Various educational mandates, including the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), and educational approaches, such as Response to Intervention (RTI) and Positive Behavior Supports (PBS), require use of objective data to inform decision making for academics and behavior. However, some traditional methods of objective data collection are often not applied to problems of a social-emotional origin. This article outlines the need for and benefit of strengthening data collection procedures through the use of direct observation, in tandem with other standardized assessments, to produce more reliable and valid data regarding social-emotional student concerns. School social workers, integral to the process of assessment and intervention development, should utilize these methods to create improved behavioral outcomes for students and families.