Coaching Techniques for Parents of Gestalt Processors

Small shifts in your coaching can make a lasting impact at home.

Guest: Cristina J. Easton, Educational Consultant

Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD

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In this episode of The Gestalt Get-Together, host Corinne Zmoos, MS, CCC-SLP, welcomes back Cristina Easton to discuss what effective parent coaching looks like through the eyes of a parent of a Gestalt Language Processor. Drawing from her own experiences, Cristina shares what helped her feel supported, what created barriers to learning, and how clinicians can build stronger partnerships with families throughout the therapy process.

Together, Corinne and Cristina discuss practical coaching strategies that encourage collaboration, confidence, and meaningful carryover beyond the therapy room. You'll learn ways to provide education and feedback that feel supportive rather than overwhelming, helping families become active, empowered members of the therapeutic team.

Whether you're new to parent coaching or looking to strengthen your approach, this episode offers thoughtful insights and real-world perspectives that can help you create more effective, family-centered therapy for Gestalt Language Processors.

About the Guest: Cristina J. Easton is the founder of imPACT Educational Consulting, LLC, Director at Educator Support Collaborative, and Program Strategy Manager at AdoptAClassroom.org. She majored in Sociology at Smith College, earned her Master's in Teaching as a New York City Teaching Fellow in Special Education, and her Master's in Education Leadership at Bank Street College of Education. Her mission is to guide projects from promise to impact, focusing on measurable actions that promote voice, equity, and joy for youth, families, educators, and institutions.

Show Notes:

In Vivo Feedback Predicts Parent Behavior Change in the Attachment and Biobehavioral Catch-up Intervention

The Early Childhood Coaching Handbook - Dathan D. Rush & M'Lisa L. Shelden

Therapeutic Climbing: A Pediatric Top-Rope Rock Climbing Program for Sensory Integration Through Social Prescribing

Neurodivergent Climbers: Finding Balance On and Off the Wall

Effect of an indoor climbing program on selective attention of children with autism spectrum disorder (ASD)

Reflection Questions