Teaching · Related Services

Two caregivers, one student. See where their ratings meet.

Enter each caregiver’s scales with the cut points from the manual. The summary checks validity, sorts the scales of concern, and separates shared concerns from ones only one caregiver reports.

Start a results recordWhat 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 results record

One record per set of caregiver forms, dated. The example is made up, cut points included.

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What you get

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

What you finish with
Validity first, the scales of concern sorted by the manual’s cut points, and caregiver agreement scale by scale, with notes for the write-up.
Who it is for
School psychologists, evaluation team members and school counselors.
Format
Browser organizer. One saved record per set of forms; printed with its summary or as a blank form; CSV of scales; 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.
ABtwo homes, two views
Drawn for this page. Each caregiver sees the student at different hours and in different places; their ratings carry that.

How to use it

  1. Name the raters by letter and relationship, never by name.
  2. Copy the cut points from the manual for problem and adaptive scales.
  3. Enter the validity indexes, then each scale and T score with its rater.
  4. Note changes at home that might show in the ratings.
  5. Read validity first, then the agreement.

Start a results record

What the organizer does

Agreement and difference

Two caregivers rarely rate the same student identically. A concern both report is stronger evidence; a concern one reports may reflect when and where that caregiver sees the student. The summary shows both kinds.

Language of the form

A form read in a language the caregiver does not read well can misstate their view. The record notes it and the summary asks you to confirm key items in conversation.

What it is not

It holds no norms and makes no diagnosis. Cut points come from the manual you copy them from; no percentiles are worked out here.

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. Individuals with Disabilities Education Act, 34 CFR 300.304(b) and (c), and 300.322(e) on interpreters for parents.
  4. American Educational Research Association, American Psychological Association and National Council on Measurement in Education (2014). Standards for Educational and Psychological Testing.

The example student, ratings and cut points are made up; scale names are generic. Support: team@caveatacademic.com.