Page 72 - Demo

64 %u00a9 Elklan Training Limited 2025Elklan Supporting Gestalt Language Processing %u2013 a Total Communication Approach8.3 DIFFERENTIATING BETWEEN SELF-GENERATEDWORDS AND GESTALTSIt may be tricky to determine whether the words or short phrases are self-generated or not. The child or young person%u2019s use of intonation can change at Stage 3 and the changes may be another clue to detecting novel language. For example, if %u2018golden ticket%u2019 is used as a gestalt it is likely to be said using the exact intonation from the Willy Wonka and the Chocolate Factory film or exactly as the parent reads the phrase from the book. If it is the first time the phrase has been used to describe a golden coloured ticket as self-generated language, the child or young person will be using their own intonation. Detective work continues to be required.8.4 DIRECT SUPPORT SESSIONS FOR GLP STAGE 3The child or young person at Stage 3 may now be supported by showing objects, sorting objects, pointing to items and giving choices just as we do in the early stages of Analytical Language Development. Responding positively and modelling is important to support progress with generating language. There should not be an emphasis on grammar or sounds or the correction of grammar or articulation as this might have a negative impact at this Stage with the child or young person choosing to use Stage 1 or Stage 2 gestalts instead.An example of supporting GLP Stage 3 at schoolNote this example is for a child who prefers drawing so the room selected for direct support can be a classroom. Other children and young people, at Stage 3 and beyond Stage 3, may still require an environment for direct support which allows space for movement.Target%u2018During the preferred activity of drawing animals, KR will share positive interaction and increase the number of self-generated two-word combinations in their communication.%u2019Scenario: Child KR has a high level of interest in wildlife, drawing and likes to seek smells. At Stage 1, they used many gestalts when playing with toy animal figures. The gestalts were derived from wildlife videos used during home-schooling. For example, %u2018She%u2019s the best mama in the whole wide world%u2019 for the mother leopard and %u2018No way%u2019 for the giant cobra. They moved on at Stage 2, to using mitigated gestalts in playing with the toy animal figures, such as %u2018She%u2019s the best%u2019 (referring to the mother leopard). KR is supported with transition using a %u2018First-Then%u2019 board as this helps KR to understand why they are leaving the classroom. They are now starting to name animals e.g. %u2018tiger%u2019 and %u2018elephant%u2019.