5 Tips for Supporting Minimally Speaking GLPs

It can be incredibly tough to know where to start when you're working with a minimally speaking or nonspeaking gestalt language processor. You might feel confident that a child is a GLP—but things just aren’t clicking the way you hoped.

Maybe you’re modeling gestalts regularly, but…

• They aren’t picking them up.

• They sing tunes with perfect intonation, but don’t seem to use any "functional phrases."

• Their speech is still unclear, or they're not producing speech at all.

• You’re wondering how to support phrase development when they can’t even say a single word yet.

I’ve been there. It’s easy to feel like you're spinning your wheels, unsure if anything you're doing is making a difference.

But over time—through research, collaboration, and hands-on experience—I’ve learned what truly works for supporting minimally speaking gestalt language processors. It’s not always what we were taught, and it definitely doesn’t look the same for every child. But there is a path forward.

Here are my top 5 tips for getting started with a minimally speaking GLP:

1. Validate all speech that you hear

Even if it sounds like unclear “jargon,” it may be a gestalt (delayed echolalia with communicative intent). Pay attention also to:

• Media usage that may be intentional communication. Is the child replaying portions of videos? Could they possibly be communicating something with this media?

• Echopraxia (motor gestalts) – is the child repeating motor movements that they've seen from other people or characters? They might be communicating with their bodies alone! Many early GLPs primary form of play is echopraxia. But this delayed imitation of motor movements may also be communicating something intentional. 

An example of using echopraxia as intentional communication:

I had a 4 year old patient who loved the Disney movie, Luca. In the movie, the characters engage in a spaghetti eating contest. After the main character finishes his plate, he smacks his fist down on the table, and then claps his hands together. 

My patient, picked up this motor gestalt, and started using it to communicate that he was finished with a meal. Echopraxia in action!

2. Give access to non-speech communication

Like a speech-generating device (AAC). Begin modeling gestalts but also single words, word+word generated phrases, and possibly typing on a keyboard. Just because you suspect a child is a GLP doesn’t mean they only need access to pre-programmed gestalts (phrase-level icons). We don’t know what will serve them best until we expose them to all options. Sometimes kids surprise me. I assume they are in NLA stage 1, because they are nonspeaking, but when given AAC, are able to self-generate grammar (NLA stage 4+). 

Not sure what the NLA stages are? They are the stages of language development that gestalt language processors move through to go from echolalia to self-generated grammar! Check out this freebie Intro to GLP that explains the NLA stages! Just sign up for my freebie library and it's right there for you to download! 

3. Assume that motor planning difficulties (apraxia/dyspraxia) may be present

Keep word or phrase models shorter (1–3 words). If modeling an entire gestalt, consider emphasizing the final word. This gives them the full phrase model that GLPs benefit from, while emphasizing a single word they could potentially coordinate more easily than the full phrase.

4. Model phrases (potential gestalts) with a clear, identifiable rhythm

This way, even if the child can’t produce the words clearly, you may still recognize what they’re communicating. Many GLPs will accurately produce the intonation of a phrase, even when individual words are unclear.

For example: I like to model the phrase "where are you?" in a sing-song voice, each time. "WHERE AAAREEEE YOUUUUU?". Many of the kids I support will nail the intonation of the phrase, even if they can't clearly articulate it, and I can still understand the intent (oh — they're looking for something!).

5. Get the child moving!

Check out the article When Speech Gets Stuck by Marge Blanc. In this article, Marge talks about her dyspraxia hierarchy of supports for minimal speakers, starting with whole body supports (breath control + core strength), which leads to more vocal production, and eventually...purposeful speech.

Movement can be the key to unlocking first vocalizations and consistent speech.

Because of this, OT and PT might be more supportive than speech therapy in the early stages.

I highly recommend learning from and recruiting support from occupational and physical therapy colleagues.

Want more strategies for supporting minimally speaking GLPs?
Check out my course:
👉 When Models Aren’t Sticking: Supporting Minimally Speaking GLPs

Want to learn more about supporting GLPs?

Check out my Intro to GLP handbooks https://www.bohospeechie.net/handbooks

Follow me on Instagram: https://www.instagram.com/bohospeechie/

This website is an incredible source of info: https://communicationdevelopmentcenter.com/

Sources

Blanc, M. 2012. Natural Language Acquisition on the Autism Spectrum: The Journey from Echolalia to Self-Generated Language. Madison, WI: Communication Development Center Inc.

Blanc, M. 2022. The Natural Language Acquisition Guide: Echolalia is all about gestalt language development. Madison, WI: Communication Development Center Inc.

Meaningful Speech Course. Meaningfulspeech.com

Natural Language Acquisition In Autism Echolalia To Self-Generated Language-Level 1, 2 and 3

From Echolalia to Self-Generated Language: Case Studies in Natural Language Acquisition. On Demand ASHA Webinar.

Communication development center (no date) Communication Development Center. Available at: https://communicationdevelopmentcenter.com/ (Accessed: January 14, 2023). 

Blanc, M. 2004. “When Speech Gets Stuck,” Autism Asperger’s Digest, Sept/Oct.

Blanc, M. 2005. “Finding the Words: To Tell the Whole Story—Natural Language Development on the Autism Spectrum,” Autism Asperger’s Digest, May/June, July/Aug, Sept/Oct, Nov/Dec.

Blanc, M. 2010. “More than Words,” Autism Asperger’s Digest, January/February.

Prizant, B., (1982). Gestalt language and gestalt processing in autism. Topics in Language Disorders, 3, 1, 16-23.

Prizant, B. (1983). “Language Acquisition and Communicative Behavior in Autism: Toward an Understanding of the ‘Whole’ of It.” Journal of Speech and Hearing Disorders 48:296–307.

Prizant, B., and P. Rydell. (1984). “An Analysis of the Functions of Delayed Echolalia in Autistic Children.” Journal of Speech and Hearing Research 27:183–92.

Rydell, P., and B. Prizant. (1995). “Assessment and Intervention Strategies for Children Who Use Echolalia.” In Teaching Children with Autism: Methods to Increase Communication and Socialization, edited by K. Quill: 105-129. Albany, NY: Delmar Publishers.

Stiegler, L. (2015). “Examining the Echolalia Literature: Where Do Speech-Language Pathologists Stand?” American Journal of Speech-Language Pathology: 1-13.