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Gestalt Language Processing

Speech Delays vs Language Delays

Speech Delays vs. Language Delays: What’s the Difference and Why Does It Matter?

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As parents, caregivers, and advocates for our children, it’s natural to want to understand their unique communication journey. When concerns arise about how a child is communicating, terms like “speech delay” and “language delay” often come up. While these terms are sometimes used interchangeably, they describe different aspects of communication.

In this blog, we’ll explore the difference between speech and language delays, why understanding this distinction matters, and how to approach these differences in a way that celebrates neurodiversity and supports your child’s individual strengths.

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What Is Speech?

Speech refers to the physical act of producing sounds. It involves the coordination of muscles in the mouth, tongue, lips, and vocal cords to create the sounds that make up words.

A speech delay occurs when a child has difficulty with:

  • Articulation: Producing specific sounds correctly (e.g., saying “wabbit” instead of “rabbit” or “tup” instead of “cup”).
  • Fluency: Speaking smoothly without interruptions like stuttering.
  • Voice: Using an appropriate pitch, volume, or tone.

Children with speech delays may know exactly what they want to say but struggle to physically produce the sounds or words.

What Is Language?

Language is about understanding and using words to communicate meaning. It includes both:

Receptive Language

Understanding what others say (e.g., following directions, understanding questions).

Expressive Language

Using words, sentences, and gestures to express thoughts, needs, and ideas.

 A language delay occurs when a child has difficulty with:

  • Understanding words, sentences, or concepts.
  • Combining words into sentences.
  • Using language to interact socially or share ideas.

Children with language delays may have clear speech but struggle to understand or use words effectively.

Why Does the Difference Matter?

Understanding whether your child is experiencing a speech delay, a language delay, or both is important because it helps guide the type of support they may need. For example:

  • A child with a speech delay might benefit from therapy focused on articulation or motor planning.
  • A child with a language delay might need support in building vocabulary, understanding concepts, or forming sentences.

 By identifying the specific area of need, we can create a tailored approach that supports your child’s communication journey.

Increasing Communication Through Connection

It’s important to approach speech and language differences through a lens of connection. This means recognizing that communication looks different for every child and celebrating the unique ways they express themselves.

Here are some key principles to keep in mind:

Focus on Connection, Not Perfection

The goal is not to “fix” your child’s communication but to help them connect with others in a way that feels authentic to them.

Honor Their Communication Style

Whether your child uses spoken words, gestures, sign language, or an AAC (augmentative and alternative communication) device, all forms of communication are valid and valuable.

Celebrate Strengths

Every child has strengths, whether it’s a rich imagination, a love of storytelling, or a knack for problem-solving. Build on these strengths to support their communication.

Avoid Comparisons

Every child develops at their own pace. Comparing your child to others can create unnecessary pressure. Instead, focus on their individual progress.

How to Support Your Child

If you’re concerned about your child’s speech or language development, here are some steps you can take:

  1. Observe and Celebrate: Take note of how your child communicates, what they enjoy talking about, and the ways they express themselves. Celebrate their efforts and progress.
  2. Seek Professional Guidance: A Speech-Language Pathologist (SLP) can help assess your child’s communication skills and provide strategies to support their growth.
  3. Create a Language-Rich Environment:
    • Talk with your child throughout the day, describing what you’re doing or what they are doing.
    • Read books together and discuss the pictures or story.
    • Sing songs, play games, and engage in activities that encourage communication.
  4. Use Visual Supports: Visual aids like pictures, charts, or gestures can help children understand and express themselves more easily.
  5. Advocate for Your Child: If your child is in school, work with their teachers and support team to ensure they have the accommodations and resources they need to thrive.

Speech and language delays are not deficits, they are differences in how a child communicates and processes the world around them. By understanding the distinction between speech and language, and by approaching these differences with a connection mindset, we can create a supportive environment where every child feels valued and empowered to express themselves.

If you have concerns about your child’s communication or want to learn more about how to support them, don’t hesitate to book a consult with me. Together, we can celebrate your child’s unique voice and help them thrive in their own way.

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Sholeh Shahinfar min

SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

The Importance of the Articulation Hierarchy and Practice at Home

The Importance of the Articulation Hierarchy and Practice at Home

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As parents, we all want to help our children communicate clearly and confidently. For children working on their speech sounds, the articulation hierarchy is a powerful tool that guides their progress step by step. At Valued Voices, we use this structured approach to help children master their speech sounds in a way that feels fun and empowering, so they stay motivated and excited to learn.

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What Is the Articulation Hierarchy?

The articulation hierarchy is a step-by-step process that helps children learn to produce specific speech sounds correctly. It starts with the simplest tasks: like saying a sound by itself, and gradually moves to more complex tasks, like using the sound in full conversations.

Here’s how the hierarchy works:

  1. Isolation: Practicing the target sound all by itself (e.g., saying “s” without any other sounds).
  2. Syllables: Adding the sound to simple syllables (e.g., “sa,” “so,” “su”).
  3. Words: Using the sound in single words. This step also focuses on the position of the sound, whether it’s at the beginning (e.g., “sun”), middle (e.g., “basket”), or end (e.g., “bus”) of the word.
  4. Phrases: Practicing the sound in short phrases (e.g., “a sunny day”), while continuing to target the position of the sounds.
  5. Sentences: Using the sound in full sentences while still paying attention to its position.
  6. Structured Conversation: Practicing the sound in guided conversations where the child knows they’re working on it.
  7. Spontaneous Speech: Using the sound naturally in everyday conversations without reminders.

At each level, we carefully target the position of the sound (beginning, middle, or end) to ensure the child can use it correctly in all contexts. This step-by-step approach ensures that your child builds a strong foundation before moving on to more complex tasks.

Every child is unique, and their progress through the articulation hierarchy depends on where they’re starting. Some children may need to spend more time mastering a sound in isolation, while others might be ready to practice it in sentences or conversations. At Valued Voices, we tailor our approach to meet your child where they are, ensuring they feel supported and successful at every step.

Why Is the Articulation Hierarchy Important?

Builds Confidence

Starting with simpler tasks allows children to experience success early on, which boosts their confidence and motivation.

Promotes Mastery

Each level ensures that your child has fully mastered the sound in one context before moving on to the next.

Provides Structure

The hierarchy gives a clear plan for progress, making the process more organized and effective.

Encourages Generalization

By gradually increasing the complexity of tasks, the hierarchy helps children use their new skills in real-life situations.

