When we think about how children learn to talk, we often picture single words slowly building into sentences—“mama,” “more,” “go.” But early in her research, Ann M. Peters noticed something different. She was studying a child whose language didn’t follow that tidy path. Instead of one-word utterances, his speech was filled with full, sentence-like phrases. He wasn’t simply learning “words”—he was capturing units of language.
This realization would reshape how we understand language development, especially for autistic children. And for those of us in ABA therapy, it offers a chance to shift how we approach language teaching altogether.
A New Lens for ABA: One-Unit at a Time
In our field, we often talk about the “one-word stage.” But Peters suggested that it’s more accurate to call it the one-unit stage. Because what a child says—and how they say it—is based on what they perceive as a unit. Sometimes that’s a single word. Other times, it’s a whole phrase like “What’s that?” or “I want to go outside.”
This is especially true for children who use a Gestalt language processing style. These kids don’t start with building blocks—they start with big chunks. They echo full scripts they’ve heard from family members, storybooks, or even TV shows. Over time, they learn to break these chunks into smaller, more flexible parts.
Contrast that with Analytic processors, who learn language more traditionally—starting with one word, then combining, recombining, and building.
But here’s the catch: many autistic children are Gestalt processors. And that matters in ABA sessions.
Rethinking What “Counts” as Language
Imagine a child in session saying, “I don’t know what that is,” every time they’re unsure. It’s long, clear, and perfectly functional—but it’s likely not being generated word by word. It’s a stored unit, retrieved whole. And if we focus only on getting them to say “what” or “is” individually, we might miss the real communication happening.
In ABA, we’re trained to reinforce and prompt. But what are we reinforcing? If we try to shape language strictly through individual words, we risk overlooking the rich, meaningful scripts the child is already using. Instead, we should ask: What does this unit mean to them? How can we help shape it into something more flexible?
A Story from Session: Building With What They Have
Not long ago, one of our BCBAs was working with a young boy who loved Pixar movies. When asked his name, he replied: “My name is Mater. Like Tow Mater, but without the Tuh.” A full sentence—memorized from Cars. But here’s the thing: it was used in context. He was telling us something real about himself, in a way that made sense to him.
In that moment, we didn’t prompt him for his “real name” or correct the script. We joined him. Because that phrase—though scripted—was a powerful step toward communication.
Over time, with support, this child began to swap out pieces of his scripts. He’d say, “Let’s go for a ride,” then later, “Let’s go outside,” and eventually, “Let’s play blocks.” This is what Natural Language Acquisition (NLA) calls Stage 3—where scripts begin to break down into creative language.
It all starts with recognizing the unit, not judging the form.
What This Means for ABA Teams
When we apply Peters’ work and NLA strategies in ABA, we don’t abandon structure—we bring in understanding. Here’s how:
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We respect the unit. Whether it’s “more snack” or “I want blue truck,” we don’t chop it down to just “more.” We honor it, reinforce it, and look for the next variation.
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We use context. A child is more likely to internalize language that’s emotionally relevant. “Let’s go outside!” said with excitement, beats any flashcard prompt.
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We adjust our goals. Instead of waiting for perfect articulation of “go,” we celebrate “Let’s go!” as a meaningful step. Progress isn’t always smaller—sometimes it’s smarter.
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We stay flexible. Not all learners are on the same language path. Recognizing if a child is a Gestalt or Analytic processor helps tailor teaching strategies to how they actually learn.
The Bigger Picture: Why This Matters
For too long, autistic children have been judged by how closely their language resembles ours. When their speech didn’t match analytic expectations, they were labeled “delayed” or “nonfunctional.” But what if we’ve just been looking through the wrong lens?
Peters’ work reminds us that language development isn’t one-size-fits-all. It’s layered. It’s strategic. And it’s deeply personal.
At Solutions ABA, we believe in meeting every learner where they are. Whether that means supporting a scripted phrase or celebrating the first blended sentence, our job is to listen—to the units they use, the meaning behind them, and the connection they’re trying to make.
Language is never just about words. It’s about voice.
And everyone deserves to be heard.
Reference:
Peters, A. M. (1983/2021). The Units of Language Acquisition. Cambridge University Press / Communication Development Center.