For a teacher dealing with a child who talks excessively in class and rarely listens, what is the most appropriate recommendation from the SLP?

• A. Have the school counselor consider working with the child and the parents on self-control and discipline
• B. Put the child on a management system for classroom behavior
• C. Suggest remedial speech-language services for the child to improve the child's interactive communication
• D. Refer the child for evaluation by members of the child-study team

Answer: (D)

When a child is talkative to the point of disruption and not listening, the priority is to understand whether there is a language-communication issue or another factor affecting learning. The speech-language pathologist recognizes that this behavior could involve more than speech; it may relate to language development, social communication, attention, or other learning needs. A comprehensive, multidisciplinary evaluation helps sort out these possibilities and guides appropriate intervention.

Referencing the child for evaluation by members of the child-study team brings together professionals from speech-language pathology, psychology, education, and other areas to assess language abilities, pragmatic skills, cognition, behavior, and classroom functioning. This team approach determines whether the child qualifies for services (such as speech-language therapy) or if other supports are needed, and it informs a coordinated plan for intervention. If the evaluation finds a language issue, targeted speech-language services can then be planned; if not, alternatives like behavioral supports or classroom accommodations can be pursued based on the full picture.

Options that focus solely on behavior management or disciplinary approaches don’t address underlying communication needs and aren’t sufficient on their own. A preventative, data-driven path starts with a formal multidisciplinary evaluation to tailor the right supports.