Making Practice Fun and Empowering

At Valued Voices, we believe that learning should be fun! We incorporate games, activities, and creative exercises into therapy sessions to keep your child engaged and excited about practicing their sounds. When children feel empowered and enjoy the process, they’re more likely to stay motivated and make meaningful progress.

While therapy sessions are essential, consistent practice at home is just as important. Home practice reinforces the skills your child learns in therapy and helps them progress more quickly.

To make home practice easier, we recommend using resources like our Articulation Activity Book. It’s filled with fun, interactive exercises designed to target your child’s target sounds at various levels of the hierarchy. From word games to sentence-building activities, it’s a great way to keep practice engaging and productive. If you are looking for support with /s/ or /r/, we have guidebooks for those too that pair great with our Articulation Activity Book.

Tips for Successful Home Practice

Keep It Short and Fun: Aim for 5-10 minutes of practice a day to keep your child engaged without overwhelming them.

Focus on the Right Level: Practice at the level your child is currently working on in therapy, whether it’s isolation, words, or sentences.

Incorporate Practice Into Daily Routines: Use everyday moments, like mealtime or playtime, to practice target sounds naturally.

Celebrate Progress: Acknowledge your child’s efforts and successes, no matter how small. Positive reinforcement goes a long way!

The articulation hierarchy is a powerful tool for helping children improve their speech clarity, and when paired with consistent practice at home, it can lead to incredible progress. At Valued Voices, we’re here to support your child every step of the way, making the process fun, empowering, and tailored to their unique needs. Book your complimentary consult here.

If you’re looking for a way to support your child’s practice at home, be sure to check out our Articulation Activity Book. Together, we can help your child find their voice and communicate with confidence!

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Sholeh Shahinfar min

SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

Tackling the R Sound

Conquering the Tricky /r/ Sound

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As a Speech-Language Pathologist, I hear a familiar question from parents almost every single week. They want to know why their child struggles to pronounce words like “rabbit,” “car,” or “red.” Instead of a crisp /r/, the sound often comes out sounding like a /w/ or a vowel.

If you find yourself navigating this exact journey with your child or student, you are definitely not alone! The /r/ sound is notoriously one of the last and most difficult speech sounds for children to acquire. It causes headaches for kids, parents, and even seasoned therapists. It often requires months of dedicated, strategic practice to master.

Understanding why this specific sound causes so much trouble is the very first step toward helping a child succeed. In this blog, we will explore why the /r/ sound is so elusive, break down the complex motor coordination required to produce it, and share practical insights on how to support your child’s speech development effectively.

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Why the /r/ Sound is Uniquely Challenging

Most speech sounds give us easy, obvious visual clues. When a child learns to say /b/, /p/, or /m/, they can look in a mirror and watch their lips press together. They can easily copy what a therapist, teacher, or parent is doing right in front of them. The visual feedback makes the learning process straightforward and intuitive.

The /r/ sound is entirely different and can be almost invisible, making it even more to difficult to describe!

The Invisible /r/ & Motor Coordination 

Because the /r/ sound is produced entirely inside the mouth, it remains practically invisible to the naked eye. A child cannot simply look at an adult’s face to understand where their tongue should go. They only see the lips slightly apart, which gives them absolutely no information about what the tongue, jaw, or vocal cords are doing behind the scenes. Without that visual roadmap, children often guess where to place their tongue, leading to the common “wabbit” substitution.

Beyond being invisible, the /r/ sound requires an incredibly high level of complex motor coordination. Producing a clear /r/ demands that different parts of the tongue do different things at the exact same time. The back of the tongue must widen and elevate to touch the back teeth, while the root of the tongue retracts. Meanwhile, the vocal cords vibrate, and the lips maintain a neutral or slightly rounded position.

Asking a young child to coordinate all these microscopic muscle movements simultaneously is like asking them to pat their head, rub their belly, and hop on one foot while reciting the alphabet. It takes immense precision, strong muscle memory, and significant practice to get it right consistently.

Different Ways to Produce the /r/ Sound

To make matters even more complicated, there is no single “correct” way to shape the tongue for the /r/ sound. Speech-language pathologists generally recognize two primary methods for producing a clear, accurate /r/. Finding out which method works best for an individual child involves trial, error, and expert guidance.

The Bunched /r/ Method

The bunched /r/ is the most common way native English speakers produce the sound. In this position, the tongue pulls back and bunches up like a mountain in the middle of the mouth. The sides of the tongue elevate to press firmly against the insides of the upper back teeth. The tongue tip drops down and points toward the bottom of the mouth. This creates tension in the back of the mouth, which helps produce the resonant /r/ quality we expect to hear.

The Retroflex /r/ Method

The retroflex /r/ is a different way to produce the /r/ sound. For a retroflex /r/, the tongue tip curls up and points backward toward the roof of the mouth, just behind the alveolar ridge (the bumpy part behind the upper front teeth). The back of the tongue still needs to widen to stabilize against the back molars. Some children find this curled position easier to visualize and physically achieve.

Relying on the Wait and See Approach

A major misconception surrounding the /r/ sound is that a child will simply “grow out of it” if given enough time. While some children do eventually correct their pronunciation independently, many require targeted, professional intervention.

Waiting too long can actually allow the incorrect tongue placement to become a deeply ingrained habit. When a child spends years saying /w/ instead of /r/, their brain strengthens that specific neural pathway. Breaking a habit that has been practiced thousands of times over several years makes therapy much harder down the road. Early intervention and targeted strategies always yield the best results.

Another frequent hurdle is relying on the wrong cues. Telling a child to “just try harder” or “say it like this” rarely works. Because they cannot see the correct tongue position, simply repeating the word louder or slower will only frustrate them. They need specialized auditory, tactile, and visual cues to guide their mouth into the right posture. If they do not know how to physically move their tongue into the right spot, no amount of repeating the word “run” will magically fix the error.

Proven Strategies for Eliciting the /r/ Sound

Success in articulation therapy heavily relies on having the right tools. As an SLP, I have seen firsthand how a slight adjustment in teaching methods can lead to a massive breakthrough. You need a structured approach that breaks the sound down into manageable, bite-sized steps.

Before a child can produce the sound, they must be able to hear it accurately. Auditory discrimination involves training the child’s ears to hear the distinct difference between their incorrect production (like “wake”) and the correct target word (“rake”). SLPs often use listening games where the child acts as the “teacher,” giving a thumbs up or thumbs down when they hear the adult model the sound correctly or incorrectly.

SLPs use tools like tongue depressors, lollipops, or even dental flossers to provide tactile cues. Touching the sides of the child’s tongue and then touching their upper back molars gives them a physical sensation to match. We also use hand gestures to mimic the shape of the tongue, helping the child visualize what needs to happen internally.

