Key Considerations When Language Development Isn't Progressing

When we’re not seeing progress in a child’s language development, it’s important to pause and reflect not on the child, but on how we’re supporting them. Every child processes language differently, somewhere along a continuum from analytic to gestalt language processing. Are the strategies we’re using aligned with how this particular child processes language? Are we truly meeting them where they are? Sometimes the key to progress isn’t about pushing harder on the child but changing what we are doing. You may consider asking yourself the following questions if you're not seeing progress: 

1. Have I correctly identified how this child develops language?

Language development exists on a continuum, from analytic to gestalt processing.Some children fall clearly on one end, while others land somewhere in between. Identifying where a child is on this continuum helps us choose the most effective strategies. But what if you’re unsure? When in doubt, use strategies that are supportive of gestalt language processors.

Why? Because all children can benefit from natural, whole-phrase language models. Analytic processors will simply extract the single words they need, while gestalt language processors will receive the full support they require. On the flip side, if we use only analytic strategies (like isolating single words), gestalt language processors may get stuck and struggle to move forward.

2. Are my goals aligned with how this child processes language?

Goals should match the child’s language development style. For example:

• Analytic processors may benefit from building vocabulary, focusing grammar, and WH-questions. 

• Gestalt processors need whole phrase models, meaningful models, and natural language strategies.

Like previously mentioned, using goals that don’t align, like pushing grammar or single-word labeling with a gestalt language processor may keep them stuck. 

3. How is my relationship with this child?

Trust and safety are non-negotiable for engagement and growth. It’s not a box we check in the first few sessions but rather an ongoing connection we build and maintain. Use tools like Greg Santucci’s Model of Child Engagement to reflect on your connection, regulation and the child’s readiness to engage. You can check it out here.

4. Are the child’s sensory needs being met?

A dysregulated child simply can’t access or use language effectively. We do not want to wait for dysregulation to show up to start supporting a child's sensory needs. Instead, we want to build sensory supports into sessions from the start. We want to support sensory needs proactively, not reactively. If possible, consider collaborating with an occupational therapist (OT) who specializes in sensory integration. Their expertise can be invaluable in not only better supporting your child or client's sensory needs but also their language development too!

5. Am I honoring all forms of communication?

We support language development through interaction. Ignoring communication does not support a positive relationship with the child and sends the message that their preferred mode of communication at that moment isn’t valid. We can honor a child’s preferred mode in that moment and still model other modes for the child. All communication is meaningful.

For example, a child might communicate that they are hungry by leading us to the fridge and putting our hand on the refrigerator. We can acknowledge that communication by opening the fridge and getting them a snack and also modeling a potential gestalt they could use to communicate they’re hungry like, “let’s eat!”

6. Are sessions meaningful and child-led?

Child-led therapy allows us to support a child’s language development in a way that is meaningful and intrinsically motivating to them. Instead of focusing on compliance with adult-directed plans, consider focusing on connection and following the child’s lead. Instead of using interests as rewards, allow the child to access items, games, activities of interest and follow their lead. Incorporate their goals naturally.

7. Should I consider AAC?

AAC (Augmentative and Alternative Communication) can support speaking, minimally speaking, and non-speaking children. AAC covers a variety of systems and tools. All children deserve access to robust systems, and there are no prerequisites. For some children, these systems are not always the primary mode of communication for children, but they benefit from having them as an alternative. It's important to note that just because children have access to oral speech, doesn't mean they always will. Factors like dysregulation, sickness, fatigue, etc. may affect access to oral speech.

8. Am I using strengths-based language and goals?

Ask yourself, how am I talking about the child when they're around (and not around!)? How am I discussing goals with children and/or their caregivers?

We want to empower our clients and their families. We should always presume competence and that a child can not only hear what we say around them but understand what we’re saying around them too. The language we’re using around the child may affect the connection we have with the child and/or how they view themself. 

9. Do caregivers and professionals understand how this child develops language?

If you’re a professional: How much time have you spent educating caregivers? Do they understand how their child processes language and how they can support that at home? Caregivers often spend far more time with the child and will make a huge difference in the progress a child makes.

If you’re a parent: Does your child’s team understand gestalt language processing? If not, they may be unintentionally using strategies meant for a different kind of language processor. If this is the case, introduce resources to their team so that they can begin to make changes to how they’re supporting your child. 

Want to dive deeper into supporting gestalt language processors?

There are so many ways to keep learning and growing as a parent or professional:

• There are many free podcasts, webinars and articles to get you started. A comprehensive list of resources can also be found on our website. We now have a FREE masterclass on echolalia and child-led therapy and a Beginner's Guide to AAC & Gestalt Language Processing that are perfect for anyone starting their learning journey or on the fence about purchasing our courses! 
• Meaningful Speech Course or AAC + Gestalt Language Processing Course: Deepen your understanding of gestalt language processing and learn strategies to support gestalt language development with one of our self-paced courses or webinars. 
• SLP Registry: Find speech-language pathologists experienced in supporting gestalt language processors and child-led therapy.
• Free Webinars and Articles: Access free information to further your own knowledge or get free resources you can share with others.