Massachusetts CHILD AND ADOLESCENT NEEDS AND STRENGTHS Ages Birth through Four
Child Name: ____________________________________________________________________________________
Organization Name ___________________________________________ Other:_________________________
MassHealth ID:
Name (Last, First)
DOB (mm/dd/yyyy)
Gender
M
F
O
RACE: Check up to three races that the client identifies as
White
Native Hawaiian or other Pacific
Islander
American Indian/Alaska Native
(Wampanoag)
Chooses not to Self-Identify
American Indian/Alaska Native
(Other Tribal Nation)
Other
Asian
ETHNICITY: Check up to three ethnicities that the client identifies as
American
French
Other Asian
Afghan
French Canadian
Other Caribbean
African American
German
Other European
Albanian
Ghanian
Other Latin America
Arab
Greek
Pakistani
Argentinean
Guatemalan
Panamanian
Armenian
Haitian
Peruvian
Asian Indian
Hmong
Polish
Austrian
Honduran
Portuguese
Belgian
Hungarian
Puerto Rican
Bhutanese
Indonesian
Romanian
Brazilian
Iranian
Russian
British
Iraqi
Salvadoran
Bulgarian
Irish
Scandinavian
Cambodian
Israeli
Scottish
Canadian
Italian
Scottish Irish
Cape Verdean
Jamaican
Sierra Leonean
Chilean
Japanese
Somalian
Chinese
Kenyan
Sudanese
Columbian
Korean
Swedish
Costa Rican
Laotian
Swiss
Cuban
Latvian
Syrian
Czech
Lebanese
Thai
Danish
Liberian
Turkish
Dominican
Lithuanian
Ugandan
Dutch
Mexican
Ukrainian
Ecuadorian
Moldovian
Venezuelan
Egyptian
Moroccan
Vietnamese
English
Myanmar/Burmese
Welsh
Ethiopian
Nigerian
West Indian
Filipino
Norwegian
Chooses not to self-identify
Finnish
Other African
Other
Updated February 2015 CANS copyright is held by the Praed Foundation 1
Massachusetts CHILD AND ADOLESCENT NEEDS AND STRENGTHS Ages Birth through Four
Child Name: ____________________________________________________________________________________
Organization Name ___________________________________________ Other:_________________________
PRIMARY LANGUAGE: Identify one from the list below
English Greek Serbian-Croatian
Albanian Haitian Creole Somali
American Sign Language
Spanish
Amharic
Tagalog/Filipino
Arabic
Tamil
Armenian
Thai
Bosnian Japanese Tigrigna
Cantonese Khmer/Cambodian Turkish
Cape Verdean Korean Urdu
Chinese Lao Vietnamese
Farsi/Iranian/Persian Mandarin Yiddish
Finnish Polish Unknown
French
Other
German
LANGUAGE at HOME: Identify one from the list below
English Greek Serbian-Croatian
Albanian
Somali
American Sign Language
Spanish
Amharic
Tagalog/Filipino
Arabic
Tamil
Armenian Italian Thai
Bosnian Japanese Tigrigna
Cantonese Khmer/Cambodian Turkish
Cape Verdean Korean Urdu
Chinese Lao Vietnamese
Farsi/Iranian/Persian Mandarin Yiddish
Finnish
Unknown
French
Other
German
REFERRED by: Check one from the list below
Inpatient Behavioral Health Unit
DYS
Clergy
Emergency Services provider
Court
Managed Care Company
CBAT
School
Other behavioral health provider
DMH
Primary Care Provider
Other
DDS
Family member
DCF
Friend
Updated February 2015 CANS copyright is held by the Praed Foundation 2
Massachusetts CHILD AND ADOLESCENT NEEDS AND STRENGTHS Ages Birth through Four
Child Name: ____________________________________________________________________________________
Organization Name ___________________________________________ Other:_________________________
Identifying Children /Adolescents with Serious Emotional Disturbances
1
Serious Emotional Disturbance (SED) is a term that encompasses one or more mental illnesses or conditions. Whether a
member has a SED can be determined by applying either Part I or Part II, below, or both. Identifying a child as having
SED is one step in the determination of medical necessity for Intensive Care Coordination. In addition, MassHealth will
be tracking SED determinations to guide service system improvements for children and families. Accurate identification
of children with SED will help MassHealth improve services for this population in the future.
A child may have a SED under Part I or Part II or both
2
. All criteria in part 1 and part 2 must be considered and ruled in or
out.
Part I:
Please answer the following questions according to your current knowledge of the child or adolescent:
1. Does the child currently have, or at any time in the last 12 months has had, a diagnosable DSM-5 or ICD-10
disorder(s)? Developmental disorders, substance abuse disorders or V-codes are not included unless they co-
occur with another DSM-5 or ICD-10 diagnosis.
