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Abstract

Definitions and measurement in the field of learning disability must be applicable both to scientific systems and to practical decision-making. There has been a popular preference for intensive, norm-referenced measures, those scored relative to age and grade, and popular usage has led to their interpretation as if they were either extensive measures or criterion-referenced measures. The need exists in the field of learning disability to employ measures pragmatically and selectively according to purpose, whether it be gaining scientific knowledge or providing prograns of service. For study of the factors relating to growth (in any given area), some type of equal-interval measure is desirable, but for many practical purposes, criterion-referenced, behavioral measures are useful, regardless of whether the units are equal.

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Measures of Learning Disability for Different Purposes

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