The present study focused on the impact of the System of Interactive Guidance Information (SIGI), a relatively new computer-assisted instructional system (CAI), on career decision-making processes of 72 volunteer undergraduate college students. The experimental treatment included pre-post testing, brief interviewing (15 minutes), and a 3-hour interaction, with SIGI scheduled in 1-hour time blocks within a 10-day period. Decision-making stage, as measured by Barren's Vocational Decision-Making Checklist, and locus of control of reinforcement, as measured by Rotter's scale, were the outcome variables investigated. Students were randomly assigned to a treatment group (n = 48) or to a wait/control group (n = 24). Results showed significant (p < .05) positive changes for the treatment group on pre-post measures of decision-making stage related to choice of college major. No significant changes (p < .05) were found in pre-post decision-making stage measures related to vocation or to locus of control of reinforcement. The results suggest that brief exposure to a CAI mode can have positive effects, particularly for improving skills related to choice of college major.

A statewide survey was completed by 234 special education teachers with experience in developing assessment portfolios within the Illinois Alternate Assessment (IAA) system. Relationships between these teachers' demographics and their perspectives, concerns, and self-reported practices related to the IAA system was identified and described. These Illinois teachers expressed less positive perspectives about their practices related to the IAA system than teachers in previous studies. Overall, they noted few benefits of the IAA system for teachers and students. Implications of these results and recommendations for educational practice and future research are discussed.

Used a brief deep muscle relaxation procedure to reduce patient (N = 39) anxiety during a dental appointment. State anxiety decreased significantly for a relaxed (treated) group from the waiting room period to the actual contact with the dentist. This reduction in state anxiety was maintained for the duration of the dental visit. There were no changes in trait anxiety. Implications for the reduction of state and trait anxiety in an in vivo situation were discussed.

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