Teaching · Related Services

When the raters disagree, write that down too.

Enter each scale for each rater, your observations and the student’s strengths. The page sorts what more than one rater saw from what only one did, and drafts the section for the report and for the family.

Start a narrativeWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 152 items.

The behavioral and emotional section

One record per evaluation, dated. The example is made up.

Loading the form. If nothing appears, turn on JavaScript.

What you get

Teaching · Related Services$12 · included with Classroom and Whole-school licenses

What you finish with
A draft behavioral and emotional section for one evaluation, with agreement across raters spelled out, in report wording and family wording.
Who it is for
School psychologists, school social workers and educational diagnosticians writing evaluation reports.
Format
Browser organizer. One saved record per evaluation; printed with both drafts or as a blank form; CSV of the ratings; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Related Services toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Related Services space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
teacherparentstudentone studentthree views, all of them findings
Drawn for this page. When the teacher, the parent and the student see different things, the difference tells you about settings, not about who is right.

How to use it

  1. List the sources, and say whether every rating form was acceptable.
  2. Add one row per scale and rater, typing the scale name the same way each time.
  3. Classify each T score with the scale’s own manual.
  4. Add observations in observable terms with how often, and the student’s strengths.
  5. Read where raters agree and differ, then edit the drafts in your report template.

Start a narrative

How the drafts are built

Why agreement matters

A large review of cross-informant studies found only modest agreement between parents, teachers and children rating the same child, higher between raters who see the child in the same setting. A concern seen by several raters in several settings is a different finding from one seen by one rater in one place, and both are worth reporting.

Why self-report gets its own note

Students often report more worry and sadness than the adults around them notice. When only the student rates anxiety high, that is a reason to listen, not to discount the score.

What it is not

It holds no cut points or labels: you classify each score with the manual. Ratings and observations describe behavior; they do not make a diagnosis, and the drafts never name one.

Sources

  1. Achenbach, T. M., McConaughy, S. H., and Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101(2), 213-232.
  2. De Los Reyes, A., and others (2015). The validity of the multi-informant approach to assessing child and adolescent mental health. Psychological Bulletin, 141(4), 858-900.
  3. National Association of School Psychologists (2020). Principles for Professional Ethics, standard II.3: reports understandable to those who receive them.
  4. Individuals with Disabilities Education Act, 34 CFR 300.304(c)(4): the child is assessed in everything related to the suspected disability, including social and emotional status.

The example student, ratings and observations are made up. Support: team@caveatacademic.com.