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Differential Diagnosis—Prescriptive Teaching: A Critical Appraisal

1979; SAGE Publishing; Volume: 49; Issue: 4 Linguagem: Inglês

10.3102/00346543049004517

1935-1046

Judith A. Arter, Joseph R. Jenkins,

Cognitive and developmental aspects of mathematical skills

The dominant instructional model within special education, Differential Diagnosis-Prescriptive Teaching, involves the assessment of psycholinguistic and perceptual motor abilities that are presumed necessary for learning basic academic skills. Based on the differential pattern of ability strengths and weaknesses resulting from this assessment, individual remedial prescriptions are prescribed. In this article six assumptions underlying this model are identified. Also presented is a comprehensive review of research related to each assumption. The findings seriously challenge the model’s validity and suggest that continued advocacy of the model cannot be justified. Children do not appear to profit from current applications of Differential Diagnosis-Prescriptive Teaching.