The Diagnostic Cognitive/Academic Therapy Program at Newington Children's Hospital (Newington, Connecticut) was designed to accommodate learning-disabled adults with different levels of education, rates of achievement, information processing styles, social backgrounds, and personalities, and to provide services in clinic, home, and work-site settings. A triage model for service delivery was developed for each level of learning disability (mild, moderate, and severe). The model incorporates the components of referral source, presenting problems, adjunct service provision, prescriptive teaching methods and assessments, frequency of intervention, successful outcomes and ancillary gains, and follow-up and monitoring. Use of the model is described in a case study of a severely learning-disabled client with visual perceptual deficits, who was successfully treated with a variety of multi-sensory, prescriptive teaching techniques. (JDD)