The diagnostic-prescriptive observation checklist is designed to allow the regular classroom teacher to diagnose and prescribe for each child's learning abilities or disabilities in the sensory-motor, perceptual, or language areas. Five to ten observable characteristics and five to eight suggested teaching strategies are listed for each of the following areas: auditory association, auditory and grammatic closure, auditory discrimination, auditory figure-ground perception, auditory memory, directionality/laterality, orientation, spatial awareness, verbal expresseion, visual association, visual closure, visual discrimination, visual figure-ground perception, visual memory, and visual-motor coordination. It is suggested that the child for whom four or more characteristics in one area are checked be diagnosed as experiencing difficulty in that area and an appropriate prescription selected from the teaching strategies be implemented. Examples of observable characteristics listed are poor verbal fluency (auditory association) and difficulty with comparing and classifying information gained from visual materials (visual association). Sample teaching strategies are having the child place cut apart comic strips in correct sequence (visual association) and having him draw and trace increasingly complex designs (visual-motor coordination). The appendix provides definitions of each area. (DB)