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Structuring Joint Action Routines: A Strategy for Facilitating Communication and Language Development in the Classroom
Snyder-McLean, Lee K. Solomonson, Barbara McLean, James E. Sack, Sara
Snyder-McLean, Lee K.
Solomonson, Barbara
McLean, James E.
Sack, Sara
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Abstract
The study of early child language has produced a wealth of new data and concomitant theories over the past decade, and these new perspectives offer important implications to those of us engaged in clinical practice. We have noted elsewhere that this current literature on early child language has specific implications for designing appropriate targets, contexts, and procedures for language therapy (McLean and Snyder-McLean, 1978; McLean, Snyder-McLean, and Sack, 1983). In this article, we will concentrate on these two latter areas: contexts and procedures for language intervention and, more specifically, on the combination of these elements in the form of structured joint action routines.
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1984
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Thieme Medical Publisher, Inc.
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Snyder-McLean, Lee K., Solomonson, Barbara, McLean, James E., Sack, Sara. Structuring Joint Action Routines: A Strategy for Facilitating Communication and Language Development in the Classroom. Seminars in Speech and Language 1984; 5(3): 213-228. DOI: 10.1055/s-0028-1085179