I am a special educator by training, and from 1969 -1974 I worked as a teacher in a self-contained classroom for children with intellectual disabilities. (In those days, we called them "Educable Mentally Retarded" children!) When I returned to graduate school, I became fascinated by the research on language development, and more specifically, on language intervention for children with mental retardation. This led me to pursue a PhD degree and begin a 30+ year career in research and teaching related to communication and language development. While I am not a speech-language pathologist, my husband and closest colleague (James McLean) is an SLP, and ASHA has been my professional home for many years. In fact, I was honored to be named a Fellow of ASHA in 2002. I was a research associate at the University of Kansas from 1976 - 2000; then moved to the University of Connecticut in 1996 to assume the directorship of the Pappanikou Center for Developmental Disabilities; and I have been here at UNC in my present position since 2000. Jim and I have 2 sons, 5 grandchildren, and one great-grand-child back in Kansas.
I spend most of my time these days being an administrator. I maintain a connection to my professional roots through my affiliation with the Division of Speech and Hearing Sciences, and welcome opportunities to interact with students who share my professional interests. I also stay active in the profession by reviewing for several journals and serving as Chair of the National Joint Committee on the Communication Needs of Persons with Severe Disabilities (http://www.asha.org/NJC).
SPHS 363: Grant Writing
My current research interests are in the development of symbolic and pre-symbolic receptive and expressive communication in children with severe-profound intellectual disabilities; and in analyzing the evidence base for current clinical practice with children and adults who have such disabilities.
Brady, N.C., Marquis, J., Fleming, K., and McLean, L. (2004). Prelinguistic predictors of language growth in children with developmental disabilities. Journal of Speech, Language and Hearing Research, 47, 663-677.
Brady, N. & McLean, L. (2000). Emergent symbolic relations in speakers and nonspeakers. Research in Developmental Disabilities, 21, 197-214.
McLean, J. & McLean, L. (1999). How Children Learn Language: A Textbook for Educators and Other Professionals Who Work with Young Children. San Diego: Singular Publishing.
McLean, L., Brady, N., McLean, J., & Behrens, G. (1999). Communication forms and functions of children and adults with severe mental retardation in community and institutional settings. Journal of Speech, Language, Hearing Research, 42, 231-240.
McLean, L. K. & Woods-Cripe, J. (1997). The effectiveness of early intervention for children with communication disorders. In M.J. Guralnick (Ed.), The effectiveness of early intervention: Second generation research (pp. 349-428). Baltimore: Paul H. Brookes.
McLean, L. K., Brady, N.C., & McLean, J.E. (1996). Reported communication abilities of individuals with severe mental retardation. American Journal on Mental Retardation, 100, 580-591.
Brady, N.C. & McLean, L.K. (1996). Arbitrary symbol learning by adults with severe mental retardation: A comparison of lexigrams and printed words. American Journal on Mental Retardation, 100, 423-427.
Brady, N., McLean, J., McLean, L., & Johnston, S. (1995). Initiation and repair of intentional communication acs by adults with severe to profound cognitive disabilities. Journal of Speech and Hearing Research, 38, 1334-1348.
McLean, L., & McLean, J. (1993). Communication intervention for adults with severe mental retardation. Topics in Language Disorders, 13(3), 47-60.
Sack, S., McLean, L., & McLean, J., & Spradlin, J. (1992). Effects of increased opportunities within scripted activities on communication rates of individuals with severe retardation. Behavioral Residential Treatment, 7(3), 235-257.
McLean, J., McLean, L., Brady, N. & Etter, R. (1991). Communication profiles of two types of gesture using nonverbal persons with severe to profound mental retardation. Journal of Speech and Hearing Research, 34, 294-308.
McLean, L. K. (1990). Communication development in the first two years of life: A transactional process. Zero to Three, XI (1) [Newsletter of National Center for Clinical Infant Programs], 3-19.
Snyder-McLean, L., & McLean, J. (1987). Children with language and communication disorders. In M. J. Guralnick & F. C. Bennett (Eds.), The Effectiveness of Early Intervention (pp. 213-274). New York: Academic Press.
Snyder-McLean, L., Solomonson, B., McLean, J., & Sack, S. (1984). Structuring joint action routines: A strategy for facilitating communication and language development in the classroom. Seminars in Speech and Language. New York: Thieme-Stratton, Inc.
McLean, J. E., & Snyder, L. K. (1978). A transactional approach to early language training: Derivation of a model system. Columbus, OH: Charles E. Merrill.