Presented is a case study of a 5-year-old girl, originally seen as disruptive, deprived, disturbed, and possibly retarded, which suggests that an ordinary remedial teacher, with some diagnostic help from consultants, can function successfully as the primary therapist for the child with difficulties in learning. (Author/KW)

Two studies involving 242 college students are described. First, a 15-item test on means was given, identifying students' misconceptions. In the experiment that followed, most students were able to acquire the appropriate schema of statistical concepts by engaging in diagnostic activities embedded in a feedback-corrective procedure. (MNS)

Presents a plan for developing a reading prescription that includes diagnosing the reading difficulty of students, listing objectives, holding conferences with students, applying directed instruction, providing self-directed practice, evaluating, and resetting goals. (FL)

Suggests that new developments in prescriptive theory offer an opportunity for instructional designers to combine research and practice in developing instruction. Ways in which instructional theories can facilitate practical applications are suggested. (MER)

Mastery learning, an approach originated by B. Bloom and based on formative testing to give the student feedback and correction, is advocated as an effective way to individualize instruction in a mainstreamed setting. (CL)

The article (Part 2 of a series) discusses the Auditory Attention Span for Unrelated Words and the Visual Attention Span for Objects subtests of the Detroit Tests of Learning Aptitude. Skills measured and related factors influencing performance are among aspects considered. Suggestions for remediating deficits and capitalizing on strengths are…

The survey of 57 teachers with training and experience in data collection and education of students with severe disabilities found that respondents did collect data frequently but did not agree on how to utilize the data for instructional decision making. (Author/DB)

Considered are concepts and skills appropriate for basic teacher preparation, and those that should be reserved for more advanced, specialized preparation. The cyclical continuum of teacher education and models of teacher development are discussed. (MNS)

Causal modeling techniques were used to examine relationships among: (1) a curriculum-based special education measurement and evaluation system, (2) structure of instruction, and (3) achievement. All three constructs were stable over time. Teachers' accuracy in setting up student performance measurement was directly related to student achievement.…

A language-in-context model is presented that integrates linguistic analysis of higher levels of organization in writing with analysis of student use of grammatical resources. Procedures for assessing student writing that are based on this model and used for diagnostic purposes are illustrated with texts by seven year olds. (23 references)…

ADHD is a neuropsychiatric disorder in youngsters characterized by inattention, hyperactivity, and impulsivity. To avoid chaotic classrooms, incomplete assignments, and universal misery, teachers should view ADHD children as whole persons, be proactive, and recognize their own biases. Assisting such students requires caution, creativity, and…

In an earlier publication, we presented the Diagnostic Intervention Model, which can be used as a guide in the design and conduct of interventions to foster harmonious interactions between children who are deaf-blind and their educators. This article demonstrates the use of the model in everyday practice and the effects of its application in two…