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65 %u00a9 Elklan Training Limited 2025Elklan Supporting Gestalt Language Processing %u2013 a Total Communication ApproachPreparing for the activityA relatively distraction-free room in the school used for individual support is selected. Different sized paper is placed on a cleared area on the floor with pencils and scented coloured pens. A box of assorted wild animal figures is placed on the floor. The animals include those they have been heard naming; tiger, gorilla and elephant as well as other animals they are interested in. Drawing equipment is provided on a desktop with two chairs. A photo of the room, set out with the equipment, is taken to show KR using the First-Then board.Interaction during the activityKR likes to play with the animals and draw them. The adult follows their lead and either joins them to play and draw alongside them on the floor or at the table. The adult responds to all of their communication and continues to use mitigated gestalts. For example %u2018She%u2019s the best%u2026%u2019 with naming animals %u2018She%u2019s the best panda%u2019. The adult names animals as KR handles and draws the animals. The adult makes two-word phrase comments to describe the drawings created by KR. For example, %u2018Grey elephant%u2019 and %u2018Red orangutan%u2019. The use of colour descriptions is modelled in other word combinations %u2018I need grey%u2019, %u2018Here%u2019s a grey pen%u2019. Repetition and reinforcement of any self-generated language is provided.8.5 CONSIDERATIONS FOR AAC AT GLP STAGE 3At Stage 3 Gestalt Language Processing, the child or young person starts to recognise words as having individual meanings and they begin to self-generate language. Therefore, AAC which relies on the mapping of meaning directly onto symbols or signs may be introduced.SigningUsing gesture or a sign system where one sign maps onto a word may be beneficial at Stage 3. For example, for the Gestalt Language Processor Stage 3 child saying %u2018big ball%u2019 for the first time. If the key word sign for %u2018big%u2019 and sign for %u2018ball%u2019 are used when saying %u2018big ball%u2019 this may help reinforce the meaning for the two separate words.Paper-based communication aidsIf schedules, choice boards, written lists, and prompts have been used as visual supports with gestalts they do not need to be taken away or changed. Similarly, they can remain in their Communication Book. The Communication Book, as always, should be updated and support given on how to navigate any new vocabulary pages and how to use them.The supporting adult should continue to model using the Communication Book during activities. Single words can be introduced in paper-based support systems in a teaching situation by