The neurodiversity paradigm has given rise to an established narrative in the field of autism studies for over two decades (Davies & Bakan, 2024), and there has been a growing interest in implementing neurodiversity-affirming practices within allied health professions. Davis (2022) defines a neurodiversity paradigm-informed approach to music therapy with autistic individuals as a practice that aims to identify goals that promote their strengths, self-acceptance, confidence, and coping strategies. There is yet a lack of resources and research on clinical neuroaffirming music therapy practice.

The paper departs from the interest in neurodiversity-affirming music therapy practice in supporting the language development of Autistic Early-Stage Gestalt Language Processor. Gestalt Language Processing (GLP) has recently been described as a unique style of natural language acquisition in estimated 75-90% of autistic individuals (Evans, 2022). GLPs learn language as gestalts or larger units of words first, contrasting to typical Analytical Language Processors whose language development starts at the single-word level that builds to phrases and sentences. GLPs have been described as "intonation babies" who are very musical and drawn to song and melodies. This is particularly unique when Early-Stage GLPs who might not be speaking yet, can sing songs (Meaningful Speech, 2024). The notion of GLP has brought the enthusiasm of other allied health professionals for music therapy. This provides an invitation for music therapists to rethink our clinical practice in supporting language development.

The paper will provide a reflective case study on supporting a 4 years old non-speaking Autistic Early-Stage GLP in his unique journey for first gestalts. Music therapy was provided within a relationship-based and child-led approach that honours child's authentic style of relating and his deep passion within his monotropic states of flow. This paper will reflect on how music therapist's sensitivity meets creativity, resulting in the providence of a safe, accessible, and empowering environment for the child that led him to unlock his potential in expanding his gestalts. This paper will also discuss an invitation to rethink on the normative concept of preverbal prerequisites, and collaboration with the family to allow sustainable practice.