I had to do that because most places will give the teacher's form way more weight than the parents. When the two forms conflict, they consider the parents unreliable (the basc manuals and their training actually instruct this). I needed concrete evidence the teacher's form was unreliable. I submitted all of the forms with the recording. I also submitted all of the in-class observations.
I just have to reassure you that this is not actually true. I use the BASC-2 often, and there are most definitely validity checks in it to flag when teachers are being excessively negative in their perceptions, or when their responses are inconsistent, or otherwise unreliable. I just double-checked my manual regarding inconsistencies between teachers and parents, and this is what it says: "It is important to consider, however, that a child might simply behave differently in the presence of one respondent as compared to another, or in one setting versus another. Use of the (observation) or (developmental history) may help clarify whether this is the case." It goes on to suggest that one should obtain ratings from multiple raters, so that one has some possibility for identifying outliers among the raters. (I usually send out between two and four to academic teachers, one or two to parents (say, if the child has a shared custody arrangement), and have the child (above age six) complete one.)
If this comes up again, request that the examiner have multiple ratings done by the school (in an elementary-age student with a single academic teacher, that might mean asking specialist teachers to complete them). You can also have other community members who see the child frequently complete forms, such as coaches, dance teachers, religious ed. teachers, etc.
