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Diagnostic-Prescriptive Teaching: Two Models

Diagnostic-prescriptive teaching is an attempt to identify the most effective instructional strategies for children who differ on any number of variables believed to be related to academic learning. Educators and psychologists believe that some children learn best under one' instructional strategy (particular materials, teaching techniques, methods of content presentation, and reinforcers) while other children learn best when another instructional strategy is employed (see, for example, Bracht, 1970; Cronbach, 1957; Reynolds & Balow, 1972). Noted educators recently have called for prescriptive teaching of handicapped children based on the results of educational and psychological testing. The steps 10 diagnostic-prescriptive teaching include identification of children who are experiencing learning difficulties, diagnostic delineation of learner strengths and weaknesses, and prescriptive intervention (specification of goals, methods, strategies, materials, etc.) in light of these strengths and weaknesses. Effective diagnostic-prescriptive teaching rests on four critical assumptions: