Gestalt Language Processing and Echolalia in Language Development

In recent times, the term “Gestalt Language Processing” (GLP) has gained traction in speech therapy , particularly in discussions on early language development. Despite its recent popularity, GLP has roots dating back to the 1970s when it was first introduced by Dr. Ann Peters, a linguistics professor specializing in children’s language acquisition.

Traditionally, language development in children has been viewed as a linear progression, starting with single words and advancing to word combinations, phrases, and eventually longer, more complex sentences—a process known as Analytic Language Development. However, Dr. Peters observed that some children demonstrate an alternative route to language acquisition by imitating complete phrases and sentences they’ve heard, often mimicking adult-like intonation. This holistic approach to language learning is what we now refer to as Gestalt Language Processing (Peters, 1977).

GLP has become closely associated with echolalia, a phenomenon where individuals repeat utterances produced by others, commonly observed in individuals with autism. Echolalia can be immediate, occuring after hearing a model or be delayed, seemingly unrelated to the ongoing conversation. Unfortunately, due to its unconventional nature, some clinicians have viewed echolalia as devoid of meaning or function. Consequently, interventions aimed at reducing or eliminating echolalia have been commonplace.

However, emerging research suggests that echolalia serves various communicative functions, including making requests, expressing protests, providing information, responding to questions, and taking turns in conversations (Stiegler, 2012). While echolalia may appear noninteractive at times, it can also serve important purposes such as rehearsal, learning, or self-regulation. By analyzing echolalia alongside other verbal and nonverbal cues, such as intonation, eye gaze, and body language, listeners can better grasp the intended message. It is essential that we understand the nuances of language learning, including the role of echolalia, and recognize the linguistic experices of individuals who use GLP. Despite the repetition, their messages carry inherent meaning. We must accept that their words, as they are, represent authentic expressions of self (Le Blanc et al., 2023).

At Family Partners, we prioritize neuro-affirming practices. We do this by:

  • Presuming competence. To presume competence means accepting that each individual can learn, think, and understand. Everyone has the capacity to form their own thought, make their own choices, and express themselves. For some individuals, conventional means of communication may not be available to them. We must then provide them with effective tools to help them communicate for themselves, and respect their voices.
  • Prioritizing connection over correction. Individuals with autism may use echolalia to communicate with others. We can do better as listeners in understanding their intended message by examining their verbal and nonverbal cues. It can be said that it is erroneous or even harmful to presume we know what they mean when we provide immediate correction to their speech. Instead, we need to consider how we might provide new language models.
  • Supporting total communication. Total communication is the use of any combination of modalities including body language, gestures, signs, pictures, verbal expression or alternative/augmentative communication (AAC) systems that is most accessible and efficient to them. By accepting these as part of their communication, they become more successful communicators and we can become more responsive listeners.

References

Le Blanc, M., Blackwell, A., & Elias, P. (2023). Using the natural language acquisition protocol to support gestalt language development. Perspectives of the ASHA Special Interest Groups, 8 (6), 1–8. https://doi.org/10.1044/2023_persp-23-00098

Peters, A. M. (1977). Language learning strategies: Does the whole equal the sum of the parts? Language, 53 (3), 560. https://doi.org/10.2307/413177

Stiegler, L. N. (2015). Examining the echolalia literature: Where do speech-language pathologists stand? American Journal of Speech-Language Pathology, 24 (4), 750–762. https://doi.org/10.1044/2015_ajslp-14-0166

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