Structuring Joint Action Routines: A Strategy for Facilitating Communication and Language Development in the Classroom
Issue Date
1984Author
Snyder-McLean, Lee K.
Solomonson, Barbara
McLean, James E.
Sack, Sara
Publisher
Thieme Medical Publisher, Inc.
Type
Article
Article Version
Scholarly/refereed, publisher version
Metadata
Show full item recordAbstract
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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Citation
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
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