If a student shows good progress on language objectives but lacks generalization to classroom activities, what action should the diagnostician take to best support the student's needs?

• A. Increase language-only therapy hours.
• B. Suggest that consultation services be implemented between the special education teacher, SLP, and gen Ed teacher.
• C. Isolate the student from language-rich tasks until mastery.
• D. Pause language services.

Answer: (B)

When language skills don’t generalize to typical classroom activities, the best move is to coordinate a collaborative consultation among the special education teacher, the speech-language pathologist, and the general education teacher. This team can align goals and strategies across settings, ensuring language targets are embedded into everyday instruction, routines, and tasks the student encounters in class. By planning together, modeling supports, and sharing progress data across therapy and classroom contexts, they create consistent prompts, accommodations, and opportunities for practice, promoting transfer of skills to real lessons. Increasing therapy hours alone won’t guarantee classroom generalization, isolating the student from language-rich tasks removes necessary practice, and pausing services would stall progress.