Charting the Cs: Cooperation, Communication and Collaboration. Statewide Professional Development to Support the Workforce and Low Incidence Disability Areas. Charting the Cs Conference 2024 Gestalt Language Processing and AAC Provided by Saint Cloud State University (SCSU) Faculty Mary Baumann - Spooner Prachi Bengeri Doctor Sarah Schaefer Sample Slide Title The following text it is used as a “place holder” to show possible layout options for slides. The universe… Explore the vast expanse of the cosmos. Embark on a journey through the infinite wonders of the universe. Discover the boundless mysteries that lie beyond our world. Uncover the secrets of the universe and unlock its hidden treasures. Introductions Mary Baumann-Spooner, Clinical Instructor at SCSU PrachiBengeri, AssistantProfessor at SCSU Dr. Sarah Schaefer, AssistantProfessor at SCSU Agenda Echolalia and Gestalt Language Processing (GLP) Identifying GLP Implications for language assessment and intervention Goal writing ideas Considerations and suggestions for AAC users who are GLPs Questions Audience Poll Jamboard Poll in Google Link Please click on the link in the chat and follow the prompts. Echolalia Brief History "Echolalia is the repetition of utterances produced by others."ASHA practice portal on autism spectrum disorders. Immediate Delayed Mitigated Echolalia History Continued Historically and even currently - sometimes described as meaningless and having no communicative function - vocal stereotypy, disruptive vocalization, movie talk, etc. Some professionals might even try to eliminate echolalia. ( Stiegler , 2015). Many researchers have shown that echolalia can have many communicative functions, e.g. turn - taking, labeling, requesting, affirming, and protesting. ( Prizant , 1983; Stiegler , 2015). For many children who are autistic, this might be how they develop language. (Prizant, 1983; Blanc, 2012; Stiegler, 2015). Natural Language Acquisition Natural Language Acquisition is a framework named by Marge Blanc to understand and analyze the language development of children that fit the description of predominantly Gestalt Language Processors (Blanc, 2012). 6 Stages: 1 Echolalia, 2 Mitigated Echolalia, 3 Isolation of single words with recombinations, and 4,5,6 Generation of sentences with grammar Gestalt language is considered a natural language developmental process, language delay NOT disorder Relies on meeting sensory needs first and following the client's lead to build off theirmotivating activitiesandbreak down gestalts Analytical Language Processor 1.Processes language in single words 2.Uses single words 3.Combines words “get - more” 4.Generates 1st simple sentences, for example, “ Wanna go out.” 5.Generates expanded sentences with correct grammar like, "I want to go." 6.Generates complex sentences such as, “I don't want anymore, but you can have it.” Gestalt Language Processor Processes language in "chunks", called gestalts Different acquisition stages than an analytical language processor Gestalts start out unintelligible and may be missed by adults Might use rich intonation GLP is a language delay not adisorder Gestalt Language Processor Continued Children learn gestalts, phrases and apply multiple meanings to that phrase, which they may eventually "mitigate" to create more original utterances. Neurotypical AND neurodivergent children can be gestalt language processors. Gestalt and Analytical Language Processing are not mutually exclusive. A child can be both! Some can show characteristics of one more than the other. ( Prizant , 1983; Evans, 2022) Regulation Importance Regulation is the building block of attention Attention is the building block for learning Interactive Learning Tree Floortime Link NLA therapy with a GLP with Apraxia/Dyspraxia Video of Natural Language Acquisition therapy of a child with GLP and apraxia of speech. The speech therapist assists with mitigating different words to the child's gestalts. Natural Language Acquisition (NLA) Stage 1 Language gestalts may be wholes, scripts, songs, episodes repeated Communicative use of whole language gestalts “Let’s get out of here” GLP are hardwired to hear long, melodic sounds GLP may pay attention to intonation, versus single words Communicative use of echolalia NLA Stage 2 Isolated single words: Two - word combinations of referential single words Further mitigation: isolations of single words; recombination of words, and generation of original two - word phrases Examples may be, ”Get …. more”, ”Wantout?” This stage's use of single words is Step 1 for Analytic Processors 2-word combos can have many different meanings NLA Stage 2 Continued Stage 2B) Recombining these chunks “Let’s get + some more?” Hear lots of language with Gestalts to expand “Let’s get + other endings” Recombining of phrases NLA Stage 3 Mitigations Mix and match combinations of partial scripts Stage 2A) Mitigations into chunks “Let’s get” + “out of here” isolation of echolalia NLA Stage 3 Continued First generation of novel utterances May appear as if they are regressing. However, spontaneous language is emerging Stay in this stage for awhile NLA Video Example of Stage 3 Video example of Mobile Speech conduction Natural Language Acquisition Therapy at stage 3. NLA Stage 4 Original phrases and beginning sentences Generation of first sentence "Let’s get some more toys!” Now ready to learn grammar but don’t want to rush stage 3 to 4 Self-generated grammar NLA Stages 5 and 6 Stage 5: Original sentences with more complex grammar Stage 6: Original sentences with complete grammar system Stages 5 and 6 use L. Lee (1974) Developmental Sentence Analysis "I don’t want any more, but you can have mine." Assessment Assess using language sampling-2 or more samples