You chose:

"What a great goal, Ron! Sounds as if you have already started making some good plans. Sounds as if you need to get more information on what services different colleges offer. Your high school guidance counselor might be able to help. There's a great web site that has information on planning for college. Check out: http://www.washington.edu/doit. Let me know what you find out!"

This is the correct answer.

If you chose C, congratulations. You are developing the skills you need to be a good mentor and help your partner find the information needed to solve problems.

C is the correct answer, because the mentor remembers to use the ASK strategy.

In this example, the mentor:

• does not try to answer the question herself because she knows that her answer would not be correct, current and complete
• suggests that Ron ask someone else and suggests whom he should ask. The mentor writes:

  "Your high school guidance counselor might be able to help. "

• knows the Internet and suggests that Ron check out a web site to find out more information about planning for college and accessibility. The mentor writes:

  "There's a great web site that has information on planning for college. Check out http://www.washington.edu/doit"

• listens to Ron and encourages him. The mentor writes:

  "What a great goal, Ron! Sounds as if you have already started making some good plans."

• asks questions to help Ron describe his specific goal and describe why this goal is important (Step 1 of DO IT!). The mentor writes:

  "Can you tell me a bit more about why you want to go to college?"

In this answer, the mentor doesn’t doesn’t solve the problem for Ron, doesn't criticize, doesn’t react hastily, and doesn’t "yakkity yak yak" about other things. The mentor helps Ron find the information he needs to make a good plan to go to college.

  Role Play

You have answered all the examples correctly. In the next activity, you will role play being a mentor yourself and practice using the ASK strategy to help your partner find information.

This research is supported by Grant #H133G8004 from The National Institute on Disability and Rehabilitation Research (NIDRR). The opinions expressed here do not necessarily reflect those of the National Institute on Disability and Rehabilitation Research and no official endorsement should be inferred.