Different deviations of children and youths of school age are signi-ficant indicators of a condition that requires greater involvement of all social factors. If a timely intervention doesn’t meet these phenomena, they can soon turn into more acute forms of behavior disorders. A significant scientific and professional question is how to determine the type, the shape, and the program of treating children and youths with behavior disorders at school age, based on the data and indicators in the diagnostic process. The quality of these processes is a prerequisite of a successful social-pedagogical and other professional work. Therefore, this paper attempts to explain the diagnostic processes and treatment differentiation, including their mutual interrelation. It also aims to dart/ the cri-teria for the behavior disorder assessment including those for the children’s and youths’ treatment selection. In order to do so, various instruments are important, especially those that include a wide range of risks and needs, and assist professi-onals in their assessment and planning further activities for children and youths with a risky behavior.
