Is There an Echo in Here?: A Parent's Guide to GLPs
- Tara Lundy
- 9 minutes ago
- 13 min read
Charlie shouts, “The wheels on the bus go round and round!” whenever he hops into the car to head somewhere fun – McDonald’s, the playground, the library. He heard that line during a happy moment when he was on his way to one of his favorite places, and now he uses it to communicate one big feeling: I’m excited to go!
Lexi, on the other hand, hums and sings to the tune of her favorite songs. Her voice rises and falls like the melody, but the words can be difficult to understand. What she’s saying may sound like babbling or jargon, but she is really producing a large chunk of language -- her mouth just can’t keep up with it yet.
And then there’s Ben, who doesn’t script from shows or songs at all. Rather, he repeats phrases he hears at home. When anything goes wrong – juice spilling, another child crying, a zipper that is stuck – he quickly says, “Oops, my fault," because that’s what he hears his mom say. It’s his way of communicating that something unexpected or tricky happened, even if it wasn't his fault at all.
These three kids have something important in common: they are gestalt language processors, or GLPs.
If any of this sounds like your child…they might be a GLP!
Some kids learn language one word at a time, then combine those words into phrases and sentences. These are called analytic language learners, or ALPs. But for others, like Charlie, Lexi, and Ben, language starts with bigger “chunks,” known as gestalts.
What is a Gestalt?
A gestalt is a whole unit of language, or a chunk. It might be a line from a song ("The wheels on the bus..."), a phrase often heard ("Oops, my fault"), or a full script repeated word for word (reciting the circle time routine from daycare). A true gestalt is treated as a single word, always said in the same way and not broken apart. They carry meaning and, often, emotional weight even if you don’t understand exactly what the child is saying.
We can understand how gestalts change into fully developed language with the Lego metaphor. ALP children learn language the same way they build: they start with single bricks (words) and slowly stack them together to create something bigger (phrases and sentences). As they get older, their builds become more complex and nuanced (stories, conversations).
However, GLPs work in the opposite direction. They start with the completed Lego project—the whole dragon! Then, over time, they break that big creation into smaller pieces, such as a wing or a tail. They may get creative and combine these smaller pieces into new creations without breaking them apart completely. Eventually, they learn how to use individual bricks (words) by themselves and to recombine them into other masterpieces (new phrases and sentences).
Many children move through these stages so smoothly that it barely stands out. They begin manipulating individual words and creating original utterances at a rate similar to their analytical peers—and they might never need intervention.
It's important to remember that GLPs are not inherently delayed.
Gestalts become most noticeable when a child does have a language delay, lingering in the early stages of development longer than expected. In these situations, intervention can support a child in learning how to break down gestalts and build more flexible, self-generated language.
A more formal way of understanding gestalt language processing is through the Natural Language Acquisition (NLA) framework, which was developed by an SLP named Marge Blanc. This framework is often used by SLPs to track progress. Like all development, it occurs in stages.
Understanding the NLA Stages
Stage 1: Whole Gestalts
This is the complete Lego masterpiece, the whole dragon (entire scripts, phrases, or lines from songs or shows). The message cannot be broken apart and is instead treated like a single word.
The meaning could be literal -- for example, when a child says, "Are-you-okay?" when you stub your toe. It could also be close, but not quite exact in meaning -- for example, when that same child says, "Are-you-okay?" with tears in their eyes after they stub their toe. It could also be completely nonliteral, like, "The-tissue-blew-away-in-the-wind" just before the child breaks down into uncontrollable tears. (Real example! This came from a bad experience where a tissue blew away and couldn't be retrieved. The child remembered this and used the gestalt anytime they experienced a similar emotion.)
In other cases, the words might sound jumbled and be difficult to interpret. For example, a child might say, “Hahbuhbuhdeeeyoo!” in a melodious, continuous sound string with distorted syllables and words fused together -- when they really mean Happy birthday to you! If it’s difficult to understand what a child is saying, it might be because their articulators likely can’t keep up with the size of the language chunk just yet.
No matter what type of Stage 1 gestalt a child uses, it is important to remember that these gestalts carry meaning and emotion. Our job is to be curious about that meaning and to work to discover it by observing and noticing patterns. It's also important to share the meanings of any nonliteral or difficult to interpret gestalts with other caregivers, like teachers at school.
