Abstract
Constructing valid, useful measures of children's environments is critical for advancing knowledge about relations between environmental conditions and child well-being. The approach to constructing useful measures of children's environments varies somewhat from the approach needed to construct valid, useful measures of children's personal characteristics. The commentary includes a review of literature on the distinction between reflective indicators and causal/formative indicators because it applies to the construction of measures of human environments. It also offers suggestions on how to select indicators for inclusion in measures of the environment and how to select assessments of child outcomes for validating measures of children's environments.
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