Language Development in the Autistic Brain

As a certified autism specialist, one of my primary goals is to ensure that the therapy I provide for my patients is supported by the latest research. That's why I want to talk today about Gestalt Language Processing and cognition. Gestalt thinking is an approach to cognition that suggests that we tend to see objects not as isolated components, but as part of more complex systems. Research tells us that 85% of autistic individuals are Gestalt Language Processors. This means that they don't see language or connection in their surroundings as isolated elements, but as whole chunks. They see the forest, not the trees.

Why Is This Important?

This is important because it means that we need to take a different approach when working with autistic individuals on language and communication skills. We can't just focus on teaching them individual words but rather we need to give them meaningful and emotionally connected Gestalts, chunks of sentences. 

Gestalt thinking can be both a strength and a challenge for autistic individuals. On the one hand, it allows them to see information in a more global way and make connections that others might miss. On the other hand, it can also make it difficult for them to process information in a linear, step-by-step manner. It is important to be aware of this when working with autistic individuals, as their thinking patterns may be different from our own. 

When working with Gestalt Language Processors it is important to remember that they see the bigger picture and may have difficulty focusing on smaller details. This can affect how they process information and how they communicate. It is important to be aware of this so that you can adjust your instruction and expectations accordingly. 

Since autistics tend to see the big picture first, they may have difficulty with language development since much of language is based on breaking things down into smaller pieces. When a analytical language learner child learns language, individual words will carry meaning vs. gestalt language processors carry value and meaning the chunks. 

This can make it difficult for them to grasp some of the basics of  analytical language, which is what we as professionals have been using our patients, students, clients for years. In addition, because they are constantly bombarded with overwhelming amounts of sensory information, they may have difficulty filtering out irrelevant information and focusing on what is important. 

If you are the parent or caregiver of an autistic individual, it is important to be aware of how they process information differently than neurotypical individuals. By understanding their strengths and challenges, you can better help them develop communication skills and thrive in this world. 
Remember, if you want to help them develop their Gestalt Language Processing skills, to continue to model Gestalts so that they can use these in meaningful conversations.  With your support, they can develop the skills they need to communicate effectively and engage with the world around them in a meaningful way.

By Katherine Wallisch M.S., CCC-SLP, CAS, BCCS 
Speech Language Pathologist 
AAC & Autism Expert 

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Neurodiversity- The misunderstood concept

In recent years, the term neurodiversity has become more commonplace in society. However, there is still a lot of misunderstanding surrounding what neurodiversity actually is. Put simply, neurodiversity is the diversity of human brains and minds – just as there is diversity of our physical attributes. Just like physical disabilities, neurological differences can range from mild to profound. And just like physical disabilities, neurological differences are often misunderstood and mislabeled. In this blog post, I will be discussing my professional opinion on neurodiversity and why I believe it is so important that we open our minds to those who think differently to us.

What is neurodiversity?

Neurodiversity is the diversity of human brains and minds – just as there is diversity of our physical attributes. This means that, just as there is no ‘normal’ or ‘correct’ way to have a body, there is no ‘normal’ or ‘correct’ way to have a brain or mind. Neurological differences can range from mild to profound, and include conditions such as ADHD, autism, dyslexia, Tourette’s Syndrome and cerebral palsy.

Why should we accept neurodiversity?

Neurological differences are often misunderstood and mislabeled. For example, dyslexia was once considered to be a result of laziness or lack of intelligence. We now know that this could not be further from the truth – dyslexia has nothing to do with laziness or intelligence. It is a difference in the way the brain processes information, and individuals with dyslexia are often extremely intelligent and creative. Similarly, autism was once considered to be a mental illness that required psychiatric treatment. We now know that autism is not a mental illness – it is a neurological difference that affects social interaction, communication and behavior. Individuals with autism are often extremely intelligent and talented – but their abilities are often underestimated because of the stigma attached to their condition.

Neurological differences should be accepted because they are simply that – differences. They are not deficiencies or abnormalities that need to be fixed. Just as we would not try to ‘fix’ someone who was born with brown eyes or curly hair, we should not try to ‘fix’ someone who has ADHD or autism. These are simply different ways of thinking and being in the world, and they should be celebrated rather than stigmatized.

Neurodiversity should be embraced because neurological differences are simply different ways of thinking and being in the world. These children are fully human and have the same inalienable human rights just like everyone else- including the basic human right to communication! Children who think differently should never be seen as broken or an incomplete version of a neurotypical person because they are not missing anything! They are complete individuals with so much potential!

By Katherine Wallisch M.S., CCC-SLP, CAS, BCCS

Speech and Language Pathologist

AAC & Autism Expert

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AAC: We are wired to communicate!

When a child is born with a congenital or genetic disorder, the ability to use verbal communication may be impacted. This is when AAC—augmentative and alternative communication—is a viable option to grow communication neural connections. We are wired to communicate. When non-verbal children are not given the opportunity to build those language connections simply due to lack of knowledge about the wonders of AAC, we as professionals do those children a disservice. Even when an AAC device is provided often times, it gets packed in their book bag as they board the bus and it returns in the exact manner it was placed in the bag the day before.

As professionals, a key focus of our early intervention services is on promoting parental competence in fostering children’s learning and development. Additionally, the combination of motor impairment and communication difficulties that often co-occur in children with complex communication needs can present significant additional challenges for parents acquisition of effective skills (Darrow, Autism Intervention Day by Day, 2001). These significant challenges is when parents look to professional for the answers. But we must not simply help them, but empower them with the knowledge and wonders of AAC.

