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CANS study Guide QUESTIONS & ANSWERS 2024 ( A+ GRADED 100% VERIFIED)
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CANS study Guide QUESTIONS & ANSWERS 2024 ( A+ GRADED 100% VERIFIED)
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CANS STUDY GUIDE / 340 QUESTIONS & ANSWERS 2024( A+ GRADED 100% VERIFIED)
1. The purpose of the CANS is to accurately: represent the shared vision of the
child/youth serving system—children, youth, and families.
2. Since its primary purpose is communication, the CANS is designed based on:
communication theory rather than the psychometric theories that have influenced
most measurement development.
3. SIX KEY PRINCIPLES OF THE CANS - Items were selected because they are
each relevant to service/treatment planning.: An item exists because it might lead
you down a different pathway in terms of planning actions
4. SIX KEY PRINCIPLES OF THE CANS - Each item uses a 4-level rating
system that translates into action: Different action levels exist for needs and
strengths. For a description of these action levels please see below.
5. SIX KEY PRINCIPLES OF THE CANS - Rating should describe the youth,
not the youth in services.: If an intervention is present that is masking a need but
must stay in place, this should be factored into the rating consideration and would
result in a rating of an "actionable" need
6. SIX KEY PRINCIPLES OF THE CANS - Culture and development should be
considered prior to establishing the action levels.: Cultural sensitivity involves
considering whether cultural factors are influencing the expression of needs and
strengths. Ratings should be completed considering the youth's developmental and/or
chronological age depending on the item. In other words, anger control is not
relevant for a very young child but would be for an older youth or youth regardless
of developmental age. Alternatively, school achievement should be considered
within the framework of expectations based on the child/youth's developmental age.
7. SIX KEY PRINCIPLES OF THE CANS - The ratings are generally "agnostic
as to etiology": In other words this is a descriptive tool; it is about the "what" not
the "why." Only one item, Adjustment to Trauma, has any cause-effect judgments
8. SIX KEY PRINCIPLES OF THE CANS - A 30-day window is used for ratings
in order to make sure assessments stay relevant to the child/youth's present
circumstances.: However, the action levels can be used to over-ride the 30-day
rating period
9. The CANS is a multi-purpose tool developed to support care planning and level
of: care decision-making, to facilitate quality improvement initiatives, and to allow
for the monitoring of outcomes of services.
10. he CANS is developed from a communication perspective in order to: facilitate
the linkage between the assessment process and the design of individualized service
plans including the application of evidence-based practices.
,11. The CANS gathers information on the: child/youth's and parents/caregivers' needs
and strengths
12. Strengths are the child/youth's assets:: areas in life where he or she is doing well
or has an interest or ability.
13. Needs are areas where a child/youth requires: help or intervention.
14. he CANS helps care providers decide which of a child/youth's needs are the:
most important to address in treatment or service planning.
15. The CANS also helps identify strengths, which can be the: basis of a treatment or
service plan.
16. By working with the child/youth and family during the assessment process and
talking together about the CANS, care providers can develop a: treatment or
service plan that addresses a child/youth's strengths and needs while building strong
engagement.
17. The CANS is made up of domains that focus on various areas in a child/youth's
life, and each domain is made up of a group of specific items. There are
domains that address how the child/youth functions in everyday life, on specific:
emotional or behavioral concerns, on risk behaviors, on strengths and on skills
needed to grow and develop. There is also a domain that asks about the family's
beliefs and preferences, and about general family concerns.
18. he care
The care provider, along with the child/youth and family as well as other
stakeholders, gives a number rating to each of these items. These ratings help the:
provider, youth and family understand where intensive or immediate action is most
needed, and also where a child/youth has assets that could be a major part of the
treatment or service plan.
19. The CANS ratings, however, do not tell the whole story of a: child/youth's
strengths and needs. Each section in the CANS is merely the output of a
comprehensive assessment process and is documented alongside narratives where a
care provider can provide more information about the child/youth.
20. The Child and Adolescent Needs and Strengths grew out of John Lyons' work
in: modeling decision-making for psychiatric services.
