| Children's Global Assessment Scale | |
|---|---|
| Synonyms | CGAS |
| Purpose | used by mental health clinicians to rate the general functioning of youths under the age of 18 |
The Children's Global Assessment Scale (CGAS) is a numeric scale used by mental health clinicians to rate the general functioning of youths under the age of 18.[1] Scores range from 1 to 90 or 1 to 100, with high scores indicating better functioning. Some versions omit the range from 91-100, as scores in this range would mean "superior functioning"—which rarely would be seen among people seeking health services.
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Introduction to the Cambridge English Scale
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Transcription
The Cambridge English Scale is the new and enhanced way we will be reporting results for some of our exams from 2015. It builds on the way we currently report results and is based on many years of research. It will provide simpler, clearer and more detailed results. What is the Cambridge English Scale? The Cambridge English Scale is a range of scores used to report results for Cambridge English exams. You may be familiar with the Common European Framework of Reference for Languages or CEFR. It is the international standard for describing ability in languages and is a broad reference scale of language proficiency. The Cambridge English Scale is designed to complement the CEFR. The difference is that the scale gives a more detailed result than the CEFR alone. See how both of these candidates are at level B2 but their scores on the scale show that one has a higher level of English than the other. Results for almost all Cambridge English exams will be reported on the Cambridge English Scale, starting with Cambridge English First including First for Schools, Cambridge English Advanced and Cambridge English Proficiency. IELTS is mapped to but will not be reported on the Cambridge English Scale. Our exams are focused on different levels of the CEFR and they are mapped to particular points on thescale. No matter which exam is taken the same level of ability is represented by the same score. So, a candidate who scores 185 taking Cambridge English First would be expected to achieve 185 in Cambridge English Advanced. This will make results easier to understand. It will also be clear to see how a learner progresses through our exams. How does it work? Scores on the Cambridge English Scale replace the standardised score and the candidate profile. Candidates receive an overall score on the Cambridge English Scale which determines the grade and CEFR level they obtain. Candidates also receive scores for each language skill they are tested on reading, writing, speaking and listening and use of English. Looking at the new statement of results you can see what the candidate has achieved in each of the different skills and how their performance in one skill compares to performance in another. These detailed results make it simple to describe the level of language skills needed for university admission or employment. Candidates and teachers also benefit from having better information about performance making it easier to identify areas for improvement. Want to know more? The Cambridge English Scale is based on our extensive research and has been developed in response to feedback from users of our exams. To find out more go to cambridgeenglish.org/cambridgeenglishscale
Application
Ratings on a CGAS scale should be independent of specific mental health diagnoses. The scale is presented and described Shaffer D, Gould MS, Brasic J, et al. (1983) A children's global assessment scale (CGAS). Archives of General Psychiatry, 40, 1228–1231. Adults are evaluated on the Global Assessment Scale (GAS), which was revised to the Global Assessment of Functioning (GAF) included as Axis V in the multiaxial system of DSM-IV-TR.[citation needed]
Score interpretation
100–91 Superior functioning in all areas (at home, at school, and with peers); involved in a wide range of activities and has many interests (e.g., has hobbies or participates in extracurricular activities or belongs to an organized group such as Scouts, etc.); likeable, confident; 'everyday' worries never get out of hand; doing well in school; no symptoms.
90–81 Good functioning in all areas; secure in family, school, and with peers; there may be transient difficulties and 'everyday' worries that occasionally get out of hand (e.g., mild anxiety associated with an important exam, occasional 'blowups' with siblings, parents or peers).
80–71 No more than slight impairments in functioning at home, at school, or with peers; some disturbance of behavior or emotional distress may be present in response to life stresses (e.g., parental separations, deaths, birth of a sibling), but these are brief and interference with functioning is transient; such children are only minimally disturbing to others and are not considered deviant by those who know them.
70–61 Some difficulty in a single area but generally functioning well (e.g., sporadic or isolated antisocial acts, such as occasionally playing hooky or petty theft; consistent minor difficulties with school work; mood changes of brief duration; fears and anxieties which do not lead to gross avoidance behaviour; self-doubts); has some meaningful interpersonal relationships; most people who do not know the child well would not consider him/her deviant but those who do know him/her well might express concern.
60–51 Variable functioning with sporadic difficulties or symptoms in several but not all social areas; disturbance would be apparent to those who encounter the child in a dysfunctional setting or time but not to those who see the child in other settings.
50–41 Moderate degree of interference in functioning in most social areas or severe impairment of functioning in one area, such as might result from, for example, suicidal preoccupations and ruminations, school refusal and other forms of anxiety, obsessive rituals, major conversion symptoms, frequent anxiety attacks, poor to inappropriate social skills, frequent episodes of aggressive or other antisocial behaviour with some preservation of meaningful social relationships.
40–31 Major impairment of functioning in several areas and unable to function in one of these areas i.e., disturbed at home, at school, with peers, or in society at large, e.g., persistent aggression without clear instigation; markedly withdrawn and isolated behaviour due to either mood or thought disturbance, suicidal attempts with clear lethal intent; such children are likely to require special schooling and/or hospitalisation or withdrawal from school (but this is not a sufficient criterion for inclusion in this category).
30–21 Unable to function in almost all areas e.g., stays at home, in ward, or in bed all day without taking part in social activities or severe impairment in reality testing or serious impairment in communication (e.g., sometimes incoherent or inappropriate).
20–11 Needs considerable supervision to prevent hurting others or self (e.g., frequently violent, repeated suicide attempts) or to maintain personal hygiene or gross impairment in all forms of communication, e.g., severe abnormalities in verbal and gestural communication, marked social aloofness, stupor, etc.
10–1 Needs constant supervision (24-hour care) due to severely aggressive or self-destructive behaviour or gross impairment in reality testing, communication, cognition, affect or personal hygiene.
See also
References
- ^ Shaffer, David; Gould, M.S.; Brasic, J.; Ambrosini, P.; Fisher, Prudence; Bird, Hector; Aluwahlia, S. (1983). "A children's global assessment scale (CGAS)". Archives of General Psychiatry. 40 (11): 1228–31. doi:10.1001/archpsyc.1983.01790100074010. PMID 6639293.
This page was last edited on 11 September 2022, at 22:09