Communication intervention is one of the most common and consequential domains of ABA practice. The frameworks used to conceptualize how autistic individuals learn language have significant downstream effects on assessment decisions, intervention selection, caregiver coaching, and ultimately on whether clients achieve functional, flexible communication.
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Join Free →Gestalt Language Processing (GLP) is a way some children learn language by first using memorized phrases, chunks, or "scripts" before breaking them down into flexible, original speech (Peters,1977; Prizant, 1983; Blanc, 2012). It is a novel way to approach autistic language development and views scripts and echolalia through a progressive, neuro-affirming lens. To support a gestalt language processor, it's important to honor their scripts, model natural and emotionally meaningful phrases, and avoid isolated words too early. GLP communicators also often engage with others through music, specifically by using songs to communicate. Integrative approaches to teaching, supporting and honoring a variety of communicative modalities seek to interchange functional communication with creative approaches such as learning through music and developmentally appropriate play. This natural approach to language development can also aid in developing an individual's tone and rhythm of speech over time. Many BCBA's often encounter GLP communicators while working with autistic children. While historically, echolalic or stereotypic responses may have been placed on extinction, these strategies do not reflect a supportive, neuro-affirming approach to honoring all communicative attempts. Thus, this talk will present an integrative approach to supporting communication development through the combined perspectives of a speech language pathologist, music therapist, psychologist, and BCBA. Research suggests individuals are more inclined to use functional communication when it is reinforcing to them (Prizant & Fields-Meyer, 2015) and can help ensure further autonomy and independence with communication. 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. M. (1977). Language learning strategies: Does the whole equal the sum of the parts? Language, 53(3), 560–573. Peters, A. M. (1983). The units of language acquisition. Cambridge University Press. http://www.ling.hawaii.edu/faculty/ann/units.0.pdf Prizant, B. M. (1983). Language acquisition and communicative behavior in autism: Toward an understanding of the "whole" of it. Journal of Speech and Hearing Disorders, 48(3), 296–307. Prizant, B. M., & Fields-Meyer, T. (2015). Uniquely human: a different way of seeing autism. First Simon & Schuster hardcover edition. Simon & Schuster.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
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279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
256 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.