Once a child successfully produces the /r/ sound by itself, the journey continues. We must systematically train the brain to use that new motor pattern in connected speech.

Making Practice Fun and Engaging

Therapy progresses through a specific hierarchy. We start with the sound in isolation, move to syllables, progress to simple words, advance to short phrases, and finally tackle full sentences and conversational speech. Children need engaging, repetitive practice that doesn’t feel like a chore. Incorporating board games, silly challenges, and high-interest reading materials keeps their motivation high while they build their new muscle memory.

Mastering this sound does not have to be a stressful, exhausting guessing game. If you want a clear, step-by-step approach to achieving perfect pronunciation, you need strategies tested and proven in the clinic.

You need a comprehensive roadmap that breaks down exactly how to elicit the sound, which cues work best, and how to practice effectively at home. That is exactly why I put together a comprehensive resource tailored specifically for this exact challenge.

If you are ready to stop feeling stuck and want to help your child or student finally achieve that confident, clear /r/ sound, you need the right tools in your hands.

Get your copy of our detailed, easy-to-follow guide here.

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Sholeh Shahinfar min

SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

Smiling child illustrating ABA and speech therapy collaboration to support communication development

ABA & Speech Therapy: What Parents Should Know (From a Speech Therapist’s Perspective)

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Here at Valued Voices, a large percentage of our speech-language therapy clients also receive Applied Behavior Analysis (ABA) services. In this blog post, I’ll break down my thoughts, as a licensed speech-language pathologist (SLP), about ABA services for children with communication disorders.

ABA & SLP: Articulation & Apraxia

BCBAs do not receive education or training in the areas of articulation, phonology, or Childhood Apraxia of Speech (CAS). When children need support in speech sound production, frontal or lateral lisps, phonological processes, motor speech disorders, or intelligibility, this support must come from an SLP. An SLP can complete an evaluation to examine a child’s phonemic inventory, look for any relevant error patterns, and determine if there are oral motor or structural components that may be impacting speech sound production. Then, the SLP can formulate a treatment plan to improve intelligibility.

LEARN ABOUT ARTICULATION THERAPY

ABA & SLP: Gestalt Language Processing (GLP)

As our field currently understands language development, we categorize individual language learning styles into either analytic language learning (ALL) or gestalt language processing (GLP). Analytic language learners first learn sounds, then words, then combine words to form longer utterances. Gestalt language processors first learn larger chunks or “units” of language that are later broken down into individual words and recombined on the path to spontaneous language. If a child uses echolalia (direct imitation), often repeats phrases from shows or books, uses language that appears “off-topic” or non-literal, uses rich intonation or a “sing-song” voice, reverses pronouns (e.g. says “you’re ok!” instead of “I’m ok!”), or has a diagnosis of autism, they may be a GLP and should be evaluated by an SLP. The typical ABA methods of modeling language will not be effective for a GLP and can even hinder the child’s nuanced language development process. It is incredibly important for ABA providers who work with GLP clients to collaborate with a GLP-informed SLP to ensure that both ABA needs and Gestalt language development needs are being met across settings.

LEARN ABOUT GESTALT VS. ANALYTIC LANGUAGE PROCESSING

ABA & SLP: Unsafe Behaviors

Most pediatric SLPs have completed some form of behavioral support training and are highly capable of de-escalating a child who is experiencing big emotions or displaying unsafe behaviors. However, for families who are seeking support for ongoing unsafe behaviors such as self-injurious behaviors or eloping, ABA may be recommended. A BCBA will be able to collect data that analyzes the antecedent, behavior, and consequences that occur around a target behavior. With this data they will propose a plan to either decrease/eliminate unsafe behaviors or increase safe behaviors to replace the undesired behavior. When children demonstrate behaviors that impede their activities of daily living or compromise safety, it is also important to consult with an occupational therapist to explore sensory needs that may be contributing to these behaviors. For example, children who demonstrate destructive behaviors or rough play may be demonstrating signs of proprioceptive or vestibular needs rather than behavioral difficulties. A multidisciplinary approach can ensure that a child is receiving support in all areas of need.

LEARN ABOUT OCCUPATIONAL THERAPY

ABA & SLP: Stuttering

Disfluencies, also known as stuttering, can be a typical part of communication development. This is especially true when children are experiencing a “language boom”. Disfluencies can present as whole word or phrase repetitions, sound repetitions, “blocks”, mid-speech inhalations, and more. An SLP can determine whether disfluencies are typical or atypical. Children who stutter can certainly be candidates for ABA therapy for other reasons, but ABA therapy cannot be used to treat disfluencies. Only a licensed SLP can evaluate stuttering-like behaviors and make appropriate recommendations for next steps. 

LEARN ABOUT INITIAL SPEECH THERAPY EVALUATION

ABA & SLP: Augmentative & Alternative Communication (AAC)

Augmentative and Alternative Communication (AAC) has no prerequisite skill requirements and the use of AAC creates a more accessible world for everyone!  It is common for teachers, service providers, ABA therapists, and parents to utilize “low-tech” AAC options such as sign language, “baby signs” or core boards daily. However, when a treatment team or caregiver is considering “high-tech” AAC for a child who may benefit from the use of multimodal communication, the evaluation, trialing phase, device selection, and programming should be completed by a SLP. It is also the responsibility of the SLP to educate the child’s family and service providers, including the ABA team, on how to support language development and operational competence.

ABA & SLP: Receptive, Expressive, & Mixed Language Disorders

Language development is a highly complex process influenced by genetic, individual, and socioeconomic factors. Only an SLP can evaluate, diagnose, and treat a language disorder. The verbal communication goals for ABA therapy tend to view language through the lens of compliance rather than communication. For early communicators, SLPs will typically focus on supporting the emergence of functional communication skills through intrinsically motivating naturalistic, child-led, or play-based learning opportunities. ABA therapy most often implements more structured, repetitive, drill-based trials to teach and reinforce target verbal or non-verbal responses. When considering service opportunities for a child with a language disorder, it is important to distinguish a learned verbal response associated with a stimulus item vs. spontaneous autonomous communication.

