Interobserver agreement of children's problem behavior was assessed using t
wo samples of special education students ages 5 to 18 years. The first samp
le had observers from the same setting (N = 71); the second sample (N = 182
) had observers from different settings with no concurrent observation. Reg
ular and special education teachers and aides completed the Adjustment Scal
es for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993).
Inter- and intraclass correlations were generally significant for both samp
les, with some exceptions. Substantial interobserver agreement was found fo
r the same-setting sample; however, agreement coefficients were lower for t
he different-setting sample and some level effects were noted. Overall, int
erobserver agreement for the ASCA was supported in common settings, but rat
ing variability was evident across classrooms and appears indicative of con
textual influences on behavior.