If you work with a gestalt language processor (GLP), you know their language doesn’t always seem to “fit” the situation. They might say something like “I’m shaking in my boots!” in the middle of clean-up time. To us, it feels out of place. To them, it has meaning.
That’s where your detective work comes in.
Why detective work matters
Gestalts often come from meaningful, emotional experiences: favorite shows, songs, or routines. If we only interpret them literally, we’ll miss what the child is actually trying to say. By uncovering the source and meaning of a gestalt, we can better support their communication and decide how to program and model it in AAC.
A real-world example
A child frequently says, “I’m shaking in my boots!” At first, it seems random. After some investigation, you realize it comes from a favorite show, said during a scary moment. Now it makes sense: the child is probably expressing fear or discomfort. Instead of brushing it off, you can honor it and even program it under “feelings” in their AAC system.
Tips for being a great “gestalt detective”
- Collaborate with caregivers: Families often know where phrases come from. Even if they’re not sure, their insights are invaluable.
- Track themes: Pay attention to the child’s favorite media such as shows, songs, books. They’re treasure troves of gestalts.
- Use tools (carefully): Websites like PopMystic or PlayPhrase.me can help you locate original contexts of phrases.
- Honor the meaning, not just the words: If a child says “Let’s roll!” to mean “Let’s go outside,” program it with go or outside, not under “vehicles.”
Moving Through the NLA Stages with AAC
Detective work doesn’t just help you understand a child’s current scripts, it guides how you support them as they move through Natural Language Acquisition (NLA) stages with AAC. Think of it like working with a Rubik’s Cube:
Stage 1: More Gestalts, Please!
The cube starts with all the colors neatly on their own sides as whole, unbroken gestalts. AAC support here means preserving and programming the child’s favorite scripts into their system while also modeling new, useful gestalts during play.
Stage 2: Mix, Match, Mitigate
Now you give the cube its first twist, one side turns, but the structure still looks mostly whole. In language, the child begins to shorten or slightly change their gestalts. On AAC, this may look like turning “Let’s get out of here” into “Let’s go.” Modeling mitigations on the device shows how scripts can start to shift.
Stage 3: Single Word Freedom
The cube is twisted in more directions. Pieces are no longer locked into their original sides. For the GLP, this is when they start pulling apart gestalts and experimenting with single-word combinations. On AAC, modeling individual core words (like blue + car) helps them flex this new freedom.
Stages 4–6: Getting Grammatical
Now the cube turns every which way, language can move fluidly in all directions. The child begins forming flexible, self-generated sentences. With AAC, you support this by modeling grammar features, expanding vocabulary, and giving them space to combine words in ways that reflect their authentic voice.
The key takeaway
GLPs don’t just “repeat” words, they’re working their way through a complex, meaningful system of language. Like solving a Rubik’s Cube, each twist brings new flexibility and possibilities. When we stay curious, do the detective work, and pair it with thoughtful AAC support, we help them progress naturally through the NLA stages toward authentic communication.
Would you like to learn more from Ashlyn Hudson, MOT, MEd ? Check out her courses today!
References
Evans, K. (2025, January 27). Still Gestalting After All These Years. The Informed SLP. https://www.theinformedslp.com/review/Still-gestalting-after-all-these-years
Hayes, L. (2022, January 1). AAC for Gestalt Language Processors – A Meaningful Speech Course [Webinar]. Meaningful Speech. https://www.meaningfulspeech.com/AAC-course
O’Toole, C., Lyons, R., & Houghton, C. (2021). A qualitative evidence synthesis of parental experiences and perceptions of parent–child interaction therapy for preschool children with communication difficulties. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2021_jslhr-20-00732
Robertson, C. E., & Baron-Cohen, S. (2017). Sensory Perception in Autism. Nature, 10, 671-684. https://doi.org/10.1177/1362361317704413 (2017)
Stiegler, L. (2015). “Examining the Echolalia Literature: Where Do Speech-Language Pathologists Stand?,” American Journal of Speech Language Pathology: 1-13.
