Diagnosticians of handicapped children need to provide the teacher with quantitative and qualitative descriptions of how a child succeeds to bridge the gap between evaluation and the prescriptive program. The child's performance and the demands of the task should be delineated. Variables of development influenced by the impairment should be emphasized to demonstrate the effects of the impairment on the child's learning pattern. Aspects of attention, learning style, level of assistance required, and response mode need to be evaluated. The diagnostic prescription should reflect not only the child's individual adaptive needs but also his needs as a member of his class and should include an array of appropriate activities. (DB)