Gestalt Language Processing (GLP) 101

Gestalt language processing (GLP), natural language acquisition, echolalia, scripting — it’s a big conversation in the speech therapy world, and for us as parents. But what does the research actually say?

GLP is one approach to acquiring language that has gained legitimacy over the past few decades. While it has gained credibility, it’s not without criticism — some skeptics question the strength of the evidence behind it. Supporters, however, see it as a natural fit within the broader neurodiversity-affirming movement, which recognizes alternative methods of communicating as valid, not as something that needs to be “fixed” to look neurotypical. GLP offers a way to understand and work with echolalia and scripting in a meaningful, affirming way — honoring how these kids naturally communicate.

We’ll explore both sides, providing as much context as possible so you can make a more informed decision on how to approach your child’s care. Consider your child’s specific needs and how they’re already acquiring language. To paint a fuller picture, we spoke with Laura Strenk, CCC-SLP, speech-language pathologist (SLP) and program development coordinator at Emerge Pediatric Therapy, and Sari Risen, MS, CCC-SLP, Reg. CASLPO, BCBA, speech-language-pathologist (SLP) and board certified behaviour analyst.

Most people are familiar with analytic language processing and recognize it as the “typical” path to processing language. A child who uses analytic language processing learns the meaning of individual words and then eventually combines them into novel phrases. We can think of this as a “small-to-big” approach, where kids start with single words and gradually build up to sentences. For an analytic language processor, the basic unit of language is generally a single word. We construct language word by word to reach our meaning. For gestalt language processors, the basic unit of language is not a word; it is a 'chunk' of language, aka a ‘gestalt.’ Gestalt language processing means a child learns language in longer phrases that are personal and carry some meaning to them.

Analytical language processors are often called "word babies" because they're naturally drawn to individual words as a way to communicate. On the other hand, children who are gestalt language processors are sometimes called "intonation babies" because they pick up on the musical flow and rhythms of language instead of focusing on single words. More on intonation later!

It’s important to note, though, that language development is fluid, and different processing styles can coexist within the same person. Gestalt language processing can coexist with analytic language processing in very young children, and early researchers haven’t suggested “an absolute split between the two ‘styles,’ saying that most people likely use a mix of both, with one being predominant for some.”

So what exactly is gestalt language processing? Gestalt comes from the German word meaning “form” or “shape.” But when we’re talking about language, gestalts are multiword chunks or phrases a child hears, stores, and uses as a whole before understanding each individual word. Gestalt language processors then develop language through these whole, memorized phrases. Gestalt language processors develop language through these whole, memorized chunks or phrases rather than starting with single words. Over time, they learn to break these phrases down and mix them into new sentences — a “big-to-small” way of developing language. While gestalts can be a typical part of language development for all children, for some children, for gestalt language processors, gestalts are the default.

What do gestalts sound like?

The Communication Development Center explains that “gestalts can be of any length (‘Wow!’ ‘Come on!’ ‘I can't believe it!’ ‘To infinity and beyond!’ ‘Abcdefg’ ‘Happybirthdaytoyou’); gestalts can be language heard at home or school (‘HihowareyouImgood’ ‘Itstimetogoyougottacleanup’); and gestalt scripts can be derived from songs, movies, advertisements, YouTube clips, stories, nursery rhymes, and other media, including sources in another language (‘c’estlavie’ ‘vamonos’).”

Gestalts aren’t limited to these phrases; they will typically hold some meaning or significance to the child using them. Gestalts come from familiar language, whether that be from media, songs, or things people in their lives say. Gestalt language processors adopt these favorite phrases and repeat them — often with the same intonation as wherever they heard them from. Initially, they don’t break down the phrases into individual words or use those words to make novel phrases.

For example, if a child often hears, “Time to go home” when they leave a fun place and get a comforting goodbye hug from their friend or playmate, they might later say “Time to go home” when they want a hug or feel ready to leave a situation — even if they’re already at home.

When kids use whole phrases like this, it’s called “delayed echolalia” and is part of Stage 1 gestalt language development. The word “delayed” here isn’t about developmental delays — it just means the phrase is used at a different time than when it was first learned.

Before exploring the stages of gestalt language processing, let’s break down what echolalia and scripting mean and why they matter for your child’s language development. Understanding these concepts can help you better support your child's unique way of communicating and recognize the meaning behind their words, even when they echo phrases or repeat lines from shows or books.

Echolalia: echolalia, in general, refers to the repetition of words or phrases spoken by someone else. Children use echolalia as they learn how to communicate, but may also be a sign of developmental delay or an underlying condition if it continues or appears during adulthood. Echolalia can be described as either immediate or delayed, and marks the first stage in the gestalt language processing framework of language development.

Delayed echolalia: delayed echolalia is more common than immediate in gestalt language processors. It refers to a child echoing a word or script after a period of time, not directly after they hear it. The utterance could be repeated within hours, days, weeks, or even months later. The phrases may not always seem relevant to the current situation — they shouldn’t be taken literally — but they often carry emotional meaning for the child.

Risen gives us some examples, telling us that children definitely produce delayed gestalts from movies, one example being “infinityandbeyond” from the Toy Story films. She says, “Another one that’s common would be when adults have tried to model for them, they’ve learned that as a chunk. So, [they might say] ‘doyouwantcakeyes’ because they’ve been taught, ‘Do you want cake?’ followed by ‘Yes.’ So they’ve chunked that into one. Also, ‘openthedoor,’ when they really want to say ‘open,’ but they’ve learned the phrase ‘open the door’ so they say that even if they want you to open up something like a paint bottle.”

Scripting: children who are gestalt language processors memorize phrases or “scripts” and then work backward to learn the meaning of the words. They also use memorized phrases or “scripts” from their environment (such as movies, TV shows, or everyday interactions) to communicate, repeating whole chunks of language rather than constructing sentences word by word. A child’s repeated use of these “scripts” then gets labeled as echolalia.

Scripting and delayed echolalia may seem similar at first, but they have distinct differences. A gestalt language processor will pick up and use language in chunks or scripts; the repeated use of these scripts is what is labeled as echolalia. However, scripting is more intentional than delayed echolalia — children use learned phrases (or "scripts") to express themselves or navigate situations. These scripts might start out as delayed echolalia, but over time, kids can begin to adapt and mix them to create more flexible, meaningful communication.

Other characteristics to note in gestalt language processing:

Non-literal meaning: the meaning of a phrase/gestalt might be different from the literal words used. For example, a child might say “Swiper, no swiping!” (a phrase they hear when Swiper the Fox steals something on Dora the Explorer) to indicate they don’t want to share their toys.

Rich intonation: gestalts are often defined by their prosody (the rhythm and tone of speech that helps convey meaning) or intonation (rise and fall of voice). Gestalt language processors are often called “intonation babies” because of their use of rich intonation. They often repeat phrases with the exact tone and inflection they originally heard — even mimicking the emotional weight behind the words. This is also why music is often used in speech therapy for gestalt language processors (more on this later). Understanding the role of prosody helps caregivers and therapists make sense of echolalic speech. Instead of focusing only on the words, paying attention to how a child says something can offer valuable clues to their emotional state or intent. With this information, we can help them as they move through the stages of language development.

Formulaic speech: this is defined as a broad, fixed set of conventional language forms that are somewhat predictable and commonly used to communicate specific meanings. Formulaic speech can include “slots and frames, idioms, conventional expressions (e.g. ‘My gramma is sick’ as opposed to ‘The mother of my father is stricken by disease’), lexical bundles (e.g. ‘in the middle of the…’), complex propositions and verbs (e.g. ‘in support of’), turns of phrase (e.g. ‘for whatever reason’), collocations and binomials (e.g. ‘black coffee’; ‘bride and groom,’ respectively), full phrases (e.g. ‘how can I ever repay you?’), and longer sequences such as songs or poems.”

How can parents know if their child is using delayed echolalia to communicate? Risen dives into how to assess delayed echolalia:

Here are some key takeaways from Risen to assess whether your child is using delayed echolalia or scripting:

• Observe how they use language to communicate: this includes watching how a child uses language in everyday situations. If they primarily use repeated phrases or scripts to communicate (such as lines from a favorite show or phrases they’ve heard), they might be using delayed echolalia. For example, they might say “letsgo” or “gottagobye” when someone leaves.
• Assess communication with objects: if you present an object and ask what it is, and your child responds with a phrase they’ve heard before (such as repeating a line from TV rather than labeling the object), they might be using scripts instead of generating original words.
• Look for noncontextual use: sometimes, children might use repeated phrases without any context, such as repeating a line from a show just for fun or sensory stimulation, without trying to ask for something or engage with you. If they repeat phrases but don’t look to you for a response, they might be using delayed echolalia in a more self-directed way.
• Watch for social initiations: when a child does use a script or repeated phrase, pay attention to what’s happening around them. Are they using the phrase to request something, like asking for help or initiating a social interaction? For example, if they say “letsgetreadytorumble” when trying to play with you, they might be using that phrase to start a conversation or game.
  If this sounds like your child, they may be a gestalt language processor. Next, we’ll dive into how a gestalt language processor learns language using the natural language acquisition framework and what you can expect as your child’s language skills develop.

Knowledge of gestalt language processing has actually been around for decades. The term was coined by linguist Dr. Ann Peters in her 1983 book, The Units of Language Acquisition. Later on, SLP Dr. Barry Prizant picked up where Peters left off and created the four fluid stages of gestalt language acquisition, which outlines the predictive stages gestalt language processors go through on their path to developing language. Dr. Prizant’s stages included echolalia (for example, “Iloveyouyouloveme”), mitigated echolalia (for example, “Ilovedad, dad loveme”), isolated single words and beginning two-word combinations (for example, “Love puppy”), and development of sentence grammar (for example, “I love this”).

Natural language acquisition (NLA) is the framework in which to understand and describe the progression of language development for gestalt language processors. Marge Blanc expanded Dr. Prizant’s four stages of gestalt language learning to six we now see as the NLA framework, which you can find in her book Natural Language Acquisition on the Autism Spectrum. According to Blanc, “NLA describes the four developmental stages identified by Prizant and colleagues, expanded to six, and quantified so the natural language of each gestalt processor can be assessed, followed, and used in planning natural environmental supports at each stage.” NLA “provides a road-map for supporting children in natural, conversational, developmentally-appropriate ways.”

What are the six stages of the NLA framework?

Stage 1: Gestalts: a child stores and uses whole language gestalts, which could range from phrases to scripts and songs. These gestalts are part of a child’s experiences of life and carry personal meaning; they should not be interpreted literally.

• Example: “toinfinityandbeyond!” (from Toy Story)

Stage 2: Mitigated gestalts: a child will start shortening and dividing gestalts from Stage 1 to make new combinations, and then mix and match partial scripts. These are more specific than the original gestalts and express more communicative intentions.

• Example 1 (mixing two gestalts): “to infinity” + “let’s go!” → “To infinity, let’s go!”
• Example 2 (trimming down): “to infinity!”

Stage 3: Isolation and combination of single words: a child’s mitigations are further broken down into single words, which they combine without the use of grammar. In this stage, a child has the opportunity to increase single-word vocabulary and explore two-word combinations.

• Example: “infinity,” “go beyond,” “big infinity,” “space adventure”

Stage 4: Original phrases and sentences: a child begins to self-generate sentences, experimenting with meaningful word combinations as grammar starts to emerge.

• Example: “Buzz go beyond!”

Stage 5: Original sentences with complex grammar: a child adds more advanced grammar to their basic sentences in everyday life.

• Example: “Buzz can’t go beyond the stars.”

Stage 6: Original sentences with a complete grammar system: a child uses sophisticated grammar correctly, creating sentences even in complex situations.

• Example: “If Buzz is really an astronaut, shouldn’t he be floating in space by now?”

According to Strenk, “The first four stages are the ones that are the most important to really understand because they are the ones that differ most significantly from analytical language processing.“ She gives us more examples of a child going through these stages. In Stage 1, a child might say, “thispupsgottafly” every time they want to swing at the playground. In Stage 2, they might say “thiscatsgottafly” or “thispupsgottaeat.” In Stage 3, they might be using single words like “pup,” “this,” and “fly” within novel combinations. Stage 4 is when they really start focusing on that grammar aspect, so they might be able to say “it’s a dog” versus “they are dogs.”

You can find more information and examples of the stages here.

Is your child a gestalt language processor? Key takeaways:

• Interest in repeated audio: if your child listens to the same songs, audio clips, or YouTube videos over and over, it could be a sign. Gestalt language processors often enjoy repeating parts they’re drawn to, especially if it’s something they find emotionally engaging.
• Rich intonation in babbling: even if your child isn’t speaking full words yet, you might notice a lot of babbling with varied pitch and rhythm (intonation). They are often described as “intonation babies,” where the melody of their sounds is more noticeable than the words themselves.
• Use of full phrases early on: rather than starting with single words like “dog” or “go,” a gestalt language processor might jump right into using full phrases they’ve heard elsewhere, such as “letsgo” or a line from a TV show. These phrases often have strong emotional connections (for example, from a favorite character or show).
• Use of echolalia: repeating phrases, either immediately or after a delay, is common. For example, if you say “goodbye” and they repeat “gottagobye” every time someone leaves, they could be using echolalia as a way to learn language.
• Use of media phrases: if your child loves a particular show or movie, they might start using phrases from it, like saying “toinfinityandbeyond” from Toy Story. This kind of language is often linked to their emotional experiences, which can make it feel extra meaningful for them.
• Use of gestalts to make requests: for example, instead of saying “cookie,” your child might say something like “doyouwantacookie?” because that’s how they’ve heard it before. They might repeat entire phrases when they want something rather than using single words.

Having your child assessed for GLP will start with your own observations, which we explored in the previous section. This requires you to pay attention to how your child’s language development differs from typical acquisition. If you deem an assessment necessary, speak with an SLP to explore that further. Strenk tells us that an assessment for gestalt language processing falls under the purview of a speech-language pathologist, aka a speech therapist. But this assessment is a little different compared to assessments in other areas of language.

She explains, “A lot of the time with other areas of language, you want to assess using a standardized measure — something that has been tested, there’s been data collected, and you’re comparing their performance to other children. But with gestalt language processing, because of how they process language, those tests aren’t made for kids like that. They have a harder time understanding questions, because if you ask them, ‘Do you want to go to the store?’ they’ll just repeat back, ‘Do you want to go to the store?’ That ability to answer questions and do a lot of the things that are required to participate in a standardized assessment are not really present in gestalt language processors when they’re very early on in their journey of communication.”

So what’s the best way to do an assessment? Language sampling! Strenk explains that this consists of an SLP being with a child, doing something the child is really interested in, and taking a language sample as they interact with the child. Afterward, the SLP analyzes the language sample, scores the child’s stage in gestalt language processing, and figures out where they need to go next. Two things Strenk stresses:

• Make sure the SLP knows the child: number one, “It’s really great if [the SLP] knows the child really well. If you don’t know the child really well, then you might want to communicate with caregivers and see if you can get that background, because then you’re able to look at their language sample and say, ‘Okay, this is obviously a line from Paw Patrol,’ or, ‘Okay, he said, “Let’s go to the moon” here. But then he said, “Let’s go to the store” here. So, oh, he’s starting to break apart those different pieces of language.’”

• Focus on language, not demands: second, assessment for gestalt language processing is really dynamic. “It involves following the child’s lead,” Strenk says. “It involves not placing demands, because for a lot of the children, when you’re doing a standardized language assessment, that inherently is placing lots of demands on the child. And so, is it following receptive language or are you looking at their ability to follow through with a demand? And that can be very different, especially for these kids.”

Although it’s suggested that many people use gestalt processing to some extent, it is most commonly discussed in relation to autistic individuals. This is due to how aspects of GLP, such as echolalia, scripting, and memorization, play into the language learning process in children with autism. American Speech-Lanugage-Hearing Association (ASHA) shares these common language characteristics of kids with autism, including engaging in narratives that reveal increased use of scripts or echolalia rather than self-generated utterances, and the use of echolalia in order to communicate, including immediate echolalia and delayed echolalia. Many children with autism use scripts and engage in repetitive phrases (echolalia) to communicate. These phrases can give you a glimpse into what they’re feeling, what interests them, or what they need. For example, your child might say a line from a favorite TV show when they’re happy or seeking comfort.

NLA, as we discussed earlier, is a framework for understanding and guiding the language development of gestalt language processors. It helps support children with autism in advancing through language development, aiding them in moving from using echolalia to independently creating their own language. However, this topic has its criticisms (more on this later). Tiffany Hutchins, PhD, reviewed the research on GLP in this in 2024, and here are some of her findings:

• The main problem is that the terms “gestalts” and “delayed echolalia” are often used interchangeably, creating circular reasoning: it starts by saying most children with autism use echolalia, so they must be gestalt language processors.
• Some might assume that if a child is scripting and has a lot of echolalia phrases, they are a gestalt language processor, but there is no standard assessment to accurately tell whether a child is a gestalt or an analytic language processor.
• Just because a child with autism uses delayed echolalia doesn’t mean they’re necessarily a gestalt language processor.
• Delayed echolalia often includes unique voice tones, pitch, and specific features that are absent in GLP, and echolalia lacks the filler syllables that are characteristic of gestalts.
• Autistic children also use delayed echolalia for different reasons (unrelated to language development), including as a repetitive behavior in relaxed settings, where it can provide comfort or help with self-soothing in low-pressure environments, offering a sense of comfort or self-soothing.
• The question remains: is delayed echolalia truly a foundation for language development in autistic children — making it a key part of GLP — or does it simply fade as they start speaking more on their own (without actually playing a direct role in language development)?
• GLP and NLA are linked to the neurodiversity movement, but researchers caution that labeling autistic children as gestalt language processors might oversimplify their strengths and unique communication styles.
• Statistics can be tricky. Some say that 50% of kids are gestalt language processors or that 75–85% of autistic children are gestalt language processors. But there’s little solid evidence behind these numbers, and since there’s no clear way to label a child as purely a gestalt language processor, an analytic language processor, or a mix of both, these estimates shouldn’t be treated as facts.
• And when it comes to supporting autistic kids with language development, again, the question is whether NLA actually helps. As The Informed SLP explains, the linguistic stages can help describe language development, but we don’t know whether they truly reflect how the brain works, how many people with autism actually follow this progression, or whether a word-based approach might work better for some children.

Note that while GLP is commonly seen in children with autism, it can also appear in other children who are neurodivergent or have unique ways of communicating. In fact, it’s suggested that both neurotypical and neurodivergent individuals may use gestalt language processing to varying degrees. Read more about autism in our article Autism 101.

Speech therapy can be clinic- and school-based. At school, speech therapy falls under related services in the IEP — services and specialized supports that a child needs to meet their educational goals. These services and supports are determined by the IEP team and are based on the individual needs of each student. In school environments, SLP therapists focus on social pragmatics (communication within social settings), expressive language (how a student communicates their needs and wants), receptive language (how a student understands the language they hear), articulation (how a student pronounces their sounds), fluency (rate of speech), supporting any disfluencies a child may have (such as stuttering), and volume control. Speech and language services are often conducted both in individual sessions and in a group with similar-age peers. For more information on requesting speech therapy at school, check out our article 5 Tips to Help Parents Request Services in an IEP.

So how does speech therapy for GLP differ from other speech therapy approaches? Strenk provides some key differences:

• Therapy for GLP is inherently child-led “because they are learning language through these emotional experiences, through the connections they are making.”
• It strays from traditional articulation drilling approaches and emphasizes modeling full phrases from the child’s perspective rather than single words.
• It’s all about following the child’s lead, letting them do what they are interested in doing, and building language into that.
• It uses more intonation and melody in the language models provided. For instance, “If you were using a repetitive phrase — like ‘put it on,’ for example, if you were building a tower — you might turn it into a little bit of a song: ‘Go put it on, put it on, come on let’s go put it on.’ And that might be what clicks with them.”
• Since the early language of gestalt language processors comes from media, SLPs may lean more into those interests than they typically would. For example, if iPad time is typically considered a reward or a way to occupy time at home, for gestalt language processors it can be used as a motivating and valuable support during speech sessions. Therapists might use YouTube in a session and work with a child through that media and find ways to build connection and communication.

