The obvious and inevitable fact that parents of the LD child are intimately involved with the child's disability stands in marked contrast to the paucity of studies in this area. Many speak of their difficult situation, but there are few tools to assist them. While no interview form can replace sound psychological training, teachers will increasingly be required to interact with parents and will “recognize, more or less accurately, kinds of emotional expression - warmth, criticism, dissatisfaction.'' This article presents a descriptive and non-theoretical interview-based rating scale. While it focuses on the procedure's reliability, the article is published primarily to provide practitioners with a straightforward means of organizing their subjective reactions to parents. Further research may point out prognostic and therapeutic implications, though no such conclusions can yet be drawn. — G.M.S. In trying to help parents of learning disabled children, clinicians often cannot give useful advice because they themselves differ concerning the important aspects of family dynamics. A semistructured interview procedure is described, permitting the clinician to rate the family on five main dimensions-evaluation, permissiveness of autonomy, mutual affection, hostility, and pressuring. The main aim of the study was to see if acceptable interrater reliability could be obtained. Twenty-two parents were interviewed by experienced clinicians (first assessment) and then reinterviewed after an interval of 6 to 12 weeks (second assessment). The interviews, which were audio-and videotaped, were then examined by two coders. Significant correlations were obtained between coder scores on all dimensions during both first and second assessment. With all five dimensions combined, a Spearman's rho of +.74 was found for the second assessment. Possible future uses of the instrument are considered.