Have you heard of Gestalt Language Processing versus Analytic Language Processing? The different language learning styles have been talked about for a long time, but more recently have been highlighted in the field of Speech and Language again. There has been much more awareness and discussion about the different learning styles and how to best support them in our field. We have other blogs that have gone into more detail about what the differences are between the two, but essentially children who are Gestalt Language Processors learn language in bigger chunks (gestalts) at first and then break those down to single words before being able to build it back up in their own way. This is different than when we think of Analytic Language Learners who learn single words first and then build on those to make longer phrases and sentences. People who are GLPs have a few extra steps or stages to their language learning that we need to take into consideration. If you have more questions about GLP and the specific stages, see our previous blog posts!
Once common question we get about children who are GLP is “How do you evaluate them?” This is a great question! One thing we know about children who learn this way is their difficulty with answering questions. This means it is difficult to participate in the typical language assessments that are given in schools, clinics, and other settings for insurance and reimbursement purposes. These assessments use questions to determine what a child knows. GLP children have difficulty understanding and answering those questions until they are at a later stage of learning. This is not always a good way to get a good representation of what that child knows. The most accurate way to see where a child is at is by taking a language sample. Language samples are where an SLP or parent will write down and note everything that the child says. This includes things that are not understood. It is also best to do this across multiple sessions and activities if at all possible. We work closely with parents who know what their child is watching/listening to regularly to help us decipher what a certain phrase may mean or be from. It is important to know that the language samples have to differentiate between what is truly spontaneous language and language that is in response to a prompt, cue, or question from someone else. This matters in determining what stage that phrase/gestalt is from. We are looking at and scoring only true spontaneous language.
Once a large language sample is taken, the SLP will take that and determine which stage of learning a child is in. Again, these stages have already been talked about in a previous blog, so go back and take a look! After we know what stage they are using most consistently, the treatment plan can be made to determine what areas need to be focused on more to support continued learning and moving through the stages!
While a language sample is the key piece of an assessment for a Gestalt Language Processor, it is also important to continue to take language samples frequently during therapy. This allows parents and SLPs to get a good idea of the gestalts they are using and how to continue to break them down and modify therapy over time! If you feel your child is a Gestalt Language Processor and are looking for an evaluation, it is very helpful to have some written phrases and words that your child uses when we come to the evaluation sessions. You as a parent can also take language samples both for an evaluation and ongoing monitoring! Do not be afraid to ask your SLP that is completing your evaluation or seeing your child about GLP and what other information you may be looking for in relation to your child specifically! As always, reach out to us if you have further questions about GLP!
-Amber-