The adaptation and use of individually prescribed instruction (IPI) in adult basic education for the disadvantaged are discussed. The discussion describes a model IPI system (The Draper Model); recommends certain considerations if it is to be used successfully; and shows that programmed instructional (PI) materials work best in a learning system where individually prescribed and managed instruction is the goal. The basic steps employed in the use of IPI materials are described. The use of contingency management in creating a total learning environment is discussed and illustrated with an experiment in which contingency management was used in an attempt of increase the productivity of 16 prison inmates who were studying PI materials. It is concluded that IPI works, as is being shown at the Draper Correctional Center, in adult education programs, and in programs for the socioeconomically disadvantaged. Recommendations for those who are planning or operating an IPI system are provided; these are: (1) Learn the underlying theoretical principles of IPI; (2) Recognize benefits of IPI; (3) Recognize that IPI has limitations; (4) Involve the trainee in planning and operating the program; (5) Relate basic education skills as closely as possible to occupational goals and work; (6) Use small instructional units or modules; and (7) Employ paraprofessionals to assist in the training system. (DB)