Prescriptive teaching was reported to be the subject of an institute (August 1972) which showed teachers how to use a conceptual model of the learning system, how to help children develop self concept so as to overcome maladaptive behavior, and how to write educational procedures for individualized instruction. The conceptual model was described in terms of a road map for building skills in movement, vision, audition, language, communication and mathematics. The model also was used to show how a child collects information about his environment through eight modes (the five senses, feeling, saying, and moving), and processes the information through perceptual, conceptual, and cognitive integration for performance of specific activities. Suggested for teachers were six basic prescriptive tools, such as observing the child in a learning situation, or analyzing tasks to determine behavioral objectives. Discussed were the child's external environment (a fight at home when the child got up was given as an example of cause for later disruptive behavior), the child's internal environment (such as hearing and seeing), learning centers, and task analysis (questions were posed in relation to each task). A case study of Tom, who was 13-years-old, appeared older, functioned at fourth grade level in mathematics, and frequently displayed anger, was discussed to show how the teacher could determine a child's needs (through vision tests or specific tasks), and help the child develop good self concept. Included is a "progress pathway" which contains approximately six to 35 prescriptive tasks for each of the areas of learning readiness; basic skills for learning; recall, language, thinking, and reading skills; mathematics; attitudes; and behavior. (MC)