THE SLOW grower or child who does not measure up to his chronological age group with respect to one or more aspects of development has during recent years increasingly stimulated the interest of the clinician. From a state of affairs in which these so-called exceptional children were more or less neglected, a shift has taken place: Today, innumerable supportive measures have been introduced to help the physically or otherwise handicapped child to grow and develop.
The habilitation movement has itself suffered some growing pains which stem not only from the practical problems of setting up adequate programs, but also from the difficulties involved in evaluating the child's progress. The outstanding need is for an objective measure which will indicate the extent to which special training or other help has contributed to the child's development.
It seems that this need is beginning to be recognized by workers in the field who