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25 %u00a9 Elklan Training Limited 2025Elklan Supporting Gestalt Language Processing %u2013 a Total Communication Approach4.10 SELF-GENERATED TALKIf the child or young person is formulating novel words, phrases and sentences with their own intonation pattern then this is likely to be self-generated talk and these should be noted. If the child or young person is using mostly self-generated language, i.e. over 80%, then they may benefit from further assessment of their use and understanding of language. The self-generated utterances can be analysed regarding their use of vocabulary, sentence structure or grammar and meaning. The informal observation should be completed in a situation where the child or young person is comfortable in communicating. If appropriate, their verbal understanding may be monitored using Blank, Rose and Berlin%u2019s Blank Language Scheme or the Language of Learning model (1978). In Chapter 9 of this book, we explore child-centred observations of Blank Levels. 4.11 SINGLE AND REPEATED WORDS AND CONTEXTIf single words are used as gestalts, the meaning may or may not be recognised. If the word is used outside of the direct meaning yet has some association, the gestalt may be more easily understood. For example, saying %u2018doctor%u2019, when not seeing a doctor, but meaning %u2018Help, I%u2018ve hurt myself%u2019 is a GLP Stage 1 single word. Single words can be self-generated language where the meaning is mapped onto the word directly so in observations it is important to differentiate how the vocabulary is being used. If it is difficult to determine, make a note of the single words, and record them as %u2018unknown%u2019 on the GLP Observation Form.DoctorD uses %u2018follow me%u2019 when getting on the school bus.Here we go Follow me