The No Child Left Behind Act (2001) mandates determining what educational practices are demonstrated to be effective through rigorous scientific research. What types of evidence are recommended practices based on? The authors analyzed 304 citations accompanying prescriptive statements in 6 recent teacher education textbooks. Prescriptive…

The seventh volume in the SER-LARS (Special Education Resource Location Analysis and Retrieval System) series, a diagnostic-prescriptive instructional data bank for teachers of handicapped children, presents information on instructional materials. Listed alphabetically by title, each entry includes information on source, catalog number, and an…

The rationale for assessment in special education is examined, and the importance of measuring student performance until mastery or proficiency of the skill/behavior has occurred is stressed. Guidelines are offered for determining proficiency. (CL)

The "Try Procedures," a diagnostic teaching strategy used with precision teaching, provides a way to determine which teaching methods produce the greatest gains for individual students. Five steps feature initial assessment, dividing items to be taught, teaching by two or more methods, probing, and looking at the data. Comparison of two sight word…

The article analyzes existing practice in assessment and recording in the special needs field and makes such recommendations as assessment with a wider perspective more continuously to aid in making the curriculum responsive to individual needs. (DB)

The article focuses on the use of the Detroit Tests of Learning Aptitude for prescriptive teaching with learning disabled students. (SBH)

This paper describes a continuous evaluation system, data-based program modification (DBPM), which has demonstrated technical adequacy, logistical feasibility, and instructional effectiveness. Use of DBPM is highlighted in a case study, and the DBPM software package that stores, summarizes, analyzes, and displays a graph of student performance…

The article describes the diagnostic prescriptive teacher program, an organizational model designed to provide help within the regular classroom for children with mild learning problems. The key to the program is the diagnostic prescriptive teacher, a school-based specialist who combines diagnostic and consultative work in assisting the regular…

Traditional diagnostic approaches with handicapped and nonhandicapped children usually occur outside the instructional context and focus on the learner. Accurate conclusions about the learner, however, can only be reached after an adequate diagnosis of instruction. (Author)

Research from 1970 to 1976 is reviewed to determine the present status of diagnostic prescriptive instruction for learning disabled children. It is noted that findings of previous research have failed to conclusively demonstrate the effectiveness of specific ability training; that the legitimacy of the nonsupportive conclusions have been…

The study investigated types of errors made by learning disabled children by analyzing written responses to multiplication and division problems. Error classifications are discussed, and possible causes are suggested. The importance of thorough investigation of errors by teachers is stressed. (Author/DB)

The need for developing a technology of teaching that equals current sophistication of microcomputer technology is addressed. The importance of principles of learning and behavior analysis is emphasized. Potential roles of stimulus control and precise error analysis in educational program development and in prescription of specific learning…

Proposes principles for classroom diagnosis: considering diagnosis as an integral part of instruction; basing diagnoses on natural language evidence gathered in real learning situations; and using the needs of individual students in performing academic tasks as a standard. Describes a model for reading diagnosis and instructional planning. Gives…

Focuses on the problems of diagnosis and remediation of dyscalculia. Explores whether there is justification for believing that specific difficulty with mathematics arises jointly with a specific language problem, or whether a specific difficulty with mathematics can arise independently of problems with language. Uses a case study to illuminate…