When it comes to speech therapy, do GLP and analytical language processing modalities actually have anything in common?

The answer is yes. Strenk tells us that easily mitigated gestalts such as "To infinity, let’s go!" aren’t really that different from pivot phrases that a lot of therapists use and will focus on teaching. Pivot phrases are “words or phrases that remain constant while the child fills in with a novel word,” such as “I want ” or “I don’t want .” This provides a child the chance to practice combining words, while receiving support for their efforts. The difference is that gestalts have less of a focus on request-based language such as “I want” and more of a focus on language to connect with others.

Similarly, Stage 1 gestalts aren’t that different from teaching a child verbal routines, which is a very common practice in early intervention. This is typically associating a particular verbal script with routines that they’re used to — for example, saying, “Let’s go potty. Let’s go potty. Let’s go potty” every time they go to the bathroom. “Those could be seen as Stage 1 gestalts,” Strenk says, “and they could also be seen as verbal routines. So it’s really not that different.”

Another commonality is using music to aid with language learning. She says that’s the big recommendation within the gestalt language processing world because often gestalt language processors are also very musical kids, so it makes sense to use music to teach them language. But that also works for other kids too, Strenk says.

Tips for finding the right therapist

If you want to find a speech therapist familiar with GLP, it’s important to ask the right questions. Strenk gives parents these tips for their search:

• Ensure that the therapist you work with is neurodiversity-affirming. (Making sure they recognize gestalt language processing as a valid form of communication is part of being a neurodiversity-affirming therapist.)
• Ask questions about what the SLP is doing to learn from the autistic community.
• Ask questions like, “What is your experience with gestalt language processing?” “How do you work that into your session?” “Have you worked with kids who are gestalt language processors before?”
• Strenk explains, “If you are talking to a therapist and you ask them, ‘What’s your experience with Gestalt language processing?’ And they say, ‘Oh, there’s not enough research for that. I do things the way I’ve been doing them for 20 years,’ then maybe that’s not the best fit for you. You want someone who can learn and listen from neurodivergent voices and who is able to change their mind and adjust what they’re doing based on all of the new things that we’re hearing every day.”

While it’s ideal for gestalt language processors to have one-on-one support in the classroom, there are still effective strategies you can use at school even if they don’t. By focusing on creating a supportive environment, fostering meaningful interactions, and building strong relationships with the student, teachers and support staff can make a big difference in helping gestalt language processors thrive. Here are a few tips:

• Make sure your child’s communication methods are honored, especially when they’re using scripting or echolalia. IEP goals shouldn’t focus on eliminating their scripting/gestalts.
• Communicate with their teachers and share information on gestalt language processing. They might not be familiar with it, and the conversation will help them understand and validate your child in the classroom.
• Work with your child’s speech therapist to understand what your child needs in the classroom. Add accommodations for testing and class participation, such as extra time, small group settings, assistive technology, AAC, or different ways to communicate what your child knows. Find more information on assistive technology for communication in our article Top Communication Tools, Apps, Assistive Technology, and More!
• If your child is using gestalts or scripts based on music or TV shows, consider requesting that they be placed in groups during class time with other students who have similar interests. This creates more natural opportunities for language modeling, shared enjoyment, and child-led learning. For example, you could suggest groupings like a Lego club or a Paw Patrol team.
• Add goals for using visual schedules, picture communication systems, or apps with images to help kids express themselves more easily.
• Set IEP goals that encourage using full phrases or sentences instead of just individual words. More on this below!
• Consider requesting speech therapy sessions with a speech-language pathologist experienced in natural language acquisition to support your child’s language needs.

IEP goals for GLP

So what then would IEP goals look like for a gestalt language processor? For starters, it will involve an SLP guiding your child through the GLP/NLA stages as they observe and track your child’s progress. Strenk gives us a few IEP goal tips and examples:

• Strenk says, “Typical IEP goals might look at building language in a very analytical way. ‘So-and-so will produce a two- to three-word phrase to request X, Y and Z.’ Or we’ll use the pivot phrase ‘I want to do X, Y and Z.’”
• She adds that gestalt language processing goals are more focused on developing new gestalts and can be more flexible. “Being a little less specific about what the language should look like and being a little more open-ended allows us that space to follow a child’s lead. So it could look at developing new gestalts.”
• When it comes to stages, Strenk says, “If a child is Stage 1 and we want to move toward Stage 2, we might add a goal about language sampling, like, ‘Will demonstrate Stage 2 gestalts on 50% of opportunities in language sampling.’ Or it might look like ‘Will develop easily mitigable gestalts, like “I’m,” “it’s,” “let’s.’’’ And so it looks like looking at language sampling as a way to collect data instead of, ‘Will be 80% accurate on X, Y and Z,’ and allowing a little more room for interpretation.”

How to make AAC work for a gestalt language processor

Another IEP accommodation could be the use of AAC. Augmentative and alternative communication (AAC) devices and programs can bring language alive and make communication possible. AAC is meant to aid in your child’s development of language and help them better communicate. AAC could range from a picture board to an iPad with text-to-speech software. Both Risen and Strenk agree that AAC is an effective and appropriate intervention for children using gestalts or delayed echolalia. Risen says in terms of delayed echolalia, ”If you’re at the stage where you’re just teaching that imitation and they’re not yet doing the imitation consistently, you need another way for them to communicate. And that’s where augmentative communication would come in.”

Strenk tells us that AAC and speech-generating devices, in particular, can be very motivating for children who are acquiring language and who are gestalt language processors. It also fits into the model that all language is valid, including analytical language processing, gestalt language processing, and using a tablet, gestures, and signs. She gives parents some tips and takeaways:

• When it comes to specific vocabularies for speech-generating devices, there are great resources available. For example, there’s a Facebook group dedicated to AAC and gestalt language processing, where many AAC users and caregivers share ideas and experiences.
• The general consensus is that there isn’t a single vocabulary system that works best for all gestalt language processors. While most will usually just stick to one vocabulary system, many gestalt language processors can successfully communicate using many different vocabulary systems.
• What’s most important is adapting a system to meet the child’s specific needs. Some systems that are more phrase-based might work really well for a gestalt language processor, while others might focus on single words. The key is having the flexibility to customize the system, like adding a folder with gestalts that are meaningful to the child.
• AAC is a fantastic resource for bridging the communication gap, especially when you have a therapist who is dedicated to making sure the system meets the child’s needs. With the right support, any vocabulary system can be a great fit.

Learn about the top AAC programs and devices in our article here.

If you’re hearing different things about whether the GLP model is the right language acquisition approach for your child, you might feel confused or uncertain. It’s important to understand the arguments on both sides — while GLP has its supporters, there are also valid concerns. In this section, we’ll break down the key points of both the criticism and the support for GLP, giving you a clearer picture to help guide your conversation with your speech therapist and decide what’s best for your child. We’ll reference this 2024 critical review as well as our experts, Risen and Strenk.

First of all, is GLP neurodiversity-affirming?

Yes! While gestalt language processing has been recognized as a language acquisition framework for many years, Strenk tells us that the reason it’s being talked about a lot lately is because of the neurodiversity movement: “Within the neurodiversity movement, we’re really moving toward being a little more accepting of differences and working with children who have disabilities through more of a social model of disability versus the medical model, because the medical model tells us, ‘What you are experiencing is wrong. It is a disease. Your job is to overcome the disease.’ And when we look at things through a social model, it shows us that just because something is different, that doesn’t mean it’s disordered. And so, instead of looking at it through a very pathologizing lens with the medical model, we’re looking at it through, ‘Okay, we need to find ways to support these children in ways where the onus is on us to create better access and to make that change to better support them.’”

However, note that critics like Tiffany Hutchins, PhD state that while GLP and NLA include some supportive language strategies, they may not fully align with the true principles of neurodiversity if they’re not accounting for the spectrum of language learning in neurodivergent kids and are just boxing all children using delayed echolalia as gestalt language processors.

Is GLP even a real thing?

One concern we’ve seen is that GLP isn’t a real form of language acquisition. Critics do not see GLP as a novel way to develop language, and they believe all language-learners use gestalts in the early stages of language development. For example, many children might repeat short phrases or sayings as they start learning language, which is a common and natural part of language acquisition. Most importantly, critics believe that gestalts aren’t a sole basis of children’s language development, just one part. They argue that focusing solely on gestalts can limit our understanding of how language develops in a more holistic sense, and there are other important factors at play, like social interaction, cognition, and exposure to language.

Strenk tells us, “The jury is still out. Like, are there specific stages? What is the definition? But no matter what, we can all agree that we just need to not ignore what a child says. And that’s really what people are looking for when they ask, ‘Do you believe in this?’ Really, all they’re wanting to know is, ‘Do you believe that what my child has to say is valuable regardless of what form it takes?’ And so I think that when people are getting angry and arguing over, ‘Is this real? Is this not?’ they’re missing the big picture, which is that we just need to make sure these kids know that we’re listening to them.”

Is echolalia a real form of communication?

Both sides of the GLP argument agree that echolalia isn’t always specific to children with autism. Some children use echolalia briefly as part of early speech development, while others (especially children with autism) may rely on it more consistently for communication or self-regulation. Where stances begin to split is how to address a child’s use of delayed echolalia and if there’s validity to treating delayed echolalia through the process of NLA.

The main criticisms of GLP falls into the camp of “echolalia is not a real form of communication,” “echolalia is a stepping stone to more meaningful communication,” or “assigning meaning to echolalia outside of what a child says verbatim is harmful.” As Risen says, “The fact that someone’s using delayed echolalia actually doesn’t tell us anything about their understanding of language.” As we stated above, some of the researchers in this study asked whether delayed echolalia was actually a foundation for language development in children with autism or whether children just grew out of it naturally.