LEARN ABOUT EARLY INTERVENTION SPEECH AND LANGUAGE DEVELOPMENT

ABA & SLP: Social Communication / Pragmatic Language

The term social communication, also known as pragmatic language, refers to the many ways we use verbal and nonverbal language to interact with others. We use social communication skills in the context of our own unique cultures to appropriately greet and say goodbye, select and change topics, modify how we speak to match the person we are speaking to, follow conversational rules, repair communication breakdowns, and so much more. While any adult can model social skills, only a licensed SLP can evaluate, diagnose, and treat a social (pragmatic) communication disorder. Children with social communication disorders may benefit from both individual and group therapy supports to first learn and then practice implementing target social skills. Some children with pragmatic language disorders also receive ABA therapy. In this case, SLPs and BCBAs can work together to ensure that target pragmatic skills are taught and reinforced across settings.

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Taylor

TAYLOR LASKY

Taylor, a speech-language pathologist with a Master of Science from Chapman University, is dedicated to empowering her clients and their families in a welcoming, family-focused environment. Passionate about early intervention, she uses play to enhance communication and social development, creating dynamic and personalized therapy sessions. Believing in a tailored approach, Taylor leverages each client’s strengths and interests to ensure meaningful progress while making therapy both fun and functional.

 

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

Valued Voices Team Co Treats

Why We Love Co-Treats at Valued Voices

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At Valued Voices, we believe in the power of connection, collaboration, and meeting each child where they are. That’s why we’re such big fans of co-treatment sessions! These sessions bring together the expertise of both speech-language pathologists (SLPs) and occupational therapists (OTs) to create a truly holistic and neuro-affirming approach to therapy.

Co-treatments allow us to honor the whole child, supporting their communication, sensory, motor, and social needs in a way that feels natural, engaging, and empowering. By working together, our therapists can create dynamic, integrative sessions that not only target goals but also foster confidence, independence, and joy.

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Here’s a closer look at how co-treatment works and why it’s such a game-changer for the families we serve.

How the Co-Treatment Model Works

Co-treatment sessions involve an SLP and an OT working side by side during the same session to address overlapping areas of need. This collaborative approach is especially effective for children whose goals in speech and occupational therapy are interconnected.

Here’s how it comes together:

  • Shared Planning: Before sessions, the SLP and OT collaborate to identify common goals and design activities that address communication, motor and/or sensory needs.
  • Integrated Activities: During sessions, activities are carefully crafted to target goals for both disciplines. For example, a child might practice requesting items (speech goal) while engaging in a fine motor task like building with blocks (OT goal).
  • Ongoing Adjustments: Both therapists provide live feedback, adjust activities as needed, and seamlessly integrate their unique techniques to support the child.

Shared Goals in Co-Treatment

While each therapist focuses on their area of expertise, the shared goal is to holistically support the child’s development. Some examples of overlapping goals include:

  • Improving fine motor control alongside articulation skills (e.g., writing letters while practicing clear pronunciation).
  • Supporting sensory regulation to help a child stay engaged during speech/language tasks.
  • Integrating social communication and play skills, like turn-taking or problem-solving, through hands-on activities.
  • Building self-expression while working on attention, sequencing, or coordination skills.

The Benefits of Co-Treatment

Co-treatment offers a wealth of benefits for children, families, and therapists alike:

1. Holistic Support

Many children have interconnected needs, like sensory regulation impacting communication. Co-treatment allows us to address these areas simultaneously, providing comprehensive care.

2. Improved Generalization of Skills

Practicing skills in multiple contexts, like language during motor tasks, helps children apply what they’ve learned in real-life settings.

3. Enhanced Engagement and Motivation

Co-treatment sessions are dynamic and fun, combining creative activities that reflect both SLP and OT goals. This keeps children motivated and reduces frustration.

4. Shared Insights and Strategies

Therapists learn from each other’s approaches, leading to stronger, more tailored interventions for the child.

5. Efficient Use of Therapy Time

For families juggling busy schedules, co-treatment minimizes the need for separate sessions while still addressing all necessary goals.

6. Improved Parent Education

With both therapists present, parents receive comprehensive feedback and strategies to support their child’s progress at home.

7. Stronger Team Communication

Real-time collaboration ensures seamless communication between therapists, reducing gaps and enhancing the child’s care.

Examples of Co-Treatment Activities

Here are just a few ways SLPs and OTs work together to create meaningful, integrative sessions: 

  • Sensory Play with Communication: A child uses words, phrases, sentences, gestures, or a device to request items from a sensory bin, targeting speech goals while working on fine motor or sensory integration.
  • Obstacle Course with Sequencing: The child completes an OT-designed obstacle course while practicing sequencing with both the SLP and OT.
  • Cooking Activities: Following directions, sequencing, building vocabulary, and requesting items with the SLP while strengthening fine motor skills like stirring or pouring with the OT.
  • Interactive Games: Turn-taking games that support social communication goals for the SLP and motor planning, coordination, and/or regulation goals for the OT.

When Co-Treatment Makes Sense

Co-treatment is ideal for children whose therapy goals overlap significantly or who benefit from a highly integrative approach. It’s particularly effective for:

  • Supporting sensory regulation to improve attention and communication.
  • Addressing complex coordination of oral-motor or fine-motor skills alongside verbal communication.
  • Building social skills that require both physical interaction and verbal exchanges.

At Valued Voices, we’re passionate about creating therapy experiences that are not only effective but also affirming, joyful, and deeply connected. Co-treatment sessions embody this philosophy, offering a multidisciplinary approach that helps children thrive in a way that feels natural and empowering.

If you’d like to learn more about co-treatment or explore whether it’s the right fit for your child, we’re here to help!

Book a complimentary consultation today and let’s work together to support your child’s unique journey.

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SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

Language Development Through Play and Daily Routines

Supporting Your Toddler’s Language Development Through Play and Daily Routines

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Did you know your toddler’s playtime and daily routines hold incredible potential for boosting their language skills? Whether your child is an Analytic Language Learner (building language word by word) or a Gestalt Language Processor (learning through scripts and phrases), every moment of your day offers opportunities to connect, communicate, and grow their vocabulary.

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A Glimpse Into Everyday Routines

Simple activities like mealtime, bath time, or getting dressed are perfect for building language.

  • Analytic Learners thrive with clear, single words and short phrases. For example, during mealtime, you could say, “Banana,” or “Eat apple.”
  • Gestalt Language Processors (GLPs) benefit from consistent scripts like, “It’s time to eat,” or, “Mmm, so yummy!” Over time, they learn to echo and adapt these phrases naturally.

How Playtime Can Support Speech

Toys and games aren’t just for fun; they’re learning tools! Here’s how you can tailor play strategies to meet your child’s needs:

Bubble Play

  • Analytic Learners: Use words like “Pop” or “More bubbles.”
  • GLPs: Try playful scripts like, “Pop the bubbles!” or, “There they go!”

