The purpose of this paper, the fourth in a series of five dealing with communication reticence, describes the residual effects of training in a treatment program for communicationally reticent individuals. A questionnaire to assess the specific problems which led students to seek instruction in the special speech sections of the Pennsylvania State University, and to gauge recall of basic skills (goal analysis, audience analysis and structuring) taught in the course was designed. According to the 154 sets of responses received, a high percentage (64%) of students detailed both immediate and continuing influence from instruction in the program. Suggestions for further study in methods and effects of instruction are included. (KS)