We must promote and support continued use of AAC devices at all times—not only during speech therapy sessions or school hours, but also at home and in the community. Learning to use AAC requires significant time and effort on the part of both the child and parent/caregiver. Despite this investment, there are many potential benefits associated with using AAC including:

• improved functional ability to communicate wants/needs

• increased sense of self-esteem and self-identity

• reduced destructive or disruptive behaviors often associated with frustration due to lack of effective means of communication

• enhanced opportunities to interact socially with family members, friends, and peers

• greater range/variety of vocabulary items that can be conveyed

Learning to use AAC requires significant time and effort on the part of both the child and parent/caregiver. Despite this investment, there are many potential benefits associated with using AAC including improved functional ability to communicate wants/needs, increased sense of self-esteem and self-identity, reduced destructive or disruptive behaviors often associated with frustration due to lack of effective means of communication, enhanced opportunities to interact socially with family members, friends, peers, and greater range/variety of vocabulary items that can be conveyed.

By Katherine Wallisch M.S., CCC-SLP, CAS, BCCS
Speech Language Pathologist
AAC & Autism Expert

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Understanding and Helping Children with Sensory Processing Issues

Most of us are familiar with the five senses - sight, smell, hearing, taste and touch. But did you know that there are three additional internal senses? These internal senses - vestibular, proprioception and interoception - play an important role in our ability to process information and interact with the world around us. For some children, these internal senses can be oversensitive (sometimes called hypersensitive) or undersensitive, which can lead to difficulties in processing information and interacting with the world. In this blog post, we'll take a closer look at each of these internal senses and offer some tips for helping children who may be experiencing sensory processing issues.

Vestibular Sense:

The vestibular sense is our sense of balance and spatial orientation. It helps us understand where our bodies are in space and how they are moving. Children who are oversensitive to vestibular input may avoid activities that require movement or may appear to be clumsy. They may also seek out vestibular input by spinning, swinging or jumping excessively. Children who are undersensitive to vestibular input may seem fearless and engage in risky behaviors. They may also have difficulty learning new motor skills.

Proprioceptive Sense:

The proprioceptive sense is our sense of the position of our bodies in space and the strength of our physical responses. It helps us understand where our limbs are in relation to our bodies and how much force is needed to perform an action. Children who are oversensitive to proprioceptive input may avoid activities that require movement or touch. They may also have difficulty learning new motor skills or completing fine motor tasks such as buttoning a shirt or tying shoelaces. Children who are undersensitive to proprioceptive input may seem clumsy or uncoordinated. They may also seek out proprioceptive input by roughhousing or engaging in risky behaviors.

Interoceptive Sense:

The interoceptive sense is our awareness of internal body sensations such as hunger, thirst, pain and temperature regulation. It helps us understand what is happening inside our bodies and how we should respond to those sensations. Children who are oversensitive to interoceptive input may be uncomfortable with certain types of touch or textures. They may also be sensitive to changes in temperature or light level. Children who are undersensitive to interoceptive input may not notice when they need to use the bathroom or when they're hungry or thirsty. They may also seek out interoceptive input by engaging in risky behaviors such as running into walls or tables or putting their hands on hot surfaces.

Sensory processing issues can make everyday activities challenging for children. However, there are many things that parents and professionals can do to help children manage their sensory processing issues and live happier, more fulfilling lives. If you think your child might be experiencing sensory processing issues, look for signs of distress such as avoidance of certain activities, difficulty learning new motor skills or excessive seeking of sensory input through risky behaviors. If you suspect your child has sensory processing issues, there are many resources available to help you better understand the condition and find ways to support your child's needs.

By Katherine Wallisch M.S., CCC-SLP, CAS, BCCS

Speech Language Pathologist

AAC & Autism Expert

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5 Myths about Augmentative and Alternative Communication (AAC)

If you have a child who is nonverbal or has difficulty communicating, you may be considering augmentative and alternative communication (AAC). However, you may have heard some myths about AAC that are holding you back from pursuing this life-changing intervention. Let's dispel some of these AAC myths so you can make an informed decision about what's best for your child.

Myth #1: AAC is a "last resort" in speech-language intervention.

This couldn't be further from the truth! In fact, research has shown that early intervention with AAC can lead to better outcomes for children with communication delays and disorders. Don't wait until your child is older to start exploring AAC options.

Myth #2: AAC hinders or stops further speech development.

Again, this is not the case. In fact, many children who use AAC devices also continue to develop their vocal skills. AAC can actually provide a way for children to practice using their voices to communicate before they are able to produce consistent, intelligible speech.

Myth #3: Speech generating devices are only for children with intact cognition.

AAC devices and apps can be used by anyone who has difficulty communicating, regardless of cognitive ability. Whether your child has autism, Down syndrome, cerebral palsy, or another diagnosis, there is an AAC solution that can meet their needs.

Myth #4: Children have to be a certain age to be able to benefit from AAC.

This is not true! Children of all ages can learn to use AAC systems if they are given the right supports and guidance. Some young children may require more hands-on assistance at first, but with patience and practice, they will quickly learn how to communicate using their AAC device or app.

Myth #5: High-tech AAC is better than low-tech AAC.

The type of AAC system that is best for your child depends on their individual needs and preferences. Some children do well with low-tech systems like picture boards, while others prefer more sophisticated speech-generating devices. There is no one-size-fits-all answer when it comes to choosing an AAC system.

There are many misconceptions about augmentative and alternative communication (AAC). hopefully this article has dispelled some of the myths that you may have heard about AAC interventions. As you make decisions about what's best for your child's communication development, remember that there is no one-size-fits-all answer when it comes to choosing an AAC system. Work with your child's therapist to explore all of the options and find the solution that works best for your family.

By Katherine Wallisch M.S., CCC-SLP, CAS, BCCS

Speech Language Pathologist

AAC & Autism Expert

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