Also there is limited instrumentation available for teachers to apply in this domain. One scale developed by Myklebust and demonstrated to be useful with 3rd and 4th grade students has been described as having valid statistical properties (Pihl and Nagy, 1980). Richey and Willis (1982) have pointed out that in order to effectively develop and implement individual educational programs for juvenile delinquents, one must have specific knowledge of how the student is performing/behaving in the classrooms. So there is a need to evaluate ways of observing and rating these students. Further, no studies have been found which considered the students' assessment of their own performance. There is an assumption that the more aware and accurate a student is in his self-evaluation, the better equipped he is to state realistic goals and, in fact, to participate in the planning process. Emphasis is placed in Federal legislation, PL 94-142 (The Education for All Handicapped Children Act of 1975), on the importance and desirability of direct involvement for special needs children and youth in the development of their individual education plan (IEP). The intents of the present study were (1) to evaluate the efficacy of a teacher rating scale with juvenile delinquents and (2) to evaluate the students' self-assessment. (Author abstract)