Yes No
2.
If yes to question 1, please indicate whether those diagnoses resulted in functional impairment, which
substantially interferes with, or limits, the child’s role or functioning in any of the following areas. (Functional
impairment is defined as difficulties, which substantially interfere with or limit his or her ability to achieve or
maintain one or more developmentally appropriate social, behavioral, cognitive, communicative, or adaptive
skills. Functional impairments of episodic, recurrent, and continuous duration are included unless they are
temporary and expected responses to stressful events in the environment)
Family School Community activities No functional impairment as defined
3.
If yes to question 1, and you checked “no functional impairment as defined” in question 2: Would the child have
met one or more of the functional impairment criteria in question 2 without the benefit of treatment? (Children
who would have met functional impairment criteria during the year without the benefit of treatment or other
support services are included.)
Yes No
Part II:
4. Please indicate if the child has exhibited any of the following over a long period of time and to a marked
degree that adversely affects the child’s educational performance:
(a) An inability to learn that cannot be explained due to intellectual, sensory, or health factors.
Yes No
1
SED = “Serious emotional disturbance”
2
The determination that a child meets these clinical criteria is not an evaluation under federal and state laws addressing special
education
.
Updated February 2015 CANS copyright is held by the Praed Foundation 3
Massachusetts CHILD AND ADOLESCENT NEEDS AND STRENGTHS Ages Birth through Four
Child Name: ____________________________________________________________________________________
Organization Name ___________________________________________ Other:_________________________
If yes to (a), is this solely the result of autism, mental retardation, specific learning disability,
hearing impairment, visual impairment, deaf-blindness, speech or language impairment, orthopedic
impairment, traumatic brain injury, other health impairment, or multiple disabilities not including a
serious emotional disturbance?
Yes No
(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
Yes No
If yes to (b), is this solely the result of autism, mental retardation, specific learning disability,
hearing impairment, visual impairment, deaf-blindness, speech or language impairment, orthopedic
impairment, traumatic brain injury, other health impairment, or multiple disabilities not including a
serious emotional disturbance?
Yes No
(c) Inappropriate types of behavior or feelings under normal circumstances. Yes No
If yes to (c), is this solely the result of autism, mental retardation, specific learning disability,
hearing impairment, visual impairment, deaf-blindness, speech or language impairment, orthopedic
impairment, traumatic brain injury, other health impairment, or multiple disabilities not including a
serious emotional disturbance?
Yes No
(d) A general pervasive mood of unhappiness or depression. Yes No
If yes to (d), is this solely the result of autism, mental retardation, specific learning disability,
hearing impairment, visual impairment, deaf-blindness, speech or language impairment, orthopedic
impairment, traumatic brain injury, other health impairment, or multiple disabilities not including a
serious emotional disturbance?
Yes No
(e) A tendency to develop physical symptoms or fears associated with personal or school problems.
Yes No
If yes to (e), is this solely the result of autism, mental retardation, specific learning disability,
hearing impairment, visual impairment, deaf-blindness, speech or language impairment, orthopedic
impairment, traumatic brain injury, other health impairment, or multiple disabilities not including a
serious emotional disturbance?
Yes No
5. Please check this box if you identified a functional impairment in question 2 or answered “yes” to
question 3
The child /adolescent has SED under Part I.
6. Please check this box if you checked one or more “no” boxes in the right hand column of question 4 →
The child /adolescent has SED under Part II.
Clinician name, degree (print):
Clinician signature:
Date: _________________________
Updated February 2015 CANS copyright is held by the Praed Foundation 4
Massachusetts CHILD AND ADOLESCENT NEEDS AND STRENGTHS Ages Birth through Four
Child Name: ____________________________________________________________________________________
Organization Name ___________________________________________ Other:_________________________
Massachusetts Child and Adolescent Needs and Strengths (CANS)
Needs Scale Key = Please rate the highest level of need in the past 30 days (unless otherwise specified).
0 = No evidence or no reason to believe that the rated item requires any action.
1 = A need for watchful waiting, monitoring or possibly preventive action.
2 = A need for action. Some strategy is needed to address the problem/need.
3 = A need for immediate or intensive action. This level indicates an immediate safety concern or a priority for intervention.
LIFE DOMAIN FUNCTIONING
0
1
2
3
0
1
2
3
1. Family
9.
Motor
2. Living Situation
10.
Comm., Comp & Express.
3. Preschool/Childcare
11.
Medical
4. Social Functioning
12.
Physical
5. Recreation/Play
13.
Sleep
6. Developmental Delay
14.
Feeding Disorders
7. Self-Care
15.
Parent/Child Interaction
8. Sensory
16.
