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Language is a foundational tool for human connection, but how it's acquired and processed can vary greatly. For individuals on the autism spectrum, language development can sometimes follow a distinctive route called Gestalt Language Processing (GLP). One of the key features of GLP is echolalia—repeating phrases or language chunks they've previously heard. This behavior, sometimes misunderstood as meaningless repetition, actually plays a significant role in language learning. Understanding the nuances of GLP and echolalia can open up new ways to support those with unique communication needs.

What is Gestalt Language Processing?
Gestalt Language Processing is a way of learning and using language where individuals process larger language segments, such as phrases or sentences, rather than focusing on individual words. This approach is grounded in Gestalt psychology, which suggests that our minds perceive things as whole units rather than isolated pieces. For many neurotypical children, language starts with single words and gradually builds into more complex sentences. In contrast, Gestalt language processors often begin by learning language in chunks—phrases they've heard in TV shows, songs, or daily conversations. These segments are memorized and repeated verbatim as the initial step in their language journey. Over time, they learn to break down these chunks and use them flexibly to create novel sentences.

The Role of Echolalia in Gestalt Language Processing
Echolalia, the repetition of previously heard words, phrases, or sounds, is often observed in early GLP language stages, particularly among autistic individuals. There are two primary forms of echolalia: immediate and delayed. Immediate echolalia involves the instant repetition of recently heard phrases, often as a way of processing language or mirroring the emotions conveyed in the interaction. For instance, if someone asks, "Do you want to go outside?" an individual might respond by repeating, "Do you want to go outside?" instead of directly answering. Delayed echolalia, on the other hand, occurs when phrases heard in the past—sometimes days or weeks earlier—are recalled and repeated. This is commonly referred to as scripting. These phrases might stem from movies, TV shows, or previous conversations and can be used to express emotions or communicate specific needs. For example, a child feeling overwhelmed might say, "Let it go!" echoing a familiar Disney lyric to signal their need for a break.

Echolalia as a Key Part of Language Development
Contrary to being a random or meaningless behavior, echolalia is essential to language development within GLP. Instead of focusing on single words, individuals initially store entire phrases as building blocks for language. Through repetition, they start to understand social cues and language patterns. Eventually, they begin to manipulate these stored phrases, breaking them down into individual words and allowing them to construct unique sentences.

Echolalia serves several roles: it helps individuals learn the rhythm and structure of language, allows them to express emotions and experiences that resonate deeply, and sets the foundation for more flexible, self-generated language. For example, a child who frequently says, "It's time to go to bed," might eventually repurpose the word "bed" in new sentences, like "I want my bed," demonstrating growing independence in their language use.

The Connection to Autism: Why Autistic Individuals Often Use Echolalia
 Echolalia is especially common among autistic individuals, who frequently use it as a primary method of communication early on. There are several reasons for this. Autistic learners often have an exceptional ability to recognize patterns, and language chunks can serve as familiar patterns they can recall and apply in specific contexts. Additionally, many autistic individuals experience heightened sensory awareness, which may cause them to focus on the tonal and rhythmic aspects of language over individual words. This focus on auditory "wholes" makes echolalia an effective tool for processing language patterns. 

Socially, echolalia can bridge the gap between an autistic individual's inner world and the expectations of the social world. By repeating phrases they've heard, they are engaging with language in a way that allows them to participate in social interactions, even if it doesn't follow traditional conversational norms.

Supporting Echolalia and Language Development
When viewed through the lens of GLP, echolalia is not a behavior that needs "correction" but rather a meaningful stage in language development. For those who work with or care for individuals using echolalia, there are several ways to support their language journey.

Acknowledging echolalia as a valid form of communication is essential. Rather than dismissing repeated phrases as meaningless, it's helpful to consider them within the context of the individual's emotions, needs, or attempts to participate in conversations. Providing varied, emotionally engaging language experiences can enrich the language they're absorbing and increase the variety of phrases they can use over time. Patience is key in supporting their language development; each individual progresses at their own pace, and allowing them the freedom to navigate language in a way that feels natural to them is crucial.

Conclusion
Gestalt Language Processing provides an invaluable perspective on how some autistic individuals develop language, highlighting the significance of echolalia as a natural part of that process. For those who process language gestaltically, echolalia is a bridge from memorized phrases to flexible, self-generated language, where each stage supports the next.

Understanding GLP and the role of echolalia allows us to see language development as a spectrum of unique pathways, each worth supporting and celebrating. Embracing this approach not only provides effective support but also empowers individuals to communicate in ways that feel authentic to them, fostering genuine connection and self-expression.

References
Blanc, M. (2012). Natural language acquisition on the autism spectrum: The journey from echolalia to self-generated language. Communication Development Center, Inc.
Peters, A. (1983, 2021). The units of language acquisition. Cambridge University Press.
Prizant, B. (1982). Gestalt language and gestalt processing in autism. Topics in Language Disorders, 3(1), 16-23.

