Gestalt Language Processing: Why Collaboration Matters More Than Labels

If You’re a Parent Caught in the Middle…

If you’re a parent of an autistic child, you’ve probably heard a lot of talk lately about Gestalt Language Processing, or GLP for short. Maybe one professional told you your child is a “Gestalt Language Processor” or a “GLPer,” while another said there’s not enough research to support that idea. Suddenly, it feels like you’re stuck in the middle, trying to make sense of the science while your child just needs support to communicate.

At Elemenoe, we don’t believe parents should ever be the referees between therapy approaches. Our team of Speech-Language Pathologists and Behaviour Analysts works together to help children find their voice—no matter which theoretical model their language fits into. Because at the end of the day, collaboration matters more than the label.

What Is Gestalt Language Processing?

In simple terms, Gestalt Language Processing is the idea that some children learn language in “chunks” or full phrases, called gestalts, rather than by combining individual words one at a time.

For example, instead of saying “cookie” to ask for a snack, a child might say, “do you want a cookie?” because they’ve memorized and stored that full phrase from hearing it often.

The idea originated from linguist Ann Peters’ work on language development and was later popularized in the speech-language community by Marge Blanc through her Natural Language Acquisition (NLA) stages model. Blanc proposed that some children move through six predictable stages of language growth, from repeating entire scripts (Stage 1) to eventually creating their own novel combinations (Stage 6).

It’s an appealing model because it validates what many parents and professionals already see: children using movie lines, song lyrics, or memorized phrases to communicate something meaningful. And for many families, that recognition feels like a breath of fresh air.

However, and this is where the conversation gets tricky, the research to support GLP as a distinct developmental pathway or treatment protocol is, at best, emerging. A 2025 review in The Informed SLP (“Still Gestalting After All These Years”) summarized five new 2024 studies and found that while GLP captures something real and important about communication differences, the theory has major gaps in evidence and definition (Hutchins et al., 2024; Bryant et al., 2024).

What the Research Actually Says

Here’s a quick overview of what researchers are currently saying about GLP:

• Hutchins, Knox, & Fletcher (2024): Questioned the lack of clear definitions in GLP, noting that all children use “chunky” language learning to some extent, not just autistic children. They also raised concerns about the reliability of the NLA stages and the lack of data supporting them.
  

• Bryant et al. (2024): Conducted a systematic review and found no intervention studies testing the GLP or NLA protocols. Their conclusion? Clinicians should make sure families understand that while these approaches sound promising, they’re not yet evidence-based.
  

• Haydock et al. (2024): Encouraged SLPs to embrace echolalia and gestalts as valid, authentic communication, an important neuro-affirming perspective, but didn’t provide data on how to implement NLA therapy.

The takeaway: professionals can, and should, value echolalia and scripts as communication, but the theory and treatment model of GLP need stronger scientific grounding before being applied as a standardized approach.

What About That “90% of Autistic Kids Are GLPs” Statistic?

You may have seen this claim floating around social media. It’s repeated often, but here’s the truth: there is no study to support it.

None of the peer-reviewed research to date has established a percentage or prevalence rate for GLP among autistic individuals. As Hutchins and colleagues point out, we don’t even have a consistent definition of what qualifies someone as a “Gestalt Language Processor,” so any statistic like that is speculative at best.

It’s easy for catchy claims to spread online, especially when they validate lived experiences. But as caring professionals, we owe it to families to pair empathy with evidence. That’s where collaboration, real, respectful collaboration, becomes essential.

Our SLP Perspective on GLP

At Elemenoe, we notice what many parents notice too: some kids use longer phrases or “scripts” before they use single words consistently. Sometimes those scripts are communicative, and sometimes they’re simply kids playing with language because they enjoy it. Either way, they matter.

It’s easy to see a child scripting or speaking in lots of repeated phrases and assume they’re a “Gestalt Language Processor,” (or “GLP-er” as many other SLPs like to call it), especially with how much this shows up online. But right now, the research doesn’t confirm GLP as a distinct language pathway or show that the stages reliably describe how kids grow their language. Instead of jumping to labels, we focus on what your child is actually doing and what makes sense for them.

Here’s what we take from GLP that’s genuinely helpful:

• Echolalia can be meaningful, even when the meaning isn’t obvious. Sometimes children are using scripts to ask for a favourite toy, or to have more time playing. 

• Scripts can show social awareness.
  As Sari Risen, SLP + BCBA, explains:
  “It means they realize they should respond—but now they need to learn how to respond.”

• When a child uses a memorized line during a conversation, it might show they’re trying to participate, even if the words don’t quite match the moment yet.

• Imitation is a strength. If a child can echo, they’re listening and learning.

• Sometimes scripting is just joy. Some kids like the rhythm, the sound, or the familiarity of certain lines, and that’s okay! 

So what does this look like in therapy?

We don’t focus on what “stage” a child is in. We look at what they’re trying to do with their words, whether that’s joining a conversation, expressing a feeling, or simply enjoying language. Then we model more flexible, functional language in ways that make sense to them.

And because our SLPs and BCBAs work so closely together, we look at both sides:

• the linguistic piece (how language is formed), and

• the functional piece (why the child is saying it).

GLP has brought needed awareness to autistic communication. ABA gives us helpful tools to understand patterns and purpose. But the real magic happens in the middle, when we use both perspectives to support your child in connecting, expressing, and being understood.

In ABA, We Talk About Echolalia Too

In Applied Behaviour Analysis (ABA), we also talk about echolalia, which is when a child repeats words or phrases they’ve heard before, sometimes right away (immediate echolalia) and sometimes much later (delayed echolalia).

