Children who have learning disabilities which prevent achievement in skill subjects or behavioral difficulties which interfere with learning can be helped to learn to substitute more adaptive patterns for madadaptive ones. Because learning disabilities are only part of a disordered developmental process in a child, both clinical and competence theory and practice are integrated in the psychoeducational approach to evaluation and modification of the developmental disorder. Some dilution and fragmentation of effort may occur in certain settings, but the basic principles and specific techniques of the psychoeducational approach are generally applicable. These basic principles are concerned with structure, predictability, and clarity; management of environmental and intrapsychic stimulation; the success-failure dimension; the student-teacher realtionship; the utilization of therapy for a child and his parents; and biological factors. A discussion of instruction for remedial efforts includes these topics: the basic skill subjects, cognitive training, motor skill training, and the use of special media, content, skill programs, and methods. A bibliography is also included. (MS)