Stage 2: Mitigation
A child begins breaking down the large chunks into smaller pieces. This is when the Lego dragon starts to disassemble into parts -- a head, a wing, a tail -- and recombine with other projects -- a cat with wings!
The child might start by changing a word in a familiar gestalt (Are you okay -> Are you sad). They might also combine two Stage 1 gestalts into something new (That's funny + I don't like that -> I don't that's funny!). This might even look like shortening the original gestalt (Happy birthday to you -> Happy birthday). According to the NLA framework, changing, combining, and shortening Stage 1 gestalts into Stage 2 gestalts is a process called mitigation.
When children begin to mitigate gestalts, it allows them to express a wider range of messages and to experiment with rearranging language to meet their specific needs.
Stage 3: Single Words and Word Combinations
A child might break the head of the dragon into individual Lego bricks, recombining just a few bricks at a time.
In Stage 3, children move from chunks to single words and two-word combinations, often passing through this stage swiftly. Here, they connect individual words with concrete references. They label a cow as "cow" and a shoe as "shoe." They may begin combining referential nouns with descriptors and prepositions without any regard for grammar. A train might be, "train blue" or "fast train" -- a ball might be "up ball" or "ball down."
This often looks similar to where analytical learners begin, developing language one word at a time. But GLPs aren't as behind as it seems -- they already have a library of beautiful language chunks as reference, and will eagerly learn grammar rules to combine these isolated words into new self-generated utterances.
Children don't stop using Stages 1 and 2 when Stage 3 appears. All of these stages can exist at the same time, although you might notice a child using more language in one stage as compared to the others. And soon, amidst the Aladdin quotes ("You ain't never had a friend like me!") and mix-and-match language ("I don't want cleaning up"), new and original works of art will appear.
Stage 4 and Beyond: Self-Generated Language
A child might use those single Lego bricks they broke down from the head, wings, and body of the dragon to create a new masterpiece, like a dog or a train.
At Stage 4, children combine everything they've learned into new and unique sentences. This is often referred to as self-generated language -- meaning language that is original and constructed by the child, rather than chunks copied from a different source. Grammar is still emerging and errors are totally expected -- even exciting -- because they show originality. If a child says, "He eat cookie," then you know they didn't imitate that as a gestalt from someone else. The incorrect grammar shows us that this is an original.
Gestalt frames are useful even when children enter Stage 4. We all rely on gestalts from time to time, even as adults. For example, a child might use the starter I want and combine this with a new idea: "I want big truck go."
It's also common for children to use early stages of language when they are upset, frustrated, or challenged in some way; they fall back on simpler language to express themselves when they are working hard in another area. In these cases, Stage 1 language can still be very useful to express in a difficult moment -- like learning to say, "Can I have a turn?" or "I need space" when negotiating with peers.
Just like for analytic language learners, language development for GLPs is layered and individualized. The NLA framework goes up to Stage 6, with different levels of grammar developing beyond Stage 4.
So, my child is a GLP. What now?
First, know that your child’s scripts are meaningful and valid! Please don’t try to eliminate them. They are your child’s voice and that is a beautiful thing.
What you can do:
Acknowledge your child’s gestalts -- repeat back, nod, and smile.
Be a detective: Notice when and where your child uses each gestalt. Pay attention to their facial expressions and body language. These clues will help you derive the meaning.
If you don't understand, you can ask your child to tell you another way, like by showing. "I want to understand, but I'm not sure. Can you point?" Respond in a warm and positive way, even if you are still trying to understand the meaning.
Presume competence by always assuming that your child is communicating something real and meaningful to them.
Let your child take the lead during play and model language naturally, without drilling or bombarding your child with questions that they cannot yet answer.
When Charlie shouts, “The wheels on the bus go round and round!” on his way to get ice cream, his mom can acknowledge the meaning by saying: “Yes! I’m excited to eat ice cream!” This also is a way of sharing the emotion with Charlie. She might also model new, related gestalts such as “Here we go!” or “We’re on our way!”
