Factors involved in evaluating multiply handicapped children are examined. Described are instruments and techniques for measuring three central concerns: (1) the extent to which the impairments limit the child's functioning (including the Test of Auditory Discrimination and the Children's Embedded Figures Test); (2) the child's ability to complete tasks expected of him/her (such as norm-referenced psychological, language, motor, social-emotional and self care scales); and (3) reasons for the child's performance patterns (including searching for strengths and weaknesses in cognitive functioning and analyzing the Child's language reception and processing). It is explained that the final step involves setting goals and objectives, suggesting a teaching strategy, and stating performance criteria. (CL)