Covered in the paper on the psychoeducational assessment of the multihandicapped child are the importance of the learning accomplished in the sensory motor period and the effects of evaluation media and sequence on child performance. Described are the six stages of sensory motor development measured by a Piagetian-based instrument developed by J. Hunt and I. Uzgiris. An initial screening of visual, auditory and motor skills is advocated along with probing the sequence of specific task dimensions. Among the indicators of functioning level cited are manipulation of media, imitation, and problem solving approaches. Additional information is explained to be obtained through analysis of the child's responses to developmental teaching. (CL)