Behavioral ratings and checklists are frequently used in assessing children, adolescents and adults. Behavioral rating systems are very easy to administer and can provide both reliable and valid information. The use of multiple informants can provide estimates of the reliability and, therefore, the validity of results. Behavioral rating and multi-informant instruments can be used effectively to identify symptoms and signs of behavioral problems, syndromes and psychopathology. Behavioral observations and ratings over time and from multiple sources can provide information about the variability and consistency of symptoms, potential problems and disorders.

Information from several perspectives and in numerous settings are invaluable in screening, evaluation, diagnosis and treatment. The consensus of several observers is normally more reliable and valid than self-observation from children who are prone to motivational distortion. Additionally, behavioral ratings are more reliable methods to mark changes in behavior as well as deterioration of a child’s functioning. Diagnoses, treatment recommendations, and more importantly, a useful understanding, can be established from use of objectives behavioral ratings.

InCrisis surveys and reports are based on research principles that repeatedly demonstrate reliable and accurate data with content and concurrent validity can produce useful perspectives for professionals seeking symptom information. The objective result can also be useful in developing treatment recommendations and making a diagnosis. It is a basic psychometric principle that the upper limit of validity is determined by the reliability and thoroughness of the information gathered and analyzed. Behavioral ratings and checklists that gather reliable and accurate data based on valid content can be used to identify concurrent and future problems.

The consistency and completeness of information gathered directly from individual youth at-risk is less reliable than adult observers, especially when these youth are defensive, dishonest and withholding critical information. The reasons are simple and obvious. Children are not forthright with examiners in offices when privileges and freedoms are at stake. Furthermore, many children are not very self-observant. One does not require research to demonstrate that children are selective in the information they report or recall. Memory and motivational distortion is a significant problem when attempting to gather reliable, complete and accurate information – especially during brief office interviews with professionals who have not established a bond with subjects. Unless a trusted and valued relationship is established, a child's, or even an adult’s reports to an evaluator will be less than complete and, therefore, unreliable. The results of incomplete and distorted information cannot be valid. The potential impact of invalid information can be devastating. Some of these impacts include misdiagnosis, failure to identify problems, educational failure, socialization problems, improper treatment and the misuse of medications.

Objective observation is critical to the task of evaluation, diagnosis, treatment planning and intervention. Without objective, detailed and thorough evaluation, useful and meaningful information cannot be generated. The purpose of evaluation is not just to understand behavior but to help guide and direct this behavior over time. In order to do this, a professional must have a thorough history and clinical interview . This information and any recommendations that logically follow are essential for any teacher, health care professional or parent who is invested in helping their children, students, clients and patients.

Dated: June 27, 2009