The study examined the effect of test modifications on the performance of 10 handicapped preschoolers on the Stanford-Binet Intelligence Scale (Form L-M). Adaptations of both stimulus and response modes were designed and constructed for subtests at the preschool levels on the Stanford-Binet. Attempts were made to maintain the functional equivalence of the cognitive concept involved in each task without altering the primary content of the item. Ss who failed the subtests under standardized conditions were administered adapted subtests. Results revealed a significant, positive correlation between the severity of the child's handicap and the improvement of his/her performance on the adapted test items. The greater the degree of the child's sensory and/or motor handicap, the more improved was the child's performance on the adapted test items. (Author/CL)