This final report describes the activities and outcomes of a project designed to develop and establish a psychoeducational assessment model to enhance the ability of educators, psychologists, and learning specialists to design and conduct meaningful evaluations of students who are deaf-blind. By focusing on psychoeducational assessment, this project sought to address several longstanding concerns, including the absence of uniform guidelines for evaluation, the lack of field-based training materials and resources on the process of assessment, the shortage of evaluation personnel who are familiar with specific issues of deaf-blindness, and the problem of accurately characterizing the abilities and growth of individuals for whom standard models and techniques of assessment are likely to be inappropriate. Major outcomes of the project included the development of: (1) a pragmatic model of psychoeducational assessment for school-based practitioners working in diverse settings, including a process to assist state and multi-state projects to implement "train-the-trainer" models of personnel preparation; (2) materials and resources to support self-study or inservice models of personnel preparation; and (3) a communication assessment protocol to improve competencies of practitioners to describe communication and social interaction behaviors of students with deaf-blindness. (Contains 28 references.) (CR)