Pretend Play

  • Analytic Learners: Focus on simple, concrete words like “Cup” or “Baby.”
  • GLPs: Use imaginative phrases such as, “Oh no, baby’s sleepy!”

Why It Matters

By tailoring your approach to your child’s unique way of learning, you’re unlocking incredible opportunities for them to develop language while having fun. But this is just the beginning!

Want to Learn More?

For a step-by-step guide to supporting your toddler’s language development, grab Model. Play. Grow. Using GLP/NLA in Daily Life. This detailed resource is packed with expert tips, scripts, and routines designed to make speech-building a natural part of your daily life.

Click here to explore more guides to empower your child’s communication!

You can also check out our guide Daily Routines & Language for great tips to support Analytic and Gestalt Language Processors! 

With the right strategies, every moment becomes an opportunity to help your child flourish. You’ve got this! 🌟

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SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

What are the stages of gestalt language development?

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Stages of Gestalt Language Development

Potty Training

Potty Training Tips for Children

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Potty training is a meaningful milestone for any child, and each family’s experience is wonderfully unique. This collaborative blog post combines the neurodiversity-informed perspectives of a pediatric Occupational Therapist and a pediatric Speech Language Pathologist who offer valuable tips to support the transition from diapers or pull-ups to independence in bathroom hygiene!

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The Importance of Communication in Potty Training

Communication is an essential part of potty training. It’s how children express their needs, understand the process, and connect their actions to new words and routines. For some children, learning to recognize their body’s signals and communicate these new feelings may require additional time or individualized support – this provides a beautiful opportunity to foster language development in a meaningful and impactful way.

The Importance of Sensory Processing in Potty Training

Whether it’s bright lights reflecting off mirrors, the sound of a toilet flushing, the unexpected smells…there is a lot of sensory input all in a little space! For individuals who have sensory processing differences, this can be a daunting space to be in. Sensory processing difficulties can impact discrimination (our actions in response to sensory input) modulation (or the way our nervous system reacts to input to keep us safe) or registration (the way our body takes in input from the environment and our bodies).

Before we begin, here are some terms to know:

Registration:

If you are having difficulties registering input, you might also be having a hard time registering when you need to go to the bathroom. We have a sensory system called interoception which is how our nervous system registers when we are hungry, thirsty, or need to use the restroom. If this system is under-responsive, it can be difficult to know when you need to use the bathroom in time to avoid an accident.

Modulation:

Modulation difficulties can involve hyper-responsivity to input and hypo-responsivity. If you are hyper-responsive, the bathroom input can be overwhelming and may cause a lot of anxiety that negatively impacts potty training. Between the sights, sounds, and smells- the bathroom can be overwhelming for any of us!

Multimodal Communication:

Individuals can use verbal speech, sign language, Augmentative and Alternative Communication (AAC) devices, facial expressions, gestures, and so much more to express themselves! Multimodal Communication is used daily by most people without realizing it! It occurs when individuals utilize two or more methods to convey a message to others.

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SETTING THE STAGE FOR POTTY TRAINING

1. When to Potty Train

We always hear, “your child will tell you when they are ready” and it seems cliche but it’s true! If your child is letting you know (in any capacity) that their diaper is soiled, or if they are communicating that they need to go before soiling their diaper, these are good indicators they might be ready to potty train. If your child is going through the night, or most of the night, without soiling their diaper this is also a sign that they may be ready. Children often start potty training between 18-36 months of age, but developmental, sensory processing, and other factors can influence this so it is most important to go at your own child’s pace! Remember, kids can potty train in one weekend, or over the course of months. They get to the same goal at the end!

2. Predictable Routines

Kids thrive on routines, and potty training is no exception. Consistency creates trust and gives children confidence as they know what to expect. Setting regular times for bathroom breaks, such as after meals or before bedtime, can make the process feel seamless. Pairing routines with simple, positive language, like, “It’s potty time!” or “Time to wash our hands now,” reinforces understanding and keeps the experience light and encouraging.

3. Visual Supports

Visual supports, such as picture schedules or simple diagrams, are wonderful tools to create clarity and predictability. By teaching the sequence of potty routines visually, you give children something consistent and tangible to refer to, making each step feel more achievable. For instance, you might show pictures or symbols representing each step, such as pulling down pants, sitting on the potty, flushing, and washing hands. Reviewing these visuals together helps build understanding and can also reduce overwhelm by breaking tasks into smaller, easier-to-grasp pieces.

4. Start the Conversation

Read books, watch children’s programs geared towards potty training, and talk about it! Practice “frontloading” and demonstrate elements of the potty training process for your child. Explore the bathroom with your kids, explain what the different faucets do, have them practice flushing the toilet, model how to use the toilet, and more. Potty training is going to involve a lot of talk about poop and pee and our bodies, and it’s important to talk about it! Remember that the bathroom and the process of having a bowel movement or urination itself can cause anxiety for children, and exploring the steps involved before asking your child to use the potty is important. We want to take the anxiety out of the process for our kids and ourselves.

5. Start Small

When you make the decision to potty train, whether it’s in one weekend or over time, start small. We often encourage parents to take a soiled diaper and have the child help them put the poop into the toilet and flush it away. This helps build the connection between going potty and the big toilet. Then graduate to trying to sit on the toilet on a regular schedule. Bring books, coloring materials, toys, a device, or whatever your child needs to sit for a few minutes.

CURATING THE POTTY TRAINING ENVIRONMENT

1. Manage Fluid Intake

If you are trying to potty train in one weekend, you may consider encouraging more fluid intake to increase the opportunity for practicing. This may be the time to break out the juice or the flavored water. Conversely, if you are going out to run errands and are not planning on using pull ups or diapers, make sure to pay attention to how much they are drinking and time your outings accordingly.

2. The Toilet & Postural Supports

For many children, not only is the bathroom an intimidating place, but the toilet itself can also be tricky too. Often, we hear “they will use the training potty but won’t go on the regular toilet” or “They won’t sit down to have a bowel movement”. This could be related to postural control difficulties! The toilet design requires postural control to remain stable on it, especially for tiny bottoms! This can make transitioning to the big potty really daunting for kids. It is so important to make sure your child feels physically secure on the toilet. Using a toilet seat cover with sides or arm rests can be extremely beneficial, as well as using one with a step up that supports the feet. It’s important that the feet have a firm base of support so that the child’s focus is on going potty, not trying to stay on the toilet.

3. Environmental Adaptations

Start potty training at home, and make adaptations to the environment as needed. Whether it’s dimming the lights, bringing in a projector, playing music, adding a diffuser, or something else entirely, we encourage you to add or remove anything your child needs to feel comfortable.

