School psychologists engaged in ecological assessment need to measure the degree to which children's behaviors fit the demands of the school environment. Although no standardized instruments serve that purpose, rating scales and simulation/role plays can be adapted to measure the person-environment (PE) fit. Although most behavior rating scales address deviance and pathology, the Health Resources Inventory (Gesten, 1976) lends itself to an ecological approach since it measures classroom competencies in five subscales: good student; gutsy (assertive behavior); peer sociability; follows rules; frustration tolerance. To obtain a PE fit score, the teacher rates her/his expectations of the typical student (environmental demand) and then substracts that factor from her/his rating of the referred student (individual competencies). In using simulation/role plays, situational expectations can be contrasted with individual competencies to assess PE fit. The Adolescent Problem Inventory, which presents 44 situations commonly encountered by adolescent boys, can be used in an ecological assessment by subtracting adequate environmental competence from student responses. From the 44 items on the inventory, a picture of the student's strengths and deficits in regard to stimulus (e.g., parents, peers) or response demands (e.g., asking for helping, refusing the request) can be developed. This approach allows for the direct observation of diverse behaviors. (BL)