Neurotypical Parents' Understanding of "Gestalt Language"
Molloy Faculty Mentor
Dr. Hia Datta
Presenter Major
Speech Language Pathology and Audiology
Presentation Type
Poster
Location
H239, 2nd floor, Barbara H. Hagan Center for Nursing
Start Date
28-4-2025 5:55 PM
End Date
28-4-2025 6:55 PM
Description (Abstract)
Gestalt Language Processing is a controversial theory that suggests that neurodivergent individuals (e.g., those diagnosed with Autism Spectrum Disorder), acquire language through larger and more complex words and phrases before understanding the language and breaking it into simpler terms (Harris, 2024). However, research has demonstrated that these so-called “deviant” characteristics of autistic language are stepping stones towards spontaneous speech (Hutchins, 2024). Here, 30 adult and healthy parents of both neurodivergent and typically developing children are observed and questioned during their real-time responses of using “gestalt language” to photos of children in everyday situations. Specifically, we ask the question, what do parents of children with ASD and typically developing children know about Gestalt language? We expect that parents with little to no experience with either “gestalt language processors” and/or individuals with ASD, will be more equipped to answer and foster language acquisition than those who do not have this experience.
IRB #2277551 approved.
Keywords
Autism Spectrum Disorder, Gestalt Language Theory, parent education
Related Pillar(s)
Study
Neurotypical Parents' Understanding of "Gestalt Language"
H239, 2nd floor, Barbara H. Hagan Center for Nursing
Gestalt Language Processing is a controversial theory that suggests that neurodivergent individuals (e.g., those diagnosed with Autism Spectrum Disorder), acquire language through larger and more complex words and phrases before understanding the language and breaking it into simpler terms (Harris, 2024). However, research has demonstrated that these so-called “deviant” characteristics of autistic language are stepping stones towards spontaneous speech (Hutchins, 2024). Here, 30 adult and healthy parents of both neurodivergent and typically developing children are observed and questioned during their real-time responses of using “gestalt language” to photos of children in everyday situations. Specifically, we ask the question, what do parents of children with ASD and typically developing children know about Gestalt language? We expect that parents with little to no experience with either “gestalt language processors” and/or individuals with ASD, will be more equipped to answer and foster language acquisition than those who do not have this experience.
IRB #2277551 approved.
