A comparison between parent and teacher ratings of 109 school children on the French version of the Nisonger Child Behavior Rating Form, which measures social competence and problem behaviors of children with developmental disabilities, was conducted. Results indicated no significant differences between parent and teacher ratings on the two social competence subscales and two problem behavior subscales. Ratings differed significantly on three problem behavior subscales: (a) Conduct Problem, (b) Insecure/Anxious, and (c) Hyperactive. These results may be indicative of complementary information according to the context (home vs. school). Also, results support the premise that it is important to collect information from multiple sources in order to obtain a complete and global assessment of the child's problem behavior/psychopathology.