Project Word-Back, an exploratory followup study of 21 young deaf-blind (Rubella) children (6 to 9 years old), was conducted to establish a tentative reference source of information, obtain teacher estimates on selected aspects of the current functioning level of a sample of children, and provide basic data from which hypotheses may be formulated for further study and which can be used in program planning. Four instruments were developed and used for making a classroom observation, interviewing teachers and parents, and examining cumulative records. Data were collected regarding language and communication skills, cognitive development, social and emotional development, self help performance, perceptual development (auditory, tactile, and visual), and both gross and fine motor performance. Three indications from the tabulated data were: all of the deaf-blind (Rubella) children in the sample made functional gains; 10 of the 21 children made substantial gains in functioning level as well as unexpected school progress; the children in the older age group outperformed the children of the younger age group in reported functioning level gains since diagnostic school evaluations; parents reported that their children were making a great deal of progress in their parent school programs; and many parents believed that the progress was due to the availability of full-time public school programs for deaf-blind children. Suggestions for further areas of research with deaf-blind (Rubella) children included the processing of multiple sensory stimuli, the types of responses that can or should be required from the children in learning situations, and the effect of an appropriate peer model on children's performance. (Author/SW)