The developmental college student, distinguished by lower than average academic scores, may also experience the inhibiting fear of communication, speech anxiety. Students who are both developmental and communication apprehensive lack confidence in their personal academic abilities, and thus develop poor attitudes toward learning and low academic motivation. In addition, these students are hesitant and fearful to ask instructors for help. Such characteristics indicate the need for a program for assessment for each developmental student and a structured alleviation. Scores on self-report scales of communication apprehension scales and interviews determine which students need to enter an alleviation program. Alleviation of speech anxiety, whether related to conditioned anxiety, negative cognitive appraisal, or skills deficit, may be approached through one or a combination of the following approaches: (1) systematic desensitization--a six-step procedure, including relaxation techniques, development of hierarchies, combining relaxation and imagery, and a written assignment; (2) cognitive modification--a seven-step procedure in which students learn to understand unreasonable beliefs about communication and how to change those beliefs; and (3) goal setting--a five step procedure in which students turn abstract goals into specific plans for behavior. (Thirty references, along with assessment inventories for types of communication concerns, directions for alleviation techniques, and a list of materials are attached.) (ARH)