Evaluated was the use of the Azusa developmental scale with 16 deaf blind children in a completed study and 124 deaf blind children in an ongoing study to determine the scale's usefulness for objective evaluation of behavior change, instructional planning, and program evaluation. The children in the first study were rated on the performance objectives before and after 7 months of program participation. Scores were compared with normal developmental norms for nonhandicapped children. The scale evaluated the following areas: socialization, daily living skills, motor development, perceptual abilities, and language development. Greatest mean progress tended to occur in perceptual abilities (15 months) and socialization (14 months) while least progress was made in language development (9 months). Eating and toileting skills showed the greatest progress among areas of daily living skills. In the motor development section greater progress was found for fine motor control than for gross motor skills which were at a higher level at both pretesting and posttesting. The children in the program progressed at a rate greater than would be expected from normally developing children suggesting that the handicapped children are "catching up" to their normally developing peers. Results of the second study should provide more complete data on subgroups of deaf blind children. The Azusa scale was found to be appropriate for measuring developmental progress, improving instruction, and evaluating programs for deaf blind children. (DB)