Three nontraditional intervention strategies are examined as approaches for improving the teaching effectiveness of graduate teaching assistants (TA's) in speech communication. The approaches include the "standard-other model," which demonstrates how others display the desired behaviors; the "self-as-model," which takes advantage of self-evaluation techniques; and the "bug-in-the-ear model," which uses a transistorized receiver to give the learner immediate feedback/direction from an observer of the practice situation. The previous uses, advantages, disadvantages, and suggested applications for speech communication TA training of each of these approaches are discussed. (RL)