How Can We Reduce Prompt Dependency for Children Who Are Gestalt Language Processors?

What is Gestalt Language?

Gestalt language processing is a style in which the child processes and understands language as a whole rather than breaking it down into its parts. For instance, instead of understanding each word in a sentence separately, children who are gestalt language processors often learn and recall phrases and sentences as a single unit or chunk. While this can be an effective way to communicate initially, it may lead to communication frustration, inflexible language use and difficulties generalising.

The majority of children I have worked with have had speech and language impairments. Some of these have been gestalt language processors. One common challenge related to gestalt language processing is the development of prompt dependency, where the child develops a reliance on adult prompts to initiate or continue communication. This article will discuss strategies to reduce prompt dependency in children who are gestalt language processors.

Understanding Gestalt Language Processing and Prompt Dependency

It’s vital to comprehend the connection between gestalt language processing and prompt dependency.

Gestalt Language Processing

Gestalt language processors often use ‘scripting’, where they memorise phrases or dialogues from TV shows, books, or conversations and use them in their speech. I have heard this described as delayed echolalia. While scripting can sometimes facilitate communication, it often lacks the flexibility and creativity needed for effective transactional interaction – but may bring a child joy so it is not to be ignored.

What’s the Difference between scripting in gestalt language processors and delayed echolalia?

1. Scripting in Gestalt Language Processors (GLPs):
   • Definition: GLPs pick up and use language in “whole” chunks or scripts. These scripts are meaningful phrases or sentences that they repeat.
   • Immediate Scripting: GLPs may repeat these scripts immediately after hearing them.
   • Delayed Scripting: GLPs can also use these scripts across space and time, echoing them later.
   • Purpose: Scripting helps GLPs learn how to use language functionally and contextually.
   • Example: A child saying, “To infinity and beyond!” after hearing an adult say, “Time to go to school!”.

2. Delayed Echolalia:
   • Definition: Delayed echolalia refers to the repetition of words or phrases heard, echoed after some time (minutes, hours, days, etc.).
   • Meaningful Gestalt: Delayed echolalia often involves meaningful phrases tied to emotional experiences.
   • Self-Stimulatory: It can serve as a self-stim (vocal or sound play).
   • Communication: May also communicate dysregulation or emotional states.
   • Developmental Stage: It’s the first stage of gestalt language development.
   • Example: A child repeating a memorable phrase from a favourite movie weeks after hearing it.

Understanding the “why” behind each communication style helps us support language development in children. We can investigate by taking language samples, observing the child in various settings, and working closely with parents to decode the purpose behind echolalia.

Prompt Dependency

Prompt dependency occurs when a child heavily relies on cues or prompts from others to communicate. Though prompts are beneficial in teaching new skills, over-reliance can hinder independent communication and the ability to initiate conversations.

Strategies to Reduce Prompt Dependency for Gestalt Processors

Reducing prompt dependency involves gradually enabling the child to communicate more independently, while still providing the scaffolding needed to support their language development. Here are some strategies to achieve this.

1. Fading Prompts

Fading is a technique where the level of prompting is gradually reduced over time. The goal is to start with a high level of assistance and gradually decrease the support as the child’s skills improve. Fading can be done in various ways, such as reducing the intensity of the prompt, increasing the time delay before giving the prompt, or offering less specific prompts.

2. Teach Self-Initiation Skills

Teaching self-initiation skills is crucial in reducing prompt dependency. This could involve teaching the child to request information, ask for help, or start a conversation. Role-playing and social stories can be helpful tools in teaching these skills.

3. Encourage Problem-Solving

Encouraging problem-solving helps children learn to communicate independently. For instance, if a child is struggling to communicate a need, instead of immediately providing a prompt, you could encourage them to think about different ways they could express their need.

4. Use of Naturalistic Teaching Strategies

Naturalistic teaching strategies involve creating or using opportunities in the child’s natural environment to encourage communication. This can make communication more meaningful and relevant for the child, and reduce the need for artificial prompts.

5. Promote Generalisation

Promoting generalisation involves teaching skills in a way that the child can apply them in different contexts and situations. This is especially important for children who are gestalt language processors, as they often struggle with flexibility in language use. Teaching in various settings, with different people, and with different materials can help promote generalisation.

Conclusion

Reducing prompt dependency in children who are gestalt language processors is a delicate balance. The goal is to slowly build independence while ensuring the child feels safe and supported. It’s essential to tailor these strategies to suit the individual needs and abilities of the child. You know them and what motivates them, what shows them the value of communication.

A comprehensive understanding of gestalt language processing and the implementation of thoughtful strategies will help children reduce their prompt dependency and improve their communication skills.