A 3 X 2 factorial design was employed to compare the effectiveness of rehabilitation counselors and untrained counselor aides under three case management conditions (counselor alone, counselor assisted by aide, and aide alone) and two case load conditions (30 versus 60 clients each). Four experienced master's level counselors and four aides recruited from secretarial applicants provided the complete range of rehabilitation counseling services to 168 clients over a 14-month period. Findings: (a) greatest client improvement occurred when aides handled cases alone; (6) least client improvement resulted from counselors assisted by aides; (c) case load was not systematically related to client improvement.

This study investigated the extent to which test interpretation through counseling improved the self-understanding of students in grades five, seven, nine and eleven. It also studies effects of orientation to testing on (a) students' motivation for learning test information, (b) accuracy of self-estimates, and (c) relationship between motivation and accuracy of self-estimates. Before testing, the experimental group received an orientation concerning the kinds of tests they were to take and how they could use test information. Test interpretation emphasized encouragement of student participation, providing of information by the counselor, and counselor response to the students' feelings. At all grade levels interpretation was associated with increased accuracy of self-estimates of achievcment, intclligence, and interests. While a significant decline in accuracy was noted over a two-month follow-up period, a net increase did occur for the period covered by the study. Orientation was (a) positively associated with motivation for learning results in grades seven and nine but not in grades five and eleven and (b) unrelated to increased self-understanding following test interpretation. HIS STUDY appraises outcomes of test

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