Carlie Krueger, MS, CCC-SLP is a Speech-Language Pathologist at The Stewart Center at The Westview School.  She graduated Summa Cum Laude from Utah State University with a B.S. in Communicative Disorders and Deaf Education and obtained her M.S. in Communication Sciences and Disorders from New York University.  She strives to practice within a neurodiversity-affirming framework that centers self-advocacy and authenticity for her clients. Carlie has been working full-time as an SLP at The Stewart Center at The Westview School since 2022. If you or your family are interested in learning more about the services The Stewart Center provides, visit us online at The Stewart Center.

Understanding behavior, whether at home or in the community, can feel overwhelming, but it all boils down to one simple fact: behavior is just any measurable action. In this blog post, Sally Schwartzel, Lower School Principal at The Westview School, shares practical strategies for managing behavior by focusing on what we can control—our own actions. From offering choices to teaching replacement behaviors, these insights help parents create more positive interactions with their children. This post was adapted from her presentation for September WestviewEDU.

Behavior:  It Is What It Is

When thinking about behavior in the home and community, there are many topics to cover – everything from self-help skills to attending a group function with peers.  However, this wide range of topics can all be addressed by looking at behavior for what it is.  It’s just behavior! Behavior is any measurable, observable action.  Behavior is anything from waving hello to someone to hitting a friend. 

The most important thing to remember is that we cannot change the behavior of others.  This can be SUPER frustrating!  BUT, there are things that we can change. Changing what we are doing, in turn, will change the behaviors of others.  To figure out what to do before or after, we need to know “Why” the behavior is occurring.  The “Why” is also called the “function” of the behavior.  Don’t worry – there are only two main reasons why behaviors occur.  PSA: This applies to all people, not just our kids.  All of us exhibit behaviors (positive or negative) because we obtain or escape something.  Many times, we work for a paycheck (obtain).  We also push the snooze button on an alarm – to escape the noise… and the waking up part!  To change behavior, we have to change what happens before or after it happens – which is something we can control.

Changing the Before and After

So, what can we do before a behavior happens to prevent it?  My favorite is offering a choice – with a catch. The choice isn’t “Are you ready to do your homework?”  The choice is “Do you want to do your homework now?  Or do you want to do your homework in 5 minutes?”  This gives the option to make that choice - but within your parameters.  My second biggest recommendation is to frontload expectations.  Give your kids a visual schedule or a checklist.  Set up a routine.  The more our kids know what to expect, the fewer surprises for everyone involved!  Think about what a “to-do” list does for you... the schedule/checklist is their “to-do” list!

What about after a behavior occurs?  If a person is still exhibiting a behavior, they are either obtaining or escaping something.  For example, if a child throws a tantrum in line at the grocery for a candy bar and gets a candy bar, next time, it’s really likely that the child will throw a tantrum again.  If a child rips up their homework and doesn’t have to complete it, it will likely get ripped up again.  To break that pattern, we need to change what happens after.  We can power through the line at the grocery store with the child kicking and screaming.  We could have extra copies of the homework or ask for a laminated copy that can’t be ripped.  Seems easy enough, right?  WRONG.  Sometimes, the tantrum in the line in the grocery store is too big.  Sometimes, the ripping of homework after a long day is the final straw at the end of a really long day.  The missing piece is teaching our kids what to do instead of the challenging behavior.

Teaching Replacement Behaviors

The “what to do instead” is called a replacement behavior.  Replacement behaviors get our kids what they want (or don’t want) in a more appropriate way.  If we set the expectation at the grocery store as “If you do not throw a tantrum and you ask for a candy bar,” you will get it.  If, during homework time, the expectation is that the child can ask for a break or ask for help, that is a much better behavior than ripping it up. 
You’re probably thinking, “So I have to let my child get a candy bar every time?  Or let them not do their homework?”  The answer is… well, kind of.  This is only in the beginning while you are teaching those replacement behaviors.  Once the child learns they do not need to exhibit those inappropriate behaviors, you can start taking steps back or fading support.  For example, the new expectation is “If you do not _____, you can get a snack this time in the line and a candy bar next time.”  The expectation can be set at the beginning of the grocery store trip that a candy bar isn’t an option this time, but these three different yummy snacks can be asked for.  When it comes to homework, maybe the child needs to write their name on the homework before asking for a break.  If the child learns to ask for help, maybe you give them the answer to the first part and then have them complete the rest on their own. 

Simple Long-Term Tips for Success

Behavior is so easy and so complicated at the same time.  The best advice I can give (learning from different parents throughout the years) is to do what you must to keep your sanity.  Tip for doing that and still working behavior to your advantage?  Having your child comply with the tiniest directive before giving them a preferred item or activity will save your life in the future.  I have had some parents, in order to keep their sanity, have their child simply push in a chair, clear a dish, etc. before iPad time.  It seems so small, but it will really help out in the future!

