Diagnostic/Prescriptive Instruction: a Reconsideration of Some Issues

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Abstract
Over the past decade, increasing numbers of educators have used diagnostic/prescriptive instruction as a remedial system when working with problem learners. A basic philosophical controversy exists regarding two fundamentally different models — task analysis and ability training — which popularly serve to undergird diagnostic/prescriptive instruction. These different models reflect the debate and discussion that has evolved in one of the most rapidly expanding, controversial areas in special education. Research efforts have not conclusively demonstrated the efficacy of either model. Thus, instructional programs designed to improve academic skill development should be viewed cautiously and monitored carefully.

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