Strenk tells us that in a neurodiversity-affirming approach, we accept that all communication is valid. So when a neurodiversity-affirming therapist is working with a child, “They should be using a total communication approach. A total communication approach tells us that all forms of communication should be equally valued, whether that be sign language, picture communication, using something on a speech device, or using echolalia. Those forms of communication should be just as valued as novel-generated speech.”

Is scripting communication? Is it exclusive to gestalt language processors?

Similar to their views on echolalia, critics of GLP state that scripting isn’t always a sign your child is a gestalt language processor. Both neurodivergent and neurotypical people use scripts. For example, many people rely on familiar phrases in social situations (e.g., “Have a nice day!” or “Long time no see!”), and young children often repeat lines from books or shows as part of typical language development. So, while scripting alone doesn’t confirm whether a child is a gestalt language processor, children who do learn language through gestalt processing will use scripts as part of their communication journey.

However, Strenk tells us that we need to listen to the lived experiences of people with autism. She shares examples of adults with autism who explain that their echolalia and scripted language have always had meaning and purpose — serving as important forms of communication and connection. These individuals express that their scripts are a way to share their feelings, especially when words alone fail them, and they emphasize the value of understanding and interpreting these scripts. They believe their echolalia is not a suboptimal way to communicate but a valid one that helps them connect, particularly with other people with autism. One woman with autism, in particular, shares that while growing up, much of her speech came from a notebook filled with quotes and social scripts she learned from friends. For her, communication can be cognitively demanding, and sometimes using scripts is a more meaningful way to express herself than trying to articulate thoughts in words.

Gestalts aren’t just for communication

According to Risen, the use of delayed echolalia and gestalts doesn’t necessarily mean a child is trying to communicate. She says a child might repeat these phrases for self-stimulation or simply because they enjoy saying them. She says, “Sometimes they’re using the delayed echolalia as a stim. They’re not trying to communicate to us necessarily; they’re enjoying saying it. And the way we’ll know that is they’re producing it but without looking for a reaction from us. They’re not orienting to us, there is no contextual information to make us believe that they currently want something from us, there’s no context that tells us they want an object or they want an action from us, or they’re trying to initiate a social interaction. But sometimes they might be doing the script to initiate a social interaction or to make a request or to tell us something. And we can tell that by looking at what’s going on in the environment immediately before and immediately after they produce that behavior, they produce that script.”

GLP lacks real evidence

One of the more prominent critiques of GLP is that there isn’t a lot of clinical research or evidence for it, or whether NLA is a valid intervention approach. Risen explains the implications of Blanc basing NLA on Dr. Peters’s and Dr. Prizant’s research: “Marge kind of made up the method to go with it. There’s no evidence for the method for the approach. There’s pieces of the approach that make good sense based on what we know works, and so those pieces, some of them are evidence-based. But many of the components of the approach are not and really don’t have scientific plausibility.“

Additionally, critics believe that the promotion of GLP and NLA is based on misleading and “woefully lacking” evidence. This is because some evidence that supports NLA is anecdotal, which they say is ”powerful and useful in many ways but can also be dangerous when attempting to draw sound conclusions.“ Anecdotal evidence oftentimes is vulnerable to bias and only gives insight on the experience of a few rather than a controlled observation of a large group.

Strenk explains that while there isn’t a lot of quantitative, peer-reviewed research on the strategies for supporting a gestalt language processor in moving from gestalt-based language to independent communication, there are a lot of reasons for that. First of all, Dr. Prizant’s early research studied patterns of language, not outcomes of specific therapies. His work aimed to understand how children with autism, particularly those using gestalt language processing, naturally acquire language in different ways. While he explored the unique patterns and stages of language acquisition, he wasn’t yet diving into therapeutic interventions or frameworks, such as the NLA.

Strenk also tells us that when Blanc did her own research, it was qualitative, not quantitative, and it was longitudinal, and she chose to publish it outside of a peer-reviewed journal to make the information more accessible for families. Qualitative research focuses on understanding behaviors, experiences, and patterns through observation and in-depth analysis. Quantitative research, on the other hand, would involve collecting and analyzing data in numerical form. Longitudinal research refers to studies that follow participants over a long period of time to observe changes and developments. So while there is not peer-reviewed research, there is information out there, but it’s outside of peer-reviewed journals.

Another thing to consider is that historically, there have been many barriers to clinical research on delayed echolalia. Language sampling, as we explained earlier, isn’t an exact science, and it’s qualitative instead of quantitative in nature. Strenk tells us that most research has been conducted through an ableist lens, which hasn’t even considered perspectives other than typical as valid. This means that most research has overlooked the idea that delayed echolalia or scripting may be a valid and meaningful form of communication for individuals, particularly those with autism, as we discussed earlier. “So that’s part of the reason why it’s not in the research,” she says, “because listening to autistic voices is a relatively new thing in the field.”

While research and organizations like the NIH argue that GLP lacks strong empirical support, parents should still approach it thoughtfully, especially when considering their child’s unique communication needs. It’s important to recognize that while GLP might not have extensive research backing, it reflects a growing understanding of how some children process and develop language differently.