Sally Schwartzel is the Lower School Principal at The Westview School. She brings a wealth of knowledge and experience to The Westview School, having worked for over 18 years in Katy ISD as a special education teacher in specialized autism programs and then as a leader at the district level for autism and behavioral programming. She holds a Master’s Degree in Special Education with a focus on Autism and Developmental Disabilities from The University of Texas. She is a Certified Teacher and a Board Certified Behavior Analyst. She has co-authored and co-presented on relevant topics such as Positive Behavior Interventions and Supports and Autism Support and Intervention Program. 

This blog post was adapted from the presentation given during WestviewEDU on Thursday, September 5, 2024. WestviewEDU is an education series presented by The Westview School for parents and caregivers of children with autism spectrum disorder. For a full list of WestviewEDU sessions for the 2024/2025 academic calendar year, visit The Westview School online.

Meet Ryan, an outgoing and friendly 10-year-old in Upper Elementary at The Westview School. Ryan is in his fourth year as a student at Westview and is just one of many success stories of children on the autism spectrum who have thrived in Westview's nurturing and supportive environment. At the Westview Fundraising Luncheon held in February 2023, Mrs. Jackie, Ryan's grandmother, gave an emotional and heartfelt speech celebrating Ryan's success at Westview and what being a part of our school and community has meant to Ryan and their family. Read on for Ryan's inspiring story, as told by his grandmother, Jackie.

BEFORE WESTVIEW
Ryan was born healthy at 8lb and 8oz. in the Summer of 2012. Due to his mother's medical condition, I received Ryan at two weeks of age, and sadly both his mother and father in the same year. My husband and I adopted Ryan and are blessed to be his primary guardians. My family pulled together to care for this precious bundle of joy with feeding schedules as if we were first-time parents again. 

My story is very different from a first-time mother because I had already raised three sons before my grandson, and I knew what meeting milestones looked like. As a child, Ryan was active and progressed by meeting his developmental milestones. At about 18 months, I noticed a regression in his behavior and mannerisms, which I attributed to his lack of interaction with other children.

I enrolled him in a Mother's Day Out Program at age two. He was unsuccessful in interacting with children; his appetite decreased, and his sense of smell and noise intensified. He would place toys in a straight line, indicating that something was afoot developmentally. The change in his behavior and habits became alarming, so I contacted his doctor and was referred to ECI – Early Childhood Intervention. Upon completion of tests at ECI, he received occupational and speech therapy. He was referred to Texas Children's Hospital and diagnosed at age 3 with autism spectrum disorder, speech, and developmental delay.

He began his educational journey in the public school programs through Fort Bend ISD. Finding quality educational facilities for an autistic child has had many challenges. After leaving Fort Bend ISD, Ryan enrolled in ABA Therapy. After talking with my friends and having them reach out to other friends, I was given a list of schools to research, and Westview was at the top of the list. When I entered the Westview building, I had the epiphany that this was the place where Ryan would receive exceptional educational services.

THRIVING AT WESTVIEW AND BEYOND
Westview provides a safe and supportive environment compared to the low-performing school Ryan is zoned to. The smaller classroom sizes and student-to-teacher ratio help create the nurturing environment we value so much from Westview. In first and second grade, Ryan loved to give hugs, and this was a problem for some of his classmates who did not like to be touched. With the care and patience of his teachers, they could re-direct his behavior and provide him with an understanding of his actions.

The Westview School has provided Ryan with the necessary services required to aid him in developing his social and behavioral skills and has helped him succeed both in and out of school. Ryan is a model student and has received numerous Wonder Wall awards at Westview. Ryan says his favorite subject in school is Math, but like Houston's weather, it changes often. Outside of the halls of Westview, Ryan has made us proud by becoming one of four honorary ambassadors for Easter Seals Greater Houston 2022-2023 year.

THE WESTVIEW DIFFERENCE
The Westview staff and Ryan's classmates have become our extended family. One summer, during Ryan's 7th birthday, one of his classmates mailed him the most thoughtful gift. A box full of Hot Wheels, his absolute favorite, and to this day, he always mentions it. On another occasion in Ryan's 2nd-grade year, one of the staff members brought him to carpool and informed me that I would have many people over to my home tonight. To my surprise, I gave a puzzled look and asked, Oh really now? She then said that Ryan had invited all the staff over for fried fish because that is what his dad makes every Friday. And that is Ryan, a true lover of family and friends.

Each child is uniquely different, and the staff here at Westview have been exceptional in meeting the needs of each student. When my sister passed two years ago, the news of her unexpected death confused Ryan. They were very close, and I was at a loss for words on exactly how to have that discussion with him. This was his first time attending a funeral, and I needed help explaining what to expect. I reached out to the behavior specialists at Westview for assistance. And within a few days, I was given a social story for Ryan outlining what would occur on the day of the funeral. At the service with Ryan sitting next to me, I started to cry, and Ryan put his arm around me and said, "Mom, it's going to be okay." And at that moment, I thanked God for putting Westview in our lives.

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This post is an excerpt from a speech given by Jackie Neely at the Westview Fundraising Luncheon held at River Oaks Country Club on Wednesday, February 15, 2023. Jackie is a current parent of The Westview School. Her grandson Ryan has been a student since 

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