A great deal of research has been done on instructional strategies and concepts of individualized instruction in computer-assisted instruction (CAI). Individualizing instruction within CAI can be defined in terms of an input output process which includes a stimulus array, cognitive processes, and response requirements. Research in these areas of the behavioral processes of learning has shown that an individualized approach must be used for applying instructional media, in arranging the difficulty levels of learning materials, and in providing a broad array of response modes. In addition, it has been determined that a broad research basis is needed for developing individualized curricular areas by educational level for CAI. The process for selection of instructional strategies for applying such individualized CAI programs is most effective when negotiated between the instructional system and the student; research in this area has shown that when students are allowed to negotiate, their initiative and learning motivation increases. CAI has also been found useful in guidance counseling and in lending anonymity to instruction for greater self-exploration. (SP)