This paper introduces an alternative to the conventional "method-oriented" approach to evaluation of interventions with people having profound/multiple intellectual disabilities (PMPID). The proposed approach uses the principles of theory-driven evaluation, based on a program theory which specifies what must be done to achieve the desired goals, what additional impacts may be anticipated, and how these goals and impacts are to be generated. The paper proposes a two-fold theory of an educational program for individuals with PMPID: that these individuals are capable of establishing meaningful relationships and that their care requires full consideration of their educational needs. The evaluation model is applied to a typical program for individuals with PMPID with the identification of concrete goals and the use of questionnaires, observations, interviews, and document analysis to evaluate four programmatic levels: information, training, support, and written directions. Application of these principles to three evaluation studies is briefly reported. (Contains 23 references.) (DB)