RESUMEN
@#Objective To study the variability of Traditional Chinese version of the Psycho-educational Profile-3rd edition (PEP-3) and Simplified Chinese version of the Psycho-educational Profile (C-PEP) as evaluating the special children. Methods 194 special children were evaluated with C-PEP and PEP-3 from April, 2011 to December, 2014. The scores of cognitive verbal/preverbal, expressive language, recep-tive language, gross motor, fine motor, visual-motor imitation, and communication and physical ability were compared. Results There were significant diferences in all the dimensions between PEP-3 and C-PEP scales (Z>3.446, P<0.01) except cognitive verbal/preverbal (Z=0.912, P=0.362). Conclusion There was difference between PEP-3 and C-PEP for the evaluation of special children.