Relevant and appropriate instruction for handicapped adolescent delinquents was the focus of a study involving 31 incarcerated handicapped Ss. Instruction was planned based on pretest performance on the Wide Range Achievement Test, the KeyMath Diagnostic Arithmetic Test and the Analytical Reading Inventory. Ss were tutored for 2 hours per week for 9 weeks. Results of post-tests revealed significant gains in reading raw scores, mathematics raw scores, and mathematics grade equivalent scores. There were no significant gains in spelling raw scores or grade equivalent scores. Results indicated a need for: (1) instruments designating what to teach; (2) research on the effects and need for diagnostic instruments that provide instructional objectives; and (3) research on the relevance and appropriateness of assessment and intervention techniques within regular classroom settings as well as special education settings. (CL)