Gestalt Language Processing (GLP) is a unique way of learning language where children understand and use words in chunks or phrases rather than individual words. This can sometimes lead to challenges in communication. Our therapists are trained to recognize Gestalt language learners, tailoring your child’s therapy to directly relate to their interests, needs, and learning style.

There’s absolutely nothing “wrong” with gestalt language processing; it’s simply one way that kids develop their language skills!

Helping children with autism spectrum disorders learn to tolerate peers and adults, engage with them, and participate in group activities is an ongoing part of ABA therapy. Social skills including responding to their name, asking and responding to simple questions with a peer, and back and forth communication with peers. Parallel play, sharing materials, turn taking and game play are play skills that are incorporated into each child’s program here at Building Blocks Pediatric Therapy.

A fluency disorder is considered an interruption in the flow of speaking as a result of the following patterns: atypical rate, atypical rhythm, repetitions of sounds, syllables, and words, prolongations, and blocks. These also may be accompanied by tension in the face/body and speaking avoidance, as well as have an impact on emotional, social, and functional aspects of life. During speech and language development, children are sometimes noticed to produce typical disfluencies. If you have concerns about your child’s speech fluency, contact us for an evaluation today.

Learning how to wait, use coping skills such as deep breaths and counting, self- control and making choices are all important skills that children are learning in ABA. Accepting a different choice when a preferred choice is not available, curbing unwanted behaviors and increasing desired behaviors are also part of the behavior management piece of ABA.

Parents are the primary teachers in their child’s life. Partnering with a child’s parents/caregivers is a vital part of the effectiveness of Applied Behavioral Analysis for the child. Parent/Caregiver meetings are routinely scheduled to give updates and share information on what goals are being currently worked on. Shared information on what is working at home and what is working in clinic is helpful in planning lessons as well as shaping behaviors. Consistency between home and clinic is helpful to ensure the greatest outcome from a child’s ABA services.

Group skills are learned through circle time. Circle time includes activities such as calendar, number and shape of the day, story time, gross motor games, music and movement and other skills. A group leader is in front of the group of approximately 3-5 children and the therapist sits behind each child to prompt responses to the group leader as necessary. As the skill level increases so does the level of group activity. The group is designed to work on listening and participation skills necessary for school readiness.

During development, children learn the process of feeding and swallowing. This can include the process of sucking/nursing, drinking from a bottle, chewing solid foods, and drinking from a cup. If feeding or swallowing problems are noted, you may see difficulties in one of three phrases of swallowing: the oral phase (the initial chewing/sucking and moving food into the throat), the pharyngeal phase (starting the swallow and closing off the airway to prevent aspiration of foods/liquids), and the esophageal phase (transporting food from the esophagus to the stomach for eventual digestion). The SLP may work on strengthening oral muscles, changing food textures and liquid thickness, and improving tongue movement, among other swallowing and feeding techniques.

Social communication is often viewed as a form of communication that is ‘unwritten.’ Communication in this area includes interaction with family, friends, teachers, caregivers, and others. Children who have difficulties in this area may have difficulty understanding and using appropriate facial expressions, eye contact, and body language. Furthermore, they may have trouble with turn-taking in play and conversation, may interrupt others or respond inappropriately, or may have difficulties understanding idioms/non-literal language.