Academic and Social Self-Efficacy Scale (ASSESS) measures academic and social self-efficacy of elementary school students. It can be used to predict academic and social outcomes.

The AML-R is a 12-item, teacher-completed, quick-screening tool that aids in identifying children experiencing school adjustment problems. Comparison of a child’s relative position across three scales can help to identify a particular problem area and assist mental health professionals in determining an approach that will best meet a child’s specific needs.

The Behavior Intervention Monitoring Assessment System-Parent Form (BIMAS-2) measures social, emotional, and behavioral functioning in children and adolescents ages 5 to 18 years. BIMAS-2 can be used for behavioral screening, monitoring student progress, or evaluating interventions and programs designed to address behavioral concerns and adaptive skills.

Designed for use in schools, mental health clinics, juvenile justice settings, and child welfare agencies, the Behavioral and Emotional Rating Scale – Second Edition (BERS-2) helps to measure the personal strengths and competencies of children ages 5-0 through 18-11.

The BASC-3 BESS is designed to quickly and efficiently assess the Behavioral and emotional risks and overall mental health status of children ages 3:0 to 18:11. The BASC-3 BESS is a general measure of functioning in settings where it is prohibitive to administer longer BASC-3 TRS/PRS/SRP forms. It is generally used as an intake screener in private practice or as a group-wide screening tool (Tier 1) in schools.

BEISY is a simple and quick-to-complete screener of externalizing and internalizing problems among students.

The Child Rating Scale (CRS) is used as a screening measure to rate a child’s problem behaviors. It also exists as a parent rating form (P-CRS) and teacher rating form (T-CRS).

The Communities That Care Youth Survey (CTC) assesses risk factors and protective factors that research suggests are critical to understanding and preventing substance abuse.

The Delaware Social-Emotional Competency Scale (DSECS-S) assesses students’ social-emotional competencies that are aligned with the CASEL framework. It was designed to be used by schools to monitor programs that develop social-emotional competencies.

The DAP assesses young people’s strengths, supports, and other noncognitive factors critical for success in life. The DAP can be used to plan positive youth development programs or to identify areas in need of strengthening.