A study was devised to determine the efficacy of picture sequencing as a method of evaluating a child's interaction with a film, particularly children who are low in verbal expression. A series of five photographs were used which illustrated important points in a film about the ill effects of smoking. Subjects were selected from two primary educable mentally retarded classes, two intermediate educable mentally retarded classes, and two nonhandicapped fourth grades. Each child saw the film (except for control subjects), was interviewed, and then was asked to sequence the five photographs. Results showed that those children who saw the film obtained higher sequence scores, that older children did better, and that sequence scores did not correlate significantly with scores on the interview (although the correlations were all positive). Thus, verbal interviews may not be tapping a child's ability and sequencing procedures may provide a better way to assess his abilities. (SH)