The conceptual foundation for Direct Behavior Rating as a behavior assessment method is reviewed. A contemporary definition of Direct Behavior Rating is framed as combining strengths of systematic direct observation and behavior rating scales, which may result in a usable and defensible assessment tool for educators engaged in formative purposes. The rationale behind development of Direct Behavior Rating Single Item Scales as general outcome measures for school-based behavioral risk is provided. Research related to development of instrumentation and procedures for Direct Behavior Rating Single Item Scales is discussed, along with implications for future research and practice. (Contains 3 figures.)