"Bubble Bubble ...Pop" The Planning & Practicalities of Therapy
A Study Day exporing Gestalt Routes to Language.
During the course we will consider the two routes to Language. The Gestalt (aka Wholistic or Scripted) and Analytical (aka Creative) Language Routes.
The jargon (and there is lots of it) will be de-mystified ....
There will be a focus on Profiling, Planning & Practicalities of Therapy.
Throughout there is an emphasis on individual patterns of development. This is about Wholistic Language Facilitation.
"Bubble bubble ... pop" is a gestalt I recently observed used by a 16 month old child which she had learned in one scenario and then re-applied in another. This child has a profile with strong aspects of both gestalt and emerging analytical language development.
Background
There is currently much discussion about 'Gestalts' in comparison with 'Analytical' routes to language for children with ASD. There are questions and requests for guidance from speech and language therapists. There are some very specific frameworks and approaches available. There is quite a lot of confusion and uncertainty.
Language development in autistic spectrum disorder is the course leaders specialist interest. Ruth was an RCSLT Specialist Clinical Adviser in ASD for many years, beginning to serve in this role while working at an assessment nursery and mainstream designated specialist provision for children with autistic spectrum disorder.
In this Study Day Ruth shares her enthusiasm. knowledge and expertise in early language and communication development in autism. There is access to information and resources linked to gestalt (aka scripted of wholistic language development) after the course.
In preparation for the Study Day the evidence, research has been explored and Prizant and Duchan's early work re-visited. Key points from the literature have been combined with Ruth's clinical experience.
These key points have been compiled into a simple framework which a busy therapist can practically put into practice.
The framework is called GISELLE.
Why?
This is about a therapist guiding Gestalt Intervention and setting up Supports in Everyday Language Learning Environments. The framework provides a way of 'pulling together' an assessment profile and the individual supports needed to facilitate a child's language and communication skills.
The objective is always confidence and communicative competence.
Course Themes
Analytical or Creative Language Development - the Route less Travelled
Focus on Gestalt (aka Wholistic or Scripted language)
Profiling Language (the Wholistic Language Profile)
Working with Communication Partners
The Six Stages of Gestalt development.
Starting Point - A Communicative Connection
Supports and Strategies
Creating a 'gestalt friendly' environment
Beyond Gestalt - Analysing and Devising a Plan
Is it a Plan or a Map for Development?
Devising and setting up a more individual 'wholistic' therapy plan, which meets a child's needs and shows how to track and adjust this plan over time.
How a plan can be both individual and 'gestalt friendly'.
Re-visiting the approach to learning based on Vygotsky's zone of teaching/development.
Summary
During the Study Day we will go beyond gestalt and look at profiling individual patterns of language acquisition.
Then planning intervention in everyday communication environments. There is focus on extending a child's interests in play, facilitating confidence and competence in communication.
After attending you will be able to talk about gestalt routes to language with other professionals with confidence.