Relationship Permanence
17. Comments on LIFE DOMAIN FUNCTIONING
CHILD BEHAVIORAL/EMOTIONAL NEEDS
0
1
2
3
0
1
2
3
18. Attachment
23. Hyperactivity/Impulsivity
19. Regulatory: Body/Emotional
24. Oppositional
20. Depression
25. Adjustment to Trauma
21. Anxiety
26. Attention
22. Atypical Behaviors
27. Comments on CHILD BEHAVIORAL/EMOTIONAL NEEDS
Updated February 2015 CANS copyright is held by the Praed Foundation 5
Massachusetts CHILD AND ADOLESCENT NEEDS AND STRENGTHS Ages Birth through Four
Child Name: ____________________________________________________________________________________
Organization Name ___________________________________________ Other:_________________________
CHILD RISK FACTORS & BEHAVIORS
0
1
2
3
0
1
2
3
28. Self-Harm
30. Aggression
29. Sanction Seeking Behavior
31. Frustration Toler./Tantrum
32. Comments on CHILD RISK FACTORS & BEHAVIORS
Strengths Scale Key = Please rate the highest level of strength in the past 30 days (unless otherwise
specified).
0 = Significant strength or strength can be used as a centerpiece for strength-based treatment plan.
1 = Strength exists or can be useful in treatment plan.
2 = Potential strength or requires significant strength building in order to be used in treatment plan.
3 = No strength identified at this time or efforts may be required to identify strengths in order to be used in treatment plan.
CHILD STRENGTHS
0
1
2
3
0
1
2
3
33. Family
37. Curiosity
34. Interpersonal
38. Playfulness
35. Adaptability
39. Creativity/Imagination
36. Persistence
40. Confidence
41. Comments on CHILD STRENGTHS
Needs Scale Key = Please rate the highest level of need in the past 30 days (unless otherwise specified).
0 = No evidence or no reason to believe that the rated item requires any action.
1 = A need for watchful waiting, monitoring or possibly prevention action.
2 = A need for action. Some strategy is needed to address the problem/need.
3 = A need for immediate or intensive action. This level indicates an immediate safety concern or a priority for intervention.
N/A = There is no permanent caregiver known at this time.
Updated February 2015 CANS copyright is held by the Praed Foundation 6
Massachusetts CHILD AND ADOLESCENT NEEDS AND STRENGTHS Ages Birth through Four
Child Name: ____________________________________________________________________________________
Organization Name ___________________________________________ Other:_________________________
CULTURAL CONSIDERATIONS
0
1
2
3
0
1
2
3
42. Language
45. Cultural Differences within a
Family
43. Discrimination/Bias
46. Youth/Family Relationship to
System
44. Cultural Identity
47. Agreement about Strengths
and Needs
48. Comments on CULTURAL CONSIDERATIONS
CAREGIVER RESOURCES AND NEEDS
Caregiver Name
Caregiver Relationship to child:
0
1
2
3
N/A
0
1
2
3
N/A
49. Medical/Physical
55. Supervision
50. Mental Health
56. Involvement
51. Substance Use
57. Organization
52. Developmental Delay
58. Natural Supports
53. Family Stress
59. Financial Resources
54. Housing Stability
60. Comments on CAREGIVER RESOURCES AND NEEDS
Updated February 2015 CANS copyright is held by the Praed Foundation 7
Massachusetts CHILD AND ADOLESCENT NEEDS AND STRENGTHS Ages Birth through Four
Child Name: ____________________________________________________________________________________
Organization Name ___________________________________________ Other:_________________________
Diagnostic Factors:
61. Medical Conditions:
62. Psychosocial and Environmental Stressors:
No Dx
Problems with Primary Support Group
Problems Related to Social Environment
Educational Problems
Occupational Problems
Housing Problems
Problems with Access to Health Services
Problems Related to Interactions with
Other Psychosocial and Environmental Stressors
63. CGAS (0-100):
For additional information regarding the CGAS: Shaffer, D., Gould, M.
S., Brasic, J., Ambrosini, P., Fisher, P., Bird, H., & Aluwahlia, S. (1983).
A Children's Global Assessment Scale (CGAS). Archives of General
Psychiatry, 40(11), 1228-1231.
0
1
2
3
64. Diagnostic Certainty
65. Prognosis
65. Comments on DIAGNOSIS
SUMMARY:
66.
Updated February 2015 CANS copyright is held by the Praed Foundation 8
Massachusetts CHILD AND ADOLESCENT NEEDS AND STRENGTHS Ages Birth through Four
Child Name: ____________________________________________________________________________________
Organization Name ___________________________________________ Other:_________________________
CLINICIAN
Clinician Name/Degree:
Clinician Signature:
Date:
Complete
Incomplete but Final
Reason:
Client did not return
Other:
Updated February 2015 CANS copyright is held by the Praed Foundation 9