The Assessment-Intervention Model for Deaf-Blind Students (AIM) was field tested with 37 deaf-blind students, and their progress was compared to that of 40 students in schools using other curricula. Newly developed assessment techniques show that AIM is an effective means of educating deaf-blind students. Analysis of the assessment using the Behavior Rating Instrument for Autistic and Other Atypical Children (BRIAAC) supports claims for AIM's sensitivity to the small behavioral changes typical of these children. The results support the approaches to assessment and instruction exemplified by AIM and BRIAAC.
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