ABSTRACT
School professionals are faced with the challenge of effectively assessing and serving students with mental health needs, including students with emotional and behavioral disorders (EBD). Best practices in behav-
5 ioral assessment dictate that professionals use psychometrically sound instruments that will allow for multiple perspectives on a child's behavior. Information gathered from multiple contexts and environments is important; it provides a more holistic picture of the
10 youth because informants may interact differently with the youth, observe the youth in different contexts, and contribute unique and divergent perspectives on children's behavior (Phares, Compas, & Howell, 1989; Achenbach et al., 1987). Furthermore, multiple per-
15 spectives of children's behavior provide valuable in-
formation necessary to identify problems and plan interventions (Grills & Ollendick, 2003).
