Described are assessment procedures, scheduling techniques, and the use of the prescriptive model employed by the diagnostic/prescriptive specialist for educating severely disturbed children. Assessment areas are noted to include medical problems, specific fears or apprehensions, pertinent reinforcers, length of attention span, level of functioning, academic strengths and weaknesses, and patterns of behavior. Aspects considered in planning the daily schedule are discussed such as employing the Premack Principle (following a less desirable task with one the child enjoys), arranging time blocks so that no student loses interest in a too lengthy assignment, and alternating response modes. Examples are provided to illustrate the three types of prescription areas-social (hair pulling), self help (teeth brushing), and academic (handling money). Appended are forms for the diagnostic test schedule, individual prescriptions, and daily performance records. (SB)