When Lexi hums or sings jargon to the tune of a song, her grandpa can respond to her intention even though he doesn't know exactly what she’s saying. It can be as simple as, “You’re trying to tell me something!” or “I love hearing your voice!” He can also try modeling simple gestalts with the same melody. If Lexi is eating snacks while humming, her grandpa might sing, “It’s time to eat” to the beat.
When Ben says, “Oops, my fault,” after the juice spills, his dad can tune into the meaning behind this script by saying, “The juice spilled. Oops!” or “That was an accident.” Because Ben tends to repeat what he hears at home, giving him a variety of supportive, emotionally-safe phrases during everyday mishaps can expand the language he has access to. Other things dad might say include: “It happens,” “No big deal,” or “Let’s clean it up.”
Children move through the NLA stages through connection, play, and meaningful interactions.
If your child scripts, sings, hums, uses rhythmic jargon, repeats phrases exactly, or talks in full-sentence scripts before single words, this might be their natural developmental path. This path is valid, meaningful, and deserves to be recognized as such!
Debunking GLP Myths!
As with anything, there are a lot of misunderstandings about how to support budding GLPs. Here are some quick myths to watch out for -- expand each tab to learn the truth. If you've been paying attention, you might even know the truth already.
Myth: Once a GLP is using complex language at Stage 4+, I shouldn’t model language at earlier stages like "I like it" or starters such as “Can I have…”
Truth: Yes you absolutely can. Not only are these normal parts of language for all kids and adults, but they are incredibly useful. We all use chunks of language to communicate from time-to-time. Like when someone asks you about your day and you politely respond, “Good, and you?”
Myth: Even though my child has progressed past Stage 4 he still uses Stage 1 gestalts sometimes, so he's still delayed.
Truth: Not necessarily. A child in Stage 4+ might continue to use early-stage gestalts for a few reason. One, they can be incredibly helpful for emotional expression and self-advocacy, even while in Stage 4+ (e.g. “I feel mad,” “I need space,” “I’m still using it”). These functional gestalts support regulation, boundaries, and communication in difficult or confusing moments. Two, when a child learns new language, such as how to express new thoughts, ideas, and feelings, they may still follow the developmental process outlined by the NLA framework -- first learning to express something as a Stage 1 chunk before breaking it down, just like you might learn a foreign language. Three, it might just be fun! We all love quoting favorite lines from TV shows or books, and this is no different.
Myth: If a child is a GLP, they must be Autistic.
Truth: Most Autistic children are GLPs, but not all GLPs are Autistic. Scripting and echolalia are often talked about in relation to autism, so it’s easy to assume they always go together even though that’s not the case. Clinically, we often see that Autistic GLPs present differently than non-Autistic GLPs. The former may use more nonliteral and media scripts, while the latter group may script more frequently from social experiences and familiar caregivers.
Myth: Nonliteral and media scripts don't have any real meaning.
Truth: I hope you know the answer to this one! They absolutely do, even if that meaning isn't obvious. Even if that meaning is, I'm saying this to regulate and comfort myself, or I really like this thing. It's our job to do the detective work to figure out what that meaning is, or to at least validate the child so they know what they have to say is important.
GLPS and Receptive Language: An Important Note
We have to be careful when making assumptions about a GLP's receptive language. Most traditional assessments of receptive language, or one's ability to understand incoming language, rely on expressive responses. But we should know not to ask a Stage 2 GLP, "Why is the dog sad?" and expect a literal, self-generated answer.
This makes many standardized assessments of receptive language inappropriate for children in the early stages of gestalt language development.
Even if a child does have strong understanding, they may not be able to convey it.
Although an early stage GLP cannot reliably convey their understanding verbally, they might be able to express their comprehension through nonverbal means, such as pointing, bringing an object to you, or through other gestures. It might be appropriate to ask, "Where is the dog?" if the child can point in response, for example. Giving multiple visual choices can also be helpful -- although multiple verbal choices are still inappropriate, as GLPs will often repeat both choices, or the latter choice, back.
In general, we should be careful of asking too many questions of children in the early stages of gestalt language development with the intention of receiving an accurate answer. This means we can still use questions socially -- for example, "I wonder what the weather's like?", "Huh, where did that toy go?", or "Why are we so cranky today?" We can also ask questions and model the correct response: "Where is Curious George going? Oh, I see -- the library."
