When we think about screen time for children, our minds often jump to limits, overstimulation, and “too much YouTube.” But as Speech-Language Pathologist Victoria (Tor) Matkowski shared with us during our Play Conference interview, for Gestalt Language Processors (GLPs), the media they love can actually be a powerful communication tool – when used with understanding and intention.
Victoria is a neurodiversity-affirming Pediatric Speech-Language Pathologist with over 13 years of experience.Through her clinic work, parent coaching, and YouTube channel (Playtime with Tor), she helps families and professionals better understand how connection, play, and special interests fuel communication growth.
Understanding Media Gestalts
As professionals working with Gestalt Language Processors (GLPs), we often notice children repeating a specific phrase from a movie, show, or YouTube video – sometimes word-for-word, and often many times a day. This is what many refer to as “scripting” or “TV talk.”
Scripting happens when a child echoes language they’ve heard, such as a line from a favorite show, a song lyric, or even something said by a parent or teacher. It’s important to understand that this isn’t “random repetition”, rather it can be meaningful communication for a GLP. These children process language in chunks, or gestalts, rather than individual words. While analytic language processors build language step-by-step (word → phrase → sentence → grammar), GLPs learn and communicate through these larger, emotionally charged units of speech. What matters most to them is not just the words themselves, but the intonation, rhythm, and emotional experience attached to them.
Some gestalts come from everyday interactions, like a child saying “Are you okay?” when someone falls, or “Go to time out!” when they’re upset, echoing what they’ve heard adults say. Others come from media – for example, a child might say “Don’t forget to like and subscribe!” to signal that they’re finished with an activity, because that phrase represents “the end” in their experience of YouTube videos.
For younger children, these strings of speech may be hard to understand since they have not had all their motor planning for speech developed yet. The articulation may not be clear, but the melody and rhythm of their speech can give us valuable clues that they’re using gestalts. Recognizing this helps us tune in to what they’re communicating, rather than dismissing it as meaningless repetition.
As Tor highlighted, GLPs follow a natural developmental process called Natural Language Acquisition (outlined by Marge Blanc), moving from delayed echolalia and gestalts toward self-generated, flexible language. Many autistic children are GLPs, and while not all require intervention, some benefit from targeted support to help them move through these developmental stages and that’s where speech-language pathologists and multidisciplinary teams play a key role.
Responding to Gestalts: Listen, Decode, and Model
According to Victoria the first step in supporting Gestalt Language Processors is to acknowledge their gestalts, not ignore or stop them. Echolalia is communication. When a child uses a familiar line or phrase, join in, echo it back, or simply acknowledge it (“Yeah,” “Okay”). You’re showing them that you hear and value their message.
Next, try to decode the meaning behind their words. Media-based gestalts often need a bit of detective work as they are not always literal. You may need to collaborate with parents or teachers to see if they may have a better understanding of what the child is trying to convey, or you can use an online tool such as yarn.io to trace where a phrase comes from. Creating a shared “gestalt glossary” can help the whole team track and understand repeated scripts.
Not every gestalt is directed at us. Sometimes children use them to regulate, comfort, or play. Even then, they offer valuable clues about how the child feels.
When modeling, offer new, meaningful phrases that fit the child’s intent, using I or we pronouns. For example, if they say “Don’t forget to like and subscribe!” to end an activity, you might model, “I’m all done – let’s do something else.”
Tor highlighted that when a child is mainly using echolalia, Tor’s advice is simple: pause the questions. Focus on listening, joining, and modeling – that’s how connection and language growth begin.
Screens are often viewed with concern – too much stimulation, too little interaction. But as Tor explains, for Gestalt Language Processors (GLPs), the right kind of media can actually be supportive and regulating.
Videos are predictable and consistent, offering a sense of safety in a world that can feel overwhelming. Re-watching the same clips or shows helps regulate nervous systems and supports comprehension, vocabulary, and gestalt acquisition – much like rereading a favorite book.
While children learn language best through face-to-face interactions, media can complement learning. Watching a show allows GLPs to focus on language and emotional tone without the added social demands of real-time conversation. They can pause, replay, and absorb language at their own pace, storing gestalts for later use.
