Demonstrates how an instructional strategy, precorrection, can be applied to changing chronic behavior problems

Counsellors and clients enter career counselling with assumptions that effect the process and outcomes of counselling. Common sense assumptions are assumptions that are implicit in interactions and of which people are generally unaware. This article argues that there is a need for counsellors to be aware of these assumptions and acknowledge how they may influence the use of language in the counselling process. Segments of career counselling interactions between school counsellors and secondary students were reviewed using four language study techniques to identify assumptions implicit in the interactions. The results showed that the career counselling sessions were dominated by the counsellor who had a tendency to lead the discussion and outcomes. This confirmed the view of other researchers, who indicate that despite advances in career counselling theory, the counselling process has been limited by the approach of counsellors who have continued to rely on a directive trait and factor approach. Recommendations for addressing the situation are offered.

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This paper is divided into three sections. The first of these deals with the basic principles of Criterion-Based Instruction as a form of Data-Based Instruction. Such things as measurement procedures, instructional aims, using task analysis, and maintaining student records are discussed. Secondly, a project using Criterion-Based Instruction at the Townsville Special School during 1982 is outlined. This project utilised the Brigance Inventory materials, with special emphasis on the Inventory of Basic Skills. Finally the result of an evaluation of the use of the Inventories is presented and discussed. Data for the evaluation was obtained from the classroom teachers at the school.