Presents two viewpoints for helping students with severe communication anxiety and avoidance problems: one based on traditional speech pedagogy; the other based on behavioral clinical psychology. Argues that in most cases the two viewpoints complement rather than contradict each other. (JMF)

Reviewed 45 assessment instruments with respect to content domains, response and scoring procedures, administrative feasibility, target populations, and potential sources of test bias. Identified priorities for future research and development in communication competence testing. (PD)