Which intervention approach would best address the goal of reducing avoidance behaviors in a 10th grade student with a fluency disorder?

The choice of teaching desensitization and self-advocacy strategies effectively addresses the goal of reducing avoidance behaviors in a student with a fluency disorder. This approach focuses on helping the student confront and manage their fears associated with speaking situations, which can lead to a reduction in avoidance behaviors. Desensitization techniques gradually expose the student to speaking situations in a controlled and supportive manner, enabling them to build confidence and reduce anxiety.

Self-advocacy strategies empower the student to communicate their needs regarding their fluency disorder, helping them to advocate for themselves in challenging situations. This can include informing peers and teachers about their needs or preferred accommodations, thereby fostering a more supportive communication environment.

Other methods, while beneficial in different ways, do not directly target avoidance behaviors as effectively. For instance, family interaction strategies focus on educating the family to support the student, but this does not provide the direct coping mechanisms the student needs. Similarly, positive reinforcement for fluent speech encourages fluent production but may neglect the underlying avoidance fears. Speech modification strategies might enhance the aspects of fluency but do not specifically reduce avoidance behaviors tied to communication anxiety.

Overall, the combination of desensitization and self-advocacy directly addresses the psychological and behavioral aspects of