Choosing Helpful Content
When selected thoughtfully, media can also support social-emotional skills and self-regulation. Through stories and characters, children see how others express emotions, solve problems, and navigate social situations. The clear intonation, rhythm, and exaggerated expression often found in children’s shows make emotional cues easier for GLPs to notice and internalize.
Tor emphasizes curating content carefully. Look for:
- Slower-paced videos that allow processing time
- Predictable, calm visuals and sound patterns
- Emotionally rich, age-appropriate stories
Avoid overstimulating content – rapid cuts, flashing effects, or constant sound bursts can dysregulate rather than support.
Some helpful shows include:
- Bluey
- Daniel Tiger’s Neighborhood
- Doc McStuffins
- Sesame Street (featuring an autistic character)
- Carl the Collector (a new show with an autistic main character)
- And of course Playtime with Tor
Musical content is especially powerful, as rhythm and songs help children internalize language and intonation. For hyperlexic learners, (children who have taught themselves to read at a young age), turning on captions can further support comprehension.
When chosen intentionally, media becomes a bridge for connection and communication, helping children feel safe, engaged, and ready to use language that is meaningful to them.
From Screen Time to Connection: Supporting Communication Through Media
One practical application is using media to increase AAC buy-in. By incorporating a child’s favorite characters, shows, or video clips into their communication device, we can boost intrinsic motivation to use it. For example, audio clips of a beloved character saying phrases like “Come on!” or “Let’s see!” can resonate with a child and become meaningful gestalts. Songs or repeated video clips can also be added, giving children personalized ways to express themselves and comment on things they enjoy.
Victoria shares that watching videos together in sessions can be a powerful tool. While it might feel unconventional at first, shared media experiences help:
- Build trust and rapport by showing interest in the child’s passions
- Provide insight into the child’s preferences, interests, and motivators
- Offer opportunities to model language, comment on actions or emotions, and connect what they see to real-life play
For instance, in one session, a child who loved videos of toy unboxings brought color-changing cars he’d seen online. Together, they watched the video and mirrored the play, opening multiple opportunities for language modeling. This child also loves books and would often bring books from home to his sessions, but he did not want Victoria to hold or read the books. Victoria addressed this by using YouTube read-aloud videos of the same books, allowing the child to stay in control while following along together. They can pause, comment, and model language throughout. For other children who prefer to handle or flip through books themselves, this media-based approach can make reading activities more engaging.
Videos can also support the “detective work” of understanding gestalts. By observing a child’s favorite clips, therapists can identify intonation patterns, emotional cues, or phrases the child has adopted as part of their language repertoire. Modeling language in context – like commenting on funny moments, labeling emotions, or suggesting alternative videos – reinforces communication without forcing interaction.
Victoria highlights the importance of strategic screen use in therapy. If a child becomes too engrossed and disengages from the therapist, screen time may not be productive. She often saves media for the last 10–15 minutes of a session, allowing a smooth transition while still honoring the child’s interests.
Real-life examples from some of Victoria’s sessions show how tailored media use can meet children at their stage of language development.
Rethinking “Traditional” Therapy
These insights offer speech therapists and the full multidisciplinary team concrete ways to support GLPs, but the principles can extend to other disciplines as well.
This approach doesn’t replace relational or hands-on therapy – it complements it, offering a parallel or shared experience that meets children where they are.
Ultimately, every child is unique, and we don’t have to fit them into a “one-size-fits-all” approach. Instead, we can adjust our methods, environments, and tools to align with each child’s strengths and needs. By embracing flexibility, curiosity, and creativity, therapists can turn children’s special interests, media, and preferred modes of learning into powerful opportunities for growth, communication, and connection.
This is just a glimpse: get the full interview plus others from leading pediatric therapists inside the Play Conference
About Victoria Matkowski
Victoria (Tor) Matkowski is a neurodiversity-affirming pediatric speech-language pathologist with over 13 years of experience. She specializes in supporting Gestalt Language Processors through play-based, connection-first therapy. Tor provides in-home and clinic-based therapy, virtual parent coaching, and hosts the Playtime with Tor YouTube channel, which offers resources and model videos for GLP learners.
👉 Visit: playtimewithtor.co