For example, Ben is playing with his dad after school. Dad asks, "What did you do today?" Ben looks at his dad, wanting to connect but not sure how. He replies, "What did you do today?" imitating the question. Dad laughs, realizing what he did, and models language from Ben's perspective: "Today I went to school." The next day, he pulls up pictures sent by the teachers and talks about them with Ben, and Ben points to different things he did -- paint, eat lunch -- excitedly, occasionally using gestalts to describe ("I-want-it," "I'm-so-hungry").
As a child progresses into Stage 4 and beyond, they gain the ability to break apart gestalts, choose their own words, and generate sentences independently. At that point, their expressive language becomes a much clearer window into what they understand—and parents and providers can finally hear the richness of comprehension that may have been there for quite some time.
How to Know If Your Child Needs Treatment
A few signs your little GLP might need support include:
They have trouble expressing themselves.
They have a small repertoire of gestalts to express a variety of their thoughts, limiting their language.
They have difficulty putting together novel language to tell stories about themselves.
They are experiencing communication breakdowns that cause frustration and anger.
They use nonliteral gestalts that unfamiliar communication partners can’t interpret.
They appear to use “jargon,” or jumbled speech that is hard to understand.
If you have any concerns about your child’s communication development, seek out assessment with a qualified SLP.
GLPs like Charlie may need support from an SLP to expose him to a wide variety of functional gestalts ("I'm excited!" "Let's go," "I don't want to," "I like it") and then break them down into smaller, more flexible units that can be used across many different situations.
Lexi loves music and sings her way through the day. When she is hungry, needs help, or feels frustrated, she often hums long strings of melody or mumbles lines to the beat of a favorite song. The tune stays the same, but the meaning changes depending on the situation. Although this might sound like jargon, these are actually meaningful chunks she’s learned from songs and shows. An SLP can help Lexi's family interpret her musical messages, then gradually shape them into shorter, flexible phrases she can use to communicate clearly, without losing the musical tone that brings her joy.
Unlike Lexi, Ben doesn’t script from shows or songs. He scripts from what he hears adults around him often say. While his gestalts carry meaning, they are limited in function. A SLP can help Ben learn new gestalts to use for a variety of functions including requesting (e.g. “I want more”), commenting (“I love that!”), protesting (“Stop it”), sharing emotions (“I’m happy!”), transitioning (“Let’s do something else,” ““I’m all done"), and problem solving (“Let’s try again”).
Finding the Right SLP
When looking into speech therapy, ask the SLP if they are familiar with gestalt language processing and Natural Language Acquisition. If they are not, the SLP may be willing to complete training in this area or refer you to a colleague who has experience working with GLPs.
Additionally, you can search the internet for NLA-trained clinicians. Meaningful Speech has a clinician registry in which you can search for clinicians who have received NLA training and can offer meaningful support to your GLP.
At Talk Time, we have experienced SLPs that are familiar with gestalt language processors and have been educated regarding the NLA stages. We work with the child and their families to offer neurodiversity-affirming, child-led services using flexible models of care. Every session is strengths-based, child-led, and play-centered—designed to help your child grow toward their goals in a fun and engaging way!
We provide comprehensive speech and language evaluations to understand your child’s communication strengths and areas of need. Every evaluation comes with a detailed written report, individualized goals, and customized treatment recommendations.
Talk Time offers individualized therapy sessions, peer dyads, and small group programs to support a wide range of communication needs. In addition, we offer caregiver coaching to set up parents and caregivers with practical tools to support their child’s communication between sessions. Our goal is to empower caregivers with personalized strategies they can confidently use at home.
If you are interested in learning more about the services we provide at Talk Time, we invite you to explore our website.
If you have any questions about our services, please feel free to contact us at:
1-508-252-8331
Language is a Journey!
No matter where your child is on their language journey, it is important to remember that their way of communicating is meaningful and worth celebrating. Gestalt language processing isn’t a problem to fix – rather, it’s a perfectly valid developmental path. With patience and curiosity, your child will continue moving forward at their own pace, one step at a time.
You are not alone in this journey! SLPs are happy to partner with you to best support your child as their voice grows stronger, clearer, and uniquely their own.