Systems for data collection and analysis have been developed to help teachers systematically specialize and individualize their instruction for special children. The appearance of severely and profoundly handicapped children as regular members of the school population has led to questions concerning the applicability of traditional response and measurement units to this population. A review of units used by researchers with the severely handicapped was conducted. A discussion of the applicability of the various response units (e.g., percent) in reference to the desired effects of instruction or intervention and in regard to the specific learning stage are discussed. The author concludes that a careful application of traditional units with some reservations may prove effective for teachers of the severely handicapped.
