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20 %u00a9 Elklan Training Limited 2025Elklan Supporting Gestalt Language Processing %u2013 a Total Communication Approachbetween home, clinical, school/educational and social environments. Discussion with the family/carers and team supporting the child or young person may help determine where it is best to capture their communication. Videoing the child or young person in more than one setting may be necessary if they present very differently between settings.Once the video or observation has been completed, a transcript of the child or young person%u2019s communication can be charted using a document such as the Elklan GLP Observation Form. There is guidance as to how to use this in Appendix 2.If the child or young person is from a bilingual or multilingual background, bilingualism will need to be considered as outlined below.4.2 OBSERVING BILINGUAL INDIVIDUALSWhen observing the needs of Gestalt Language Processors with a bilingual background, close collaboration with family members and carers will be required to understand the meaning of their gestalts in their different languages. There is limited research on bilingualism and GLPs. Ponce-Lawler and Yolanda (2017) found that when an autistic bilingual child or young person understands that they can speak two languages, %u2018they will use all the resources they have in both languages to get their message across.%u20194.3 OBSERVING DIFFERENT ASPECTS OF COMMUNICATIONTo observe and monitor progress the following aspects should be noted and recorded in detail:%u2022 Physical gestalts and echopraxia%u2022 Motor stimming and physical sensory responses%u2022 Physical movement and non-verbal communication%u2022 Vocal, verbal and mitigated gestalts%u2022 Self-generated talk%u2022 Single or repeated words and their context%u2022 Their contextual understanding%u2022 Their learning preferences%u2022 Their understanding of spoken language%u2022 Their patterns of interaction%u2022 Their AAC needs.