4. Add in Heavy Work

Adding in proprioceptive activities to your day can help with regulation and core strength. Animal walks (e.g. crab walking or bear walks), pushing and pulling heavy things, climbing and crashing, etc. are all good activities that incorporate proprioceptive input. Check out this post/blog with more proprioceptive activity ideas!

SUPPORTING COMMUNICATION DURING POTTY TRAINING

1. Expanding Vocabulary

Potty training is a great time to build vocabulary in an authentic and natural context. New words like “potty,” “pants,” “wet,” and “dry” can be introduced through daily routines, paired with visual cues, AAC, or hand signs if your child uses multimodal communication. For example, every time you take your child to the bathroom, calmly model saying the word “potty” while pointing to the toilet or using a related sign. Over time, your child will begin to connect their actions and feelings with words, creating meaningful progress in their language skills.

2. Celebrate Communication in All Forms

One of the most beautiful parts of potty training is watching how children find ways to communicate their needs. This doesn’t have to be verbal. Some children might point to a visual schedule, use gestures, may bring you a picture or even use a communication device indicating it’s time. Celebrate these moments wholeheartedly, as each is a step toward greater independence and confidence. By focusing on ways to support communication, we can ensure that potty training is not just about the end goal but also about empowering children to grow and express themselves in ways that work best for them. Every success, whether big or small, is a moment worth celebrating!

3. Social Stories

Social stories are another way to create positive reinforcement and understanding around potty training. These short, child-friendly narratives describe potty routines in a way that’s concrete, kind, and engaging. A social story might include phrases like, “When my tummy feels full, I know it’s time to go potty. I go to the bathroom, sit on the potty, and when I’m done, I feel proud and clean!” Reading a social story regularly builds familiarity and helps a child visualize their success even before it happens.

EMBRACING THE LEARNING PROCESS

1. Build on the Little Wins

The first step is just peeing a little bit in the toilet. Celebrate your child and ensure they make the connection between using the bathroom and a positive experience! We want to promote the idea that using the potty is a positive, rewarding, and encouraged action.

2. Check in on Yourself

We are the co-regulators for our kids. If you are getting frustrated, then your child will probably have a negative experience around using the bathroom even if nothing went wrong. Do whatever you need to support yourself during this process too. It’s a challenge for both kids and parents. Make sure you’re eating, taking breaks, and doing what you need to support yourself!

Potty training is a unique journey for every child and family. By understanding the role of communication, sensory processing, and creating a supportive environment tailored to your child’s needs, you can build confidence and make this milestone a positive experience for everyone. Remember, celebrating small victories and staying patient are key to success. With insights from both an Occupational Therapist and a Speech-Language Pathologist, these strategies are designed to support your child’s development every step of the way.

 

Looking for more tips and tools? Take a look at our ebooks for more training resource guides! You can also contact us today to explore how we can provide personalized support!

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Sholeh Shahinfar min

SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

Kaelyn 1

KAELYN GREEN

Kaelyn Green is a licensed occupational therapist at Valued Voices. She is certified by the University of Southern California in Sensory Integration and is an advocate for addressing underlying sensory functioning in order to improve occupational performance. She is passionate about meeting children and families where they are at and seeks to tailor interventions to the unique needs of her clients. When she is not working, you will find Kaelyn taking care of her two goldendoodles, working in her garden, or taking trips to the Central Coast.

Taylor

TAYLOR LASKY

Taylor is a speech-language pathologist who empowers clients and their families through an upbeat, welcoming, and family-focused approach that builds confidence. Holding an M.S. from Chapman University, she draws on her educational, clinical, and personal experience to make a daily impact. Passionate about early intervention, Taylor uses play-based, individualized sessions—never one-size-fits-all—blending fun with functional goals and each client’s strengths and interests. Outside the clinic, she enjoys reading at the beach, long walks with her dog Sadie, trying new workouts at the gym, and planning her next road trip over coffee.

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

Supporting Transitions

Supporting Transitions

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Transitions can be challenging for any child no matter the age! Whether it’s getting ready to go to school, leaving to run errands, or just cleaning up to get ready for dinner, supporting our little ones on both sides of a transition is key! 

Why transitions are difficult

Put yourself in your child’s shoes. Transitions mean leaving an activity (many times a preferred or at least a familiar activity), possibly returning to a structured or non-preferred activity, going somewhere new, or changing routines. Kids often are not in charge of transitions, and it can be difficult to give up an activity you were doing just because a grown up says so. 

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Supporting Transitions: 

Step 1: Ensure Foundational Needs are Met

Before transitioning, check in with how your body is feeling and how your child’s body might be feeling: 

  • Offer a snack and/or something to drink
  • Check in on how they slept the night before – if they had a rough night, transitions might be harder
  • Do they need to use the restroom?
  • Are you hungry or tired? Checking in with your body is important too!

Step 2: Frontload! 

Frontloading or pre-warning is important to eliminate the “suddenness” of a transition. You can also answer any questions about the transition before it is “crunch time” and you are rushing out the door

  • “In 10 minutes we are going to pack up our toys and go to the store”
  • “In five minutes we are going to change our clothes for school” 
  • “In two minutes we are going to stand up and walk to the car” 
  • “In 15 minutes we will be all done with the toys” 

Step 3: Help clean up!

Start cleaning up extra toys/materials that your child isn’t using, cleaning up around them will start to signal a transition. Ask your child to help clean up a few materials or toys so they are involved with the “closing” of the activity. 

Sensory Processing and Transitions: 

Oftentimes, when children have difficulties effectively taking in sensory information from their environment and processing it, emotional reactions can be magnified. This can result in relatively minor bumps in the road causing temper tantrums lasting lengthy periods of time. Transitions often are these bumps in the road. In addition to working on self-regulation with a Ayres Sensory Integration certified therapist, there are things you can do at home to help. 

Add in Heavy Work:

Heavy work or Proprioceptive activities can be so helpful for self-regulation! 

  • Pushing a full laundry basket around
  • Helping unload groceries
  • Sweeping or Mopping
  • Animal Walks
  • Building a tower with books or large blocks
  • Jumping in place
  • Chair Push Ups
  • Carrying a full backpack
  • Wall Push Ups

First/Then and visual schedules:

Having a visual schedule to reference can be so helpful for supporting transitions! Even when we think kids know the routine by heart, it still is beneficial to have a schedule. This way they know what is happening next, when their next play-time will be, and removes any uncertainty. 