Samples across settings-home, school, therapy session Input from caregivers-might help understand some of the scripts, or gestalts You can use the NLA scoring protocol or describe the function of the gestalts in context Communication forms and functions MM example Goal Writing for GLP Goal writing - include skills that can increase functional communication for the child Using phrases (scripted or self - generated) for various communicative functions Imitating expanded recasts to increase language specificity Increase in spontaneous utterances during play-again, can be scripted or self- generated Combining words or phrases to make functional requests Can be written for verbal or aided communication! Goal Examples for Verbal Language Stage 1 In a conversational setting, when well - regulated, the student will spontaneously generate a variety of language gestalts to express a variety of communication intentions Stage 2 In a conversational setting, when well - regulated, the student will spontaneously generatea variety of ‘mix and match’utterances… Goal Examples for Verbal Language Continued Stage 3 In a quiet therapy setting, with playful adult - modeling student will spontaneously generate : 1.single words derived from previous mitigations 2.unique words Goal Examples for Augmentative and Alternative (AAC) Communication When provided with aided language input, student will use aided AAC to combine a variety of mitigated gestalts to communicate a variety of self - selected intentions (e.g., answering/asking questions, commenting, expressing emotions) at lease 2x per day over 4 out of 7 consecutive days as measured by the IEP team. Navigate and activate Modalities *remember mitigations are a mix-and-match combination of partial scripts (Blanc, 2022) Intervention with GLPs Use high interest activities when working on language - follow their lead Have sensory and motor supports available to help with regulation, consult with OT Facilitate initiation and not just response Analyze functions of gestalts, gauge comprehension Use more comments and imitations than questions and commands Joint attention routines - varied in subjects, location, objects "map" onto existing concepts Adapted from Stiegler(2015) GLP who use AAC Need a ROBUST language system Evaluate with the following: AAC Genie App Test of Aided Symbol Performance Early Functional Communication Profile Functional Communication Profile - Revised Communication Matrix Communication Form and Functions Checklist Minneapolis School District AAC SETT AAC apps for GLP AAC Apps for GLP that have recordings, links to video clips, and whiteboards: TouchChat with WordPower Speak for Yourself Lamp Words for Life Proloquo2Go or Proloquo4Text TD Snap Supporting Gestalt Language Processors with TD Snap Need to set up a Tobii Dynavox Account to watch video Account with Tobii Dynavox is free TD Snap Video watch from 48-58 minutes Picture of the home page of the Tobii Dynavox Learning Hub website where video on GLP and AAC customization is located. Tips from Video for Whole Quicks Stage 1 Gestalts Set home page to Quickfires , My Phrases page instead of Core Words Put gestalts where they belong in the language layout such as “Moo” in Quickfires as it means “I love you”, “I like this” and want to say it a lot Put “Ouch I poked my eye” on the Feelings page and then it opens the Health Problems page Tips from Video continued Stage 2 Mitigation Create Topic Boards to support mitigation Program the gestalt and add mitigation words to build upon “Let’s go to the zoo” meant let’s go to places Create a button that opens a popup page with words to help mitigate Create a button that links to the First - Then board with “Let’s go” then “to the Zoo”. Case Examples AB - birth through young adulthood CW - young 3 year old just starting to show some expressive language IT - preschool student expanding gestalts to verbalizations and AAC use BM - echopraxia AS - using books and songs to increase communication MW - 6 year old non - speaking AAC user Resources Teacher Pay Teachers Gestalt Language Learners Handout Developmental Sentence Analysis Communication Development Center NLA Overview Website Meaningful Speech Website- research and resources References Blanc, M. (2012). Natural language acquisition on the autism spectrum: The journey from echolalia to self - generated language. Communication Development Center. Blanc, M. (2022, January 1). Natural Language Acquisition Overview. Communication Development Center. Retrieved November 2, 2023, from https://communicationdevelopmentcenter.com/nla - overview/ Blanc, M., Blackwell, A., & Elias, P. (2023). Using the natural language acquisition protocol to support gestalt language development. Perspectives of the ASHA Special Interest Groups. 1 - 8. https://doi.org/10.1044/2023_PERSP - 23 - 00098 References Continued 1 Evans, K. (2022). Let's give them something to gestalt about. https://www.theinformedslp.com/review/let - s - give - them - something - to - gestalt about?fbclid=IwAR1sTbn2Je1Mte7eiKP_0hbuu6PMK7xB0g6gMKrkUGC50Rgoa2NNNpszCaM_aem_AWPo-oKgKEKXxs0WN80TOqwWGOChdrkW1U1e- UFxzKg9HJtfMqURtAMJAPSKqFmaDoM Prizant , B. M. (1983). Language acquisition and communicative behavior in autism: Toward an understanding of the “whole” of it. Journal of Speech and Hearing Disorders, 48(3), 296–307.https://doi.org/10.1044/jshd.4803.296 References Continued 2 Stiegler , L. N. (2015). Examining the echolalia literature: Where do speech - language pathologistsstand?American Journal of Speech-Language Pathology,24, 750- 762. https://pubs.asha.org/doi/epdf/10.1044/2015_AJSLP - 14 - 0166 Closing Slide, Thank you! mary.baumann-spooner@stcloudstate.edu prachi.bengeri@stcloudstate.edu sarah.schaefer@stcloudstate.edu