This article reports the development and standardization of the teacher version of the Child Behavior Profile for boys aged 6-11. The teacher Profile is scored from the Teacher's Report Form (TRF), a behavior checklist designed to obtain teachers' reports of children's problem behavior, school performance, and adaptive functioning. Factor analysis of TRFs completed on 450 clinically referred boys yielded eight behavior problem syndromes labeled Anxious, Social Withdrawal, Unpopular, Self-Destructive, Obsessive-Compulsive, Inattentive, Nervous-Overactive, and Aggressive. The first two formed a second-order factor labeled Internalizing, whereas the last three formed a second^order factor labeled Externalizing. Norms have been constructed from a sample of 300 randomly selected nonreferred boys. Compared to normal boys, disturbed boys scored significantly higher on all behavior problem scales and significantly lower on teacher-reported school performance and adaptive functioning. One-week test-retest reliability averaged .89 for the behavior problem scales, whereas 2-and 4-month stability averaged .77 and .64, respectively. Computerand hand-scored versions of the new teacher Profile are described.This article reports the development of the teacher component of a behavioral assessment battery designed to serve diverse clinical, research, and training purposes pertaining to disturbed children. No informant-whether it is a parent, teacher, trained observer, clinician, or child-can provide a totally comprehensive and veridical picture of a child's behavior. Each type of informant embodies unique perspectives, qualifications, and biases. Our goal has therefore been to develop a set of assessment instruments that will capitalize on the descriptive and predictive power obtainable from each informant. Each component of this battery can stand by itself as an assessment tool, but the ultimate goal is a coordinated assessment package that will facilitate the construction of an integrated picture of a child's behavior.The components of this assessment battery are designed to tap a broad range of behavioral problems and adaptive competencies. Al-