The descriptive study explored the cognitive and linguistic performances of 63 multiply handicapped preschool children (ages 37 to 71 months). Five measures, such as the Peabody Picture Vocabulary Test, were used to assess the Ss, who were classified in one of three groups (cerebral palsied, other neurologically impaired, nonneurologically impaired). Findings revealed that the three classifications did not differ in performance on any of the measures selected. Among differences between the experimental group and nonhandicapped children were lower performance on the language saturated test of cognitive function and a receptive language measure of noun and action concepts. The Preschool Preposition Test and five tables of research data are appended. (PHR)