Existing instruments for assessing brain damaged physically handicapped children are examined, and research on test modifications in the cognitive, communication, and motor performance domains is reviewed. Noted is the lack of tests standardized on a physically handicapped population. Cautions and criticisms are cited for modifications which have tended to involve adaptation of the presented stimuli or the child's response mode. Suggestions are given for dealing with the effects of motor impairments (such as placing the spastic child in a side lying position to encourage manipulation of objects), and characteristic perceptual difficulties of cerebral palsied children are described. The appropriateness of six commonly used instruments (including the Columbia Mental Maturity Scale) is discussed. Considered are variables in the areas of communication (such as oral motor skill and abstraction abilities), motor development (including postural patterns), and testing situations (such as subtle changes in muscular tension in response to stimuli). (CL)