From a behavioural standpoint, we look at language functionally rather than topographically. That means we ask what purpose the language serves, not just what it sounds like.

For example:

• A child might repeat, “Do you want a snack?” to actually request food.

• Another might echo, “All done!” as a way of coping when feeling overwhelmed.

In these situations, the words themselves (the topography) don’t always match what the child is trying to achieve (the function). An unfamiliar listener might miss what the child truly means (like asking for a snack or wanting something to stop) because the surface words sound different from the intent.

A Behaviour Analyst looks for these patterns over time: when and where the child uses certain phrases, what’s happening before and after, and what outcome those words produce. Understanding these patterns helps us uncover the function of the language so we can build on what the child is already communicating, rather than trying to replace it.

💬 Example: A child says “Let it go!” every time they’re upset. They’re not referencing the Frozen soundtrack, they’re expressing, “I’m overwhelmed!” Our goal isn’t to stop that phrase; it’s to help them develop other ways to express that feeling so people understand and can help.

In that sense, even though ABA and SLPs use different words, we’re observing the same phenomenon: children learning language through meaningful experiences and social patterns.

Where ABA and GLP Meet

Here’s the good news: there’s actually a lot of common ground.
Both perspectives recognize that children:

• Learn language through repetition and social context.

• Use phrases or “chunks” that carry emotional meaning.

• Benefit when adults respond to those attempts as communication, not errors.

The difference lies mostly in how we describe it.

In ABA, we might focus on the function of a phrase and how to expand or shape it. In GLP, some SLPs might talk about modelling mitigated gestalts or supporting stage progression. But in practice, both approaches can look quite similar: responsive interaction, gentle modelling, and respect for the child’s current communication style.

How We Collaborate at Elemenoe

At Elemenoe, we’ve built our entire model around collaboration. Our Behaviour Analysts and SLPs work side by side, sharing data, co-developing goals, and celebrating every small communication breakthrough.

Here’s what that looks like:

• Shared assessment: We look together at language samples to identify whether a child tends to use single words or longer phrases and what those phrases mean in context.
  

• Joint planning: Our SLPs guide the linguistic side: syntax, prosody, and modelling, while our BCBAs focus on how, when, and why the child uses those phrases in real life.
  

• Parent alignment: You’ll never hear conflicting messages from your team. We communicate clearly so you’re supported, not stuck in the middle.
  

Example: A young learner frequently used the phrase, “that’s not fair!” during transitions. Our SLP recognized it as a memorized line from an episode of Daniel Tiger, while the BCBA noticed it always occurred when activities ended abruptly. Together, we modelled new ways for the child to say, “I don’t want to stop!” while teaching adults to respond to both messages consistently. Within weeks, frustration decreased, and the child began using “I need more time” spontaneously.

This is what collaboration looks like - no competing models, just one united goal: helping children communicate meaningfully.

What Parents Hear Online vs. What the Research Says

Claim: “90% of autistic kids are GLPs.”

Truth: There’s no published evidence supporting this number.

Claim: “If your SLP doesn’t follow NLA stages, they’re not neuro-affirming.”

Truth: Being neuro-affirming means respecting and supporting all communication, not following a specific framework.

Claim: “ABA ignores GLP.”

Truth: ABA recognizes echolalia as communication and focuses on its function, not on stopping it.

Claim: “You have to choose GLP or ABA.”

Truth: You don’t have to choose. Collaboration between approaches helps your child most.

Words vs. What Works

It’s easy for professional disagreements to spill into social media, and even easier for parents to feel pressured to “pick sides.” But you don’t have to.
SLPs and BCBAs both want the same thing: for children to express themselves clearly, confidently, and authentically.

GLP has opened important doors in understanding how autistic people use and experience language. ABA continues to offer tools for analyzing and shaping communication in measurable, individualized ways. Both perspectives have value when applied with compassion, flexibility, and respect.

The key is to stay curious, stay collaborative, and stay focused on what works for your child, not just what’s trending.

Our Final Word

At Elemenoe, we bridge these conversations with care and passion. We bring together the evidence-based precision of ABA with the insight and responsiveness of speech-language therapy. We respect lived experience, follow the research, and most importantly, listen to you and your child.

If you’ve ever felt torn between therapy philosophies, we can help you find the middle ground.

Because the best approach isn’t about the label, it’s about connection.

Contact Us at Elemenoe to learn how our collaborative SLP–ABA model helps children communicate meaningfully while keeping families supported every step of the way.
www.elemenoe.ca

References 

• Hutchins, T. L., Knox, S. E., & Fletcher, E. C. (2024). Natural language acquisition and gestalt language processing: A critical analysis of their application to autism and speech language therapy. Autism & Developmental Language Impairments. https://doi.org/10.1177/23969415241249944
  

• Haydock, A., Harrison, L., Baldwin, K., & Leadbitter, K. (2024). Embracing gestalt language development as a fundamental neurodiversity-affirming practice. Autism. https://doi.org/10.1177/13623613241234598
  

• Bryant, L., Bowen, C., Grove, R., Dixon, G., Beals, K., Shane, H., & Hemsley, B. (2024). Systematic Review of Interventions Based on Gestalt Language Processing and Natural Language Acquisition (GLP/NLA): Clinical Implications of Absence of Evidence and Cautions for Clinicians and Parents. Current Developmental Disorders Reports. https://doi.org/10.1007/s40474-024-00312-z