Abstract
This paper reviews a variety of assessment strategies concerning perceptual cognitive functioning in nonverbal motorically impaired severely and profoundly handicapped children. Psychometric tests of cognitive development standardized on a normative sample of chronologically aged peers were found to be inadequate because of their high motor‐item saturation, their unreliability, their lack of fine‐grainness, and their concern for the products of learning rather than the process of learning itself. Alternative assessment strategies were examined which rather than assessing children's cognitive functioning exclusively through the operation of their neuromotor apparatus used instead their capacity to learn to attend and process, visual, auditory and other sensory‐perceptual events through the operation of their orienting reflexes. Implications of these newer strategies of psychoeducational assessment for school psychologists and special educators were discussed.
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