Understanding GLP allows speech-language pathologists and caregivers to offer support that matches your child’s natural language development. By supporting GLP, you can help encourage meaningful communication and respect your child’s unique way of processing language.

And don’t worry about a "right" or “wrong" way to learn language. Some kids are gestalt language processors, while others learn language more analytically (word by word). Many kids use a mix of both! You can ask yourself some questions as you consider whether treatment focused on supporting the learning style of gestalt language processors is the right approach for your child.

• Do I understand how GLP might fit into my child’s unique communication needs?
• Does my child’s language development reflect the stages of GLP and NLA?
• How does this approach resonate with my child’s language development and the way they express themself?
• Am I seeing my child use scripts or repeated phrases in a meaningful way?
• Could this be a helpful tool for understanding how my child communicates?

At the end of the day, these differing opinions on GLP will impact your child’s diagnosis and treatment in a few different ways. It will require you and your family to form your own opinion on the approach and find a speech therapist who shares your family’s views. It also means this should be something thoughtfully discussed with your child’s IEP team as well as their teachers. Lastly, it will require lots of observation and progress tracking.

Strenk explains how embracing gestalt language processing can be difficult for many, especially when it’s something they don’t fully understand. She draws a comparison to the “double empathy problem,” where unfamiliar communication styles, like echolalia, are often misunderstood or labeled as wrong by neurotypical people simply because they are different. According to the theory of “double empathy problem,” communication breakdowns between people with and without autism are a two-way issue, not only because “autistic people have trouble understanding non-autistic people but also because non-autistic people have trouble understanding them.”

Strenk also discusses how GLP offers a new way to track progress through language sampling, even for children who might not perform well on standardized assessments. Listen to her explain more about this:

Listen to the lived experiences of adults with autism

Strenk tells concerned parents to first find ways to listen to the lived experiences of adults with autism. “I think that it’s one thing to hear it from a speech therapist, because everyone has slightly different methods and how they do things. But if they have a child that is autistic and they’re having concerns about a methodology, I think the first thing they need to do is connect with and listen to the voices of other autistic people and hear about their experiences. Because really, we want to make sure these children feel supported and happy. And if other autistic people are saying, ‘Accepting my echolalia was how I felt supported and happy as a child,’ I think that might kind of help bridge that divide.”

Your child doesn’t have to fit one exact model; allow room for growth

As Strenk tells us, “The original research didn’t say that you’re either going to be a gestalt language processor or an analytical language processor. It kind of points to the fact that everyone’s a little bit of both and that some kids, especially autistic kids, might rely a little more heavily on the gestalt piece. And so we need to really consider both models of language in order to best account for language acquisition.”

Model language from your child’s POV

The consensus in the field is if your child is communicating through gestalts, delayed echolalia, and scripts, family members need to be encouraging and validating, and model functional language from the child’s point of view. Both Risen and Strenk stress being careful with the language you and your family use. Strenk tells us to remember that your gestalt language processor is learning language by copying you. Examples of this could be saying “I’m having fun” or “Let’s get the ball” rather than “Are you having fun?” or “Can you get the ball?” These models should also hold some functional purpose that your child can use in various situations. Risen recommends looking at a child’s whole communication profile, not just delayed echolalia, and elaborates further on how parents can support a child using delayed echolalia and scripting to develop expressive language:

Validate your child and find meaningful ways to connect

Make sure, too, that you and your family are encouraging your child and being patient with them. This means not rushing their use of grammar and not forcing responses or drilling them. It’s important to make communicating engaging and fun for your child, and the best way to foster that is to make an active effort in their interests and reaffirm them along the way. Strenk tells us that every form of communication your child uses — whether it’s echolalia, scripts, or gestures — is meaningful. Responding to their language with acceptance and understanding helps build trust and connection. For example, if they say, “This pup's gotta fly,” instead of correcting them, acknowledge it and show them what they’re trying to express. Strenk explains, “Giving [your child] that validation, like, ‘You are seen, you are heard,’ is really important for teaching them the power of their words.”

Strenk gives us more tips on supporting their child who is a gestalt language processor.

Help them figure out their voice

As Strenk explains, language development isn’t about compliance — it’s about connecting with your child. By approaching communication with empathy and curiosity, you’ll support your child in ways that honor their unique way of expressing themselves. She tells parents, “Sometimes [scripting or repetitive behavior] is for communicative purposes, sometimes it’s not. And being okay with that. If a child needs to flap their hands to self-soothe, that’s okay, they can do that. If they need to repeat the same thing over and over and over again to regulate themselves, that’s okay. They can do that. If you think about infants, if you had a six-month-old that was going “babababa,” you wouldn’t try to shush the six-month-old. You would be like, ‘Oh, they’re learning how to find their voice, they’re learning how to make different noises with their mouth.’ And you would support that. It’s the same thing for these children. So repetition might be for communication, it might be for soothing, it might be for regulation. It might just be because they’re trying to figure out their voice and being okay with that. I think [that] is really important.”