Having a retreat space/time:

Having a retreat space or time for retreat is important, especially if your child may have a difficult time transitioning. Build in time in the schedule for the meltdown and mentally map out a calming space your child can retreat to. It will make everyone more upset if you are also worried about being somewhere on time while your child is melting down. Now, obviously this isn’t always feasible, so incorporate this strategy when possible.

Pack support items:

if it’s a blanket, stuffie, or fidget toy, make sure to have that on hand whenever possible to help with transitions. It is easier to transition away from preferred tasks when you are transitioning to something preferred.

Regulate yourself.

This is a big one, and the hardest one. It is difficult to think of something more challenging than keeping yourself calm while your child is having a tantrum in a grocery store aisle, restaurant, or in the drop off at school. With that said, it is important for you to try your best to remain as calm as possible given the circumstances. You are your child’s co-regulator and they will build off of your emotions even if it doesn’t seem like it. If you are getting frustrated or upset, it won’t calm the situation down.  

Transitions can be hard for everyone, and when you add sensory processing challenges into the mix, things can escalate quickly! Give yourself grace, and with empathy, patience, and strategies in hand, transitions can be a bit less daunting. If you have concerns about your child’s sensory processing and/or self-regulation, reach out to our office for a complimentary consultation!

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KAELYN GREEN

Kaelyn Green is a licensed occupational therapist at Valued Voices. She is certified by the University of Southern California in Sensory Integration and is an advocate for addressing underlying sensory functioning in order to improve occupational performance. She is passionate about meeting children and families where they are at and seeks to tailor interventions to the unique needs of her clients. When she is not working, you will find Kaelyn taking care of her two goldendoodles, working in her garden, or taking trips to the Central Coast.

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

Treating Your Whole Child

Treating Your Whole Child: Beyond the Diagnosis

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When your child receives a diagnosis, it can feel like your world shifts. Suddenly, terms and labels take center stage, and it’s easy to focus on checklists of what your child can or cannot do. But as a speech-language pathologist working with many amazing children, I want to remind you of something vital and affirming: your child is more than their diagnosis.

Your child is not defined by challenges alone. They are a unique individual with strengths, interests, quirks, and a personality all their own. By focusing on the whole child—not just the diagnosis—we can create more meaningful growth and foster a joyful, empowered path forward.

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Seeing Your Child’s Whole Self

Speech/language and occupational therapy should always be tailored to the child. But this goes beyond customizing goals. It’s about seeing your child as a person, not a set of symptoms to fix. 

For example:
  • A autistic child might have a sensory need to move. Instead of trying to stop the movement, we can understand how that movement helps make them feel safe and ready to communicate.
  • A child with language delays might find overwhelming joy and connection in art or music. Building therapy sessions around those interests can motivate progress while maintaining joy.
  • A child struggling with articulation might light up when talking about dinosaurs. Incorporating dinosaurs into therapy keeps it meaningful and fun for them.

When we see the whole child, we aren’t just checking developmental boxes. We’re building trust, connection, and confident communication within a safe, affirming space.

Why Focusing Beyond the Diagnosis Matters

Focusing on a diagnosis alone can sometimes lead to narrow expectations or one-size-fits-all strategies. Children don’t learn in neat, linear ways. They thrive when we root therapy in the things that matter most to them.

Your child’s strengths, passions, and personality provide the foundation for growth. When therapy becomes an extension of who they are, instead of just something addressing their challenges, incredible things can happen:

  • They become more engaged and excited to learn.
  • They build self-confidence and develop pride in their abilities.
  • They feel understood, valued, and connected—not pressured to “fit the mold.”

A child’s diagnosis might guide the support they need, but it’s their individuality that inspires the approaches we take.

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How Can Parents Support Their Whole Child?

You are your child’s best advocate and strongest supporter. By partnering with therapists and approaching therapy holistically, you can help ensure your child receives thoughtful, personalized care. Here are some actionable ways to center your child as a whole person, beyond their diagnosis.

1. Share What Makes Your Child Unique

You know your child best. When collaborating with a speech language or occupational therapist, don’t hesitate to share information beyond the diagnosis:

  • What brings them joy?
  • What are their favorite activities, toys, or topics?
  • What strategies help them feel safe and regulated?

Including these details allows therapists to design sessions that feel familiar and engaging for your child. Whether it’s using their favorite character or creating activities based on their hobbies, we can build rapport and promote learning in meaningful ways.

2. Celebrate Strengths First

It’s easy to focus on what’s “missing” when working on therapy goals, but don’t lose sight of your child’s incredible strengths. Maybe your child has a great memory for repeating songs or clever problem-solving skills during play. Celebrate those wins and look for ways to incorporate them into their communication work.

By leading with strengths rather than focusing solely on challenges, you send a powerful message that your child is capable, valuable, and whole as they are.

3. Build Therapy into Daily Life

Therapy doesn’t have to be separate from family time or daily routines. Collaborate with your child’s therapist to bring their therapy strategies into everyday life: 

  • If your child loves cooking, practice naming ingredients or following step-by-step directions during meals.
  • Play simple games that reinforce speech sounds or turn-taking.
  • Use language naturally during activities they love, like talking about colors while painting or describing action during outdoor play.

These small moments add up, making therapy an authentic and empowering part of your child’s world.

4. Prioritize Your Child’s Wellbeing

Therapy should never feel like a test or create stress for your child. If something doesn’t feel right, speak up. Your child’s therapist should always balance skill-building with emotional support, ensuring sessions feel positive rather than overwhelming.

Remember to allow room for rest and flexibility, too. Progress doesn’t happen in a vacuum, and moments of pause are just as important as moments of effort.

5. Shift the Focus to Connection

Ultimately, the heart of therapy is connection. Whether it’s between you and your child or your child and their therapist, the foundation for progress is trust, joy, and shared experience. Make space for belly laughs, shared smiles, and moments of wonder along the way. Because these are the moments that truly matter.

Your child is so much more than any diagnosis or therapy plan. They are a whole, complex, brilliant person worthy of acceptance and celebration just as they are. While therapy can provide valuable tools and support, the real magic lies in nurturing the unique human being behind the goals.

By focusing on their strengths, honoring their individuality, and working in partnership with their therapist, you are giving your child the gift of feeling seen, heard, and loved. And that, more than anything, is the foundation for growth.

Trust in the beauty of your child’s unique path and know that every step forward is a reflection of their resilience, potential, and light. Together, we can celebrate their whole story—not just the diagnosis chapters.

