Several studies reported a higher prevalence of maladaptive behaviors in children and adolescents with visual impairments (that is, those who are blind or have low vision) compared with typically developing youths. Early studies reported that up to 57% of youths with visual impairments also have mental health problems. These include problems with attention, anxiety, decreased initiative and communication, aggression, and low self-esteem. Some of the children and adolescents with visual impairments develop serious manneristic or stereotypical behaviors (eye poking or rocking) or self injurious behaviors like head hitting or self biting. Specifically, the risk of persistent problem behaviors is elevated in youths who present a combination of visual impairment and intellectual disabilities. The BPI-S is a well-established, informant based behavior-rating instrument that was designed to assess maladaptive behaviors in individuals with intellectual disabilities. A short form (Behavior Problems Inventory-- Short Form, BPI-S; Rojahn et al., 2012a, 2012b) is available. As the BPI-S includes various items that describe behaviors exhibited by youths with visual impairments, it was used in the current study. The purpose of this project was to explore the utility of the BPI-S to describe various forms of maladaptive behaviors in children and adolescents with visual impairments, and to provide data to estimate if there are differences in specific forms of stereotypical, self-injurious, or aggressive or destructive behaviors in youths who are blind as compared to youths with low vision. As an implication for clinical practice, the authors recommend the use of the BPI-S as an instrument to identify youths with visual impairments who are in need of positive behavior support. Practitioners can use the BPI-S to describe the specific form of aggressive, stereotypical, or self-injurious behavior as a target for intervention, and to evaluate the effects of behavioral interventions. However, more research is needed to provide data on the reliability of BPI-S-ratings with children and adolescents with visual impairments and the correspondence with direct observational methods. A behavior rating form like the BPI-S can be seen as a first step for assessment that must be followed by a systematic functional analysis.