The REALM-Teen is a brief, reliable instrument for assessing adolescent literacy skills and reading below grade level.

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The current trend of assessing students' needs in educational settings (Gill & Fruehling, 1979) includes the field of counseling (Grobe, Myatt, & Wheeler, 1978) at both the elementary (Kelly & Ferguson, 1984) and at the secondary levels (Tolbert, 1982). A needs assessment is an integral part of educational planning and evaluation. Counselors can use the results of a needs assessment to develop counseling program objectives and activities to better meet the needs of the students, while clearly and concretely establishing counselor roles and functions. Moreover, an adequate needs assessment can provide a basis for counselors to establish a system of accountability for meeting the needs of those they serve. More specifically, then, needs assessments are conducted to (a) establish program goals, (b) promote interest in program development, (c) provide a data base for evaluating a guidance program, and (d) provide information regarding the school counselor's functions (Shaw, 1977; Stiltner, 1978).Unfortunately, program development and needs assessments are often viewed as not important (Shaw, 1977). Furthermore, when one considers that over a decade of research has not resulted in a better understanding of how to serve the counseling needs of Blacks (Smith, 1977), the view of needs assessment as unimportant seems even more critical.In an attempt to make classroom guidance activities more relevant to Black high school students, we developed a statewide needs assessment questionnaire for public school students in a southern state. Only the ex-Mark J . Miller and Thomas P. Spn'nger are associate professors. and Gary Malford and James Williams are professors, Behavioral Sciences, Louisiana Tech University, Ruston.

This study was conducted to advance previou9esearch in the use of computer-based, counselor-free career guidance systems instead f conventional counselor-free systems. The their reactions to using the DISCOVER I1 microcomputer career guidance system and the Self-Directed Search. The majority of the participants preferred the DISGOVER I1 as a vocational exploration program.participants& Undergraduate college students 9' ( W W e f f t e R ) , were asked to rate Computers are playing an increasingly important role in most areas of learning. Moldstad (1974) has stated that important national and state studies have demonstrated that greater efficiency and economy in educational practice can only be accomplished through efficient, effective use of technology. Brammer and Shostrom (1968) cited efficiency and increased emphasis on preparation as two key reasons for the use of technology in the counseling profession.If career exploration is to be helpfuli it must be accurately presented and free from bias (Tyler, 1969). A computer program provides maximum accuracy, speed of transmission, and freedom from bias. By committing to the computer the precise steps of career exploration that characterize an "expert" career counseling format, it is possible to couple the best of what humans do with the speed, ease, and accuracy of the computer.The computer age has brought about a rapid increase in the development and use of self-administered, computer-based career guidance systems during the last few years. Although the use of computer-based systems has been found to be most beneficial to the user when integrated with counselor intervention and consultation (Sampson & Stripling, 1979), computer systems themselves show great promise and are viewed as highly beneficial in career guidance. Much research on the effectiveness and satisfaction of various computerized guidance systems is now available