21. To assess appropriate use of psychiatric hospital and residential treatment
services, the Childhood Severity of Psychiatric Illness (CSPI) tool was created.
This measure assesses those dimensions crucial to: good clinical decision-making
for intensive mental health service interventions and was the foundation of the
CANS. The CSPI tool demonstrated its utility in informing decision-making for
residential treatment and for quality improvement in crisis assessment services . The
strength of this measurement approach has been that it is face valid and easy to use,
yet provides comprehensive information regarding clinical status.
22. The CANS assessment builds upon the methodological approach of the
,CSPI, but expands the assessment to include a broader conceptualization
of needs and an assessment of strengths - both of the child/youth and the caregiver,
looking primarily at the 30-day period prior to completion of the CANS. It is a tool
developed with the primary objective: of supporting decision making at all levels of
care: children, youth and families, programs and agencies, child/youth-serving systems. It
provides for a structured communication and critical thinking about children/youth and
their context.
23. he CANS is designed for use either as a prospective assessment tool for decision
support and recovery planning or as a: retrospective quality improvement device
demonstrating an individual child/youth's progress. It can also be used as a
communication tool that provides a common language for all child/youth-serving
entities to discuss the child/youth's needs and strengths. A review of the case record
in light of the CANS will provide information as to the appropriateness of the
recovery plan and whether individual goals and outcomes are achieved.
24. Levels of Need: 0 - No evidence of need: no action needed
1 - Significant history or possible need that is not interfering with functioning:
Watchful waiting/prevention/additional assessment
2 - Need interferes with functioning: Action/intervention required
3 - Need is dangerous or debilitating: Immediate action/intensive action is required.
25. Level of Strength: 0 - Centerpiece Strength: Central to planning
1 - Strength Present: useful in planning
2 - Identified strength: Build or develop strength
3 - No strength identified: Strength creating or identification may be indicated.
26. The rating of 'N/A' for 'not applicable' is available for a few items under
specified circumstances. For those items where the 'N/A' rating is available, it
should be used only: in the rare instances where an item does not apply to that
particular youth.
27. As a strength-based approach, the CANS supports the belief: that children,
youth, and families have unique talents, skills, and life events, in addition to specific
unmet needs.
28. Strength-based approaches to assessment and service or treatment planning
focus on collaborating with: children/youth and their families to discover
individual and family functioning and strengths.
29. Failure to demonstrate a child/youth's skill should first be viewed as an:
opportunity to learn the skill as opposed to the problem. Focusing on the
child/youth's strengths instead of weaknesses with their families may result in
enhanced motivation and improved performance.
, 30. Involving the family and child/youth in the rating process and obtaining
information (evidence) from multiple sources is necessary and: improves the
accuracy of the rating.
31. As a quality improvement activity, a number of settings have utilized a fidelity
model approach to look at service/treatment/action planning based on the
CANS assessment. A rating of '2' or '3' on a CANS need suggests: that this area
must be addressed in the service or treatment plan
32. A rating of a '0' or '1' identifies a strength that can be used for strength-based
planning and a '2' or '3' a strength that should be the: focus of strength-building
activities, when appropriate.
33. It is important to remember that when developing service and treatment plans
for healthy children and youth trajectories, balancing the plan to address: risk
behaviors/needs and protective factors/strengths is key. It has been demonstrated in
the literature that strategies designed to develop child and youth capabilities are a
promising means for development, and play a role in reducing risky behaviors.
34. Finally, the CANS can be used to monitor outcomes. This can be accomplished
in two ways.: First, CANS items that are initially rated a '2' or '3' are monitored over
time to determine the percent of individuals who move to a rating of '0' or '1'
(resolved need, built strength). Dimension scores can also be generated by summing
items within each of the domains (Behavioral/Emotional Needs, Risk Behaviors,
Functioning, etc.). These scores can be compared over the course of treatment.
CANS dimension/domain scores have been shown to be valid outcome measures in
residential treatment, intensive community treatment, foster care and treatment foster
