The article presents a schemata for using the K-ABC to develop specific diagnoses and prescriptive programming for reading and learning disabled children. To formulate specific hypotheses, a four-step process is suggested: 1) compare global scales to locate patterns of strength and weakness; 2) find subtest strengths and weaknesses and explore links between them; 3) generate hypotheses regarding the nature of the learning deficits as they relate to those strengths and weaknesses; and 4) look for examples of such links in actual functioning strategies and behaviors during testing. Following the diagnosis, this information is used to develop educational goals and instructional strategies by further pinpointing the links between processing strengths and weaknesses and specific skills. An educational program that focuses on the processing strength to formulate interventions that remediate the deficits through the preferred processing strategies is illustrated.
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