalt language processors?
Nicole: There are several strategies I use daily. The first one is to commit to the idea that echolalia has meaning. This mindset shift can take time, but it opens you up to uncovering and responding to the child's communication, which builds more interaction.
Then, present language from the child's perspective. Use language that the child can repeat naturally. For example, instead of asking, “Do you want to play a game?” say, “Let's play a game.” This approach helps the child learn to express themselves.
Another one is to provide a language-rich environment by modeling phrases the child can relate to and use. This increases the chances of them adopting useful language patterns.
Communicate with parents and caregivers. Parents know their children best. Ask them about their child's favorite shows, songs, and characters to incorporate these interests into your sessions, creating engaging and effective learning moments. When you know what they love you can use it in your lessons and that's going to tune them in and create those magic moments. Look for those magic moments of connection and where they give you some indication that you're on the right track.
Lastly, with permission, record and review sessions. Reviewing recordings can reveal missed communication attempts, helping you fine-tune your approach.
Tara: I love what you said about looking for those magic moments because you can feel them happening. Recognizing that echolalia is often meaningful and doing the detective work to figure it out is crucial. The strategies you shared are very doable and will eventually become intuitive.
Common Challenges with Gestalt Language Processors
Could you also share any common challenges you encounter when working with Gestalt language processors?
Nicole: There are common challenges that seem universal, mainly frustration for the kids. When they lack communication partners who understand them, they often get frustrated and may shut down or stop trying to communicate. Another challenge is setting appropriate goals in IEPs. Often, the goals do not align with the child's needs, particularly for Gestalt language processors. For example, they are usually not ready for WH questions until they reach stage three or four of the natural language acquisition framework by Marge Blanc.
This mismatch can lead to communication breakdowns because the child might understand more than they can express. We should always presume competence. Additionally, a significant challenge is that AAC systems weren't designed for GLPs, so we need to adapt these devices and remain open to innovative communication methods kids might use.
Tara: That's a really good point because a lot of times they are trying so hard.
Nicole: The way we track progress often doesn't fairly or accurately represent real progress. I remind both professionals and parents to look for other signs of progress beyond measurable smart goals, as these are still significant.
Tara: Thinking outside the box is a number one requirement for working with young autistic kids. I'm so excited to tell everyone about something you have coming up soon, your course on gestalt language processing. What can you tell me about it and what participants could expect to learn in there?
Nicole: I’ve spent my career trying new things and learning continuously. My goal has always been to connect with parents, caregivers, and professionals, bringing joy to the communication journey. Through social media, I realized the need for a course that not only guides but also empowers you, showing you have what it takes to support your autistic child or student with just a few tweaks.
The Great Language Partner Program is designed to teach connection as the key to supporting autistic kids. It explains Gestalt language development and emphasizes becoming a receptive, responsive, and reflective language partner. The course uses engaging conversations, real session videos, and a workbook. It’s what I wish I had when I started.
You can connect with Nicole here:
Website: Connections Speech Pathology
The Great Language Partner Program
Watch the interview here:
Or listen to the podcast version: #75 – Gestalt Language Processing With Nicole Casey, SLP
If you use visual supports in your classroom or home, you are going to want to sign up for this free Visual Supports Starter Set ASAP! Click here to have one sent to your inbox. Also, be sure to read more about visual supports and how they can help autistic children here.
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