Gestalt, Echolalia, Hyperlexia, and Scripting

Developmentally appropriate practices to support language learning

In my previous blog I talked about gestalt processing. A gestalt is a multi-word chunk that a speaker hears, stores, and uses as a whole before having knowledge or awareness of its internal structures e.g., phonemes or meaning. Autistic learners are likely to be gestalt processors repeating language in chunks to communicate (echolalia) and also are likely to be able to recognise words as whole words without having to break them down into sounds (hyperlexia). So, let’s talk about language practices that best supports language learning for gestalt processors.

First and foremost, processing language in gestalts (chunks) is a perfectly valid and natural way of operationalising information. It is different to analytic language processing which starts at the single word level and builds to phrases and eventually sentences. This small to large path is the ‘typical’ way children learn and are currently taught language at school. This focus is particularly relevant to the science of reading. This is not to say that gestalt learners do not need phonemic instruction. This learning is of course relevant however, the way in which this information is taught makes a difference. Remembering that gestalt processors follow a large to small learning path requires teaching practices that provide opportunities for connections with already acquired information.

So how do we engage gestalt processors in learning about the sounds in words when they can already read the words and how do we respond to attempts at communicating using echolalia or scripts?

Here are a few suggestions:

Respond - In other words, smile, nod, or repeat what a child is saying to acknowledge their attempts to communicate.

Avoid explicit correcting - Use words or phrases to comment on the intention of a child’s speech in other words do not focus on the literal meaning of what a child said. E.g.: If a child says “wheels on the bus” every time you go outside, say “Yes, going outside”.

Using rhyme and repetition - Simple songs, rhymes and catchy phrases may help to support learning sounds in words and an added bonus is that all language learners can benefit from this approach.

Using word games - Word games such as eye spy, boggle, and Wordle (see here for further ideas) draw attention to the smaller parts of words in a fun and engaging way. Added bonus is that all language learners can benefit from this approach

Paraphrase - Acknowledge all forms of communication as meaningful and build on each exchange. For example a child excited to ride on the escalator may shout ‘Eggers….eggers!’ a caregiver may respond by matching their enthusiasm, acknowledge they understand and paraphrase ‘Yes, the escalators! Let’s ride the escalators!’

Positive Regard - Treat scripted language or echolalia as communication.

Narration - Observe and comment on what your child may be experiencing ‘Eating ice-cream is yummy.’

Subtitles - Turn on the captions when children are watching their favourite shows or engaging with high interest media

Picture Books - Picture books for young children and graphic novels and comics for older children (and adults) provide a visual link between words and meaning and can be incredibly helpful in supporting comprehension.

Remember gestalt processing is a neuro-difference and a developmentally appropriate way of learning for autistic kiddos and adults. Understanding this difference can help inform ways of responding and supporting language acquisition in the home and at school. If you would like to learn more you can contact us on admin@badgers.place.