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SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

Understanding Gestalt

Understanding Gestalt vs. Analytic Language Processing in Children

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Every child processes language in their own unique way, but did you know there are two distinct styles of language processing commonly seen in children?  Gestalt Language Processing (GLP) and Analytic Language Processing (ALP). Language development is a beautifully diverse process, with no one-size-fits-all pattern. Both styles are equally valid and reflect the natural variety in how humans think, learn, and communicate. It’s important to honor these differences and recognize that every child’s way of processing and using language is worthy of respect and support. Understanding these differences can help parents and professionals provide more effective support tailored to each child’s needs.

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What Are Gestalt and Analytic Language Processing?

Gestalt Language Processing:

Children who use a gestalt language processing style learn language in large chunks or “gestalts” rather than word by word. For example, they might pick up and use whole phrases they’ve heard, such as “Do you want to play?” without breaking them into individual components like “do,” “you,” or “want.” Over time, they gradually analyze and break these chunks down into smaller words they can use in more flexible ways.

Analytic Language Processing:

Analytic processors, on the other hand, build language gradually. They tend to start with individual words, like “ball” or “up,” before combining them into phrases and sentences. They develop language step by step, adding new words and grammar rules as they grow.

The Key Differences

Language Patterns:

Gestalt processors often use complete phrases or sentences, though they might not fully understand the meaning of each word. Analytic processors typically build language more gradually, starting with simple words or two-word phrases.

Flexibility in Speech:

Gestalt learners may initially stick to “scripts” they’ve heard from others or media, often with little modification, these “scripts” or “gestalts” are familiar and safe. Analytic processors tend to create their own phrases or sentences by combining words that the have learned.

Social Communication:

Gestalt learners may appear more reliant on familiar phrases in social situations, while analytic learners might adapt conversationally using their growing vocabulary.

How to Identify Language Processing Styles

Identifying whether a child is a gestalt or analytic processor takes observation and patience. Watch for these characteristics in their communication:

Gestalt Processors:

They may use long, seemingly advanced phrases but struggle to modify or create new, novel sentences. You might notice echolalia (repeated phrases) or scripted speech patterns.

Analytic Processors:

They often build phrases word by word and may start verbal communication with basic words like “milk” or “dog.” Their sentence-building shows steady growth over time.

Both Styles Are Valid

It’s crucial to emphasize that neither processing style is “better” or more correct than the other. Children with GLP and ALP have different strengths, and both ways of processing language are natural and acceptable. Celebrating and supporting a child’s unique processing style helps build their confidence and fosters meaningful communication. Children deserve to feel valued for who they are, no matter how their language develops.

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How to Support Both Processing Styles

Parents, educators, and therapists can all play a role in supporting children’s language growth, regardless of their processing style. Here are actionable and neurodiversity-affirming strategies for each style: 

Supporting Gestalt Language Processing

For gestalt learners, the goal is to help them build understanding and flexibility within their language and to help them break down chunks into smaller, meaningful parts. Focus on meeting them where they are and following their lead. Here are some actionable approaches:

  1. Validate Scripts and Gestalts
    Repeating familiar phrases is how gestalt learners process the world around them. Acknowledge and respond to their language without pushing for “correct” or immediate changes. For example, if a child says, “Time to clean up!” as a script, you might respond with, “Yes, let’s clean up! It’s so much fun!”
  2. Model and Break Down Language
    Help the child break phrases into smaller parts by modeling key words. For instance, if a child uses, “The wheels on the bus go round and round,” for playtime, you can simplify it to phrases like “let’s push the bus” or “the wheels go fast.” Repetition and consistency help make these smaller parts more mitigable and accessible over time.
  3. Introduce Variations Gently
    Provide new ways to express ideas within their existing scripts. For example, if a child always says, “I want a drink,” you might offer variations like “let’s get a drink” or “I’m thirsty.” This builds flexibility without pressure.
  4. Offer Multisensory Supports
    Pair their scripts with gestures, visuals, or actions to reinforce meaning. For example, if they say “open the door,” you can physically open the door while repeating the phrase. 

Supporting Analytic Language Processing

Children with an analytic style benefit from strategies that help them build vocabulary and sentence structure at their own pace.

  1. Expand Their Words
    When an analytic learner says, “car,” respond with a slightly more complex phrase, like “red car or “The car goes fast.” This helps them learn new ways to express ideas while keeping the interaction simple.
  2. Encourage Conversation Through Play
    Use toys and activities to initiate back-and-forth communication. For example, with a pretend tea set, model phrases like “Pour the tea” and encourage them to follow along or respond.
  3. Narrate Actions
    Talk about what’s happening in the moment to expose them to descriptive language. If you’re cooking, you might narrate, “I’m cutting the apple. The apple is juicy.”
  4. Ask Open-Ended Questions
    Encourage new words and ideas with open-ended prompts like “What do you see?” or “What’s next?” Simple prompts can spark their natural curiosity and language growth.

Supporting Children with Mixed Processing Styles

Some children may show characteristics of both gestalt and analytic processing or move between the two as they grow. These children might retain elements of GLP while incorporating analytic language-building skills over time. Flexibility in your support approach is key.

  • Balance Strategies: Use a mix of language input, like modeling individual words while still validating any existing scripts or chunks.
  • Meet Them Where They Are: Focus on helping the child communicate in a way that’s accessible and meaningful for them in the moment.
  • Follow the Child’s Lead: Pay attention to how the child prefers to communicate and adapt your strategies accordingly.

 

Understanding whether a child is a gestalt or analytic language processor can make a world of difference in how we support them. By recognizing their unique learning style, we can provide targeted strategies to help them thrive in their communication.

If you’re supporting a gestalt processor, focus on breaking scripts into smaller pieces while respecting their communication efforts. For analytic processors, encourage steady sentence-building through word expansion and descriptive input.

Ultimately, the most important thing is to create a language-rich, supportive environment where children feel valued and confident to express themselves. Every child’s language development is a unique and beautiful journey, and your encouragement plays a crucial role in their success.

Celebrate Diverse Language Development

Language processing differences reflect the incredible diversity of the human experience. Supporting a child’s unique style not only helps them grow but also celebrates the many ways children experience and interact with the world. 

Whether your child processes language gesturally, chunk by chunk, or word by word, the goal is to create an environment where they feel seen, heard, and valued. Respect their pace, affirm their communication efforts, and trust that their way of learning language is as valid and beautiful as they are. 

By taking a neurodiversity-affirming approach, parents and professionals can nurture a lifelong love of communication, showing children that their voices matter in all forms they take. Together, we can honor the rich variety of language and the infinite ways children share their world with us.

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SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

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