Child Language Teaching and Therapy

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Roe, V.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Child Language Teaching and Therapy, Vol. 9, No. 2, 133-140 (1993)
DOI: 10.1177/026565909300900204

An interactive therapy group

Victoria Roe

King Richard Infant School, Leicester

The paper describes the formation of an interactive therapy group in an inner-city infant school in Leicester, aimed at helping withdrawn or selectively mute children. Ideas and techniques were drawn from speech, music, movement, and drama therapy. There was a noticeable improvement in the children's ability to interact with their peers in the classroom situation. The development of two individual children is briefly reviewed, and reasons for their progress discussed.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?