Page 111 - Demo

%u00a9 Elklan Training Limited 2025Elklan Supporting Gestalt Language Processing %u2013 a Total Communication Approach 103 APPENDIX 3 GESTALT LANGUAGE PROCESSING STAGES Use the GLP Observation Form, include interests and Total Communication across the stages. Stage Description Notes Strategies Stage 1 Non-generative language. Immediate Echolalia and Delayed Echolalia. Gestalts can be single words or strings of words which are processed and stored as one whole meaning. They are expressed with the same intonation, accent, rhythm and timing as their source. Gestalts can be physical known as echopraxia. For example, %u2018Be careful it might pinch%u2019 means %u2018crab.%u2019 The meaning does not map directly onto the meaning of the word/s. A gestalt meaning can be associated with the entire personal original experience including place, sensory information and emotion. Echopraxia is not the same as stimming. Repeat back, acknowledge echolalia. Detect the meaning of gestalts. Use interesting, exaggerated intonation. Build rapport. Follow their lead, use positive interactions. May use Intensive Interaction. Join in any repetitive play/activity/communication. Incorporate gestalts as part of a Total Communication Approach %u2013 with photos in paper-based and power-based AAC. Stage 2 Non-generated language. Partial Gestalts. Gestalts are split and combined with another part of a gestalt. For example, %u2018It might pinch%u2019 (from %u2019be careful it might pinch%u2019) + %u2018Let%u2019s see (from %u2018Let%u2019s see what we can find%u2019 meaning %u2018looking for something%u2019) = %u2018let%u2019s see it might pinch%u2019 meaning %u2018let%u2019s look for a crab%u2019. Demonstrate mitigated (partial or split) gestalts to combine with other words or gestalts. For example, take %u2018Let%u2019s see%u2019 and combine with other words. Stage 3 Beginning to self-generate language. They are recognising words as units of language. Utterances may appear to be less advanced linguistically. May have less imitated intonation. For example, %u2018crab%u2019 Assess language comprehension. Continue to use language samples to monitor the development of self-generative language. Demonstrate how to use new vocabulary. Adapt Blank Level assessments around interests. Assess functional communication. Explore whether traditional therapy techniques may be used: If so adapt to suit the individual needs and include gestalts. Model language and expansion of language. Continue to affirm gestalts. Stage 4 Self-generated language. They are using original phrases and short sentences with grammar and intonation. Intonation is more spontaneous. Language is novel. %u2018Yeah, look I catched a crab.%u2019 Consider language and literacy support. Stage 5 Self-generated language. More complex grammar is used. %u2018I caught such a big crab.%u2019 Look at all areas of need to prioritise support. Individualised, direct support for learning. Consider visual support strategies. Emotional: Zones of Regulation, Talking Mats. Social: Discuss differences between individuals, Positive Interaction groups. Stage 6 Self-generated language. Complete grammar is used. Self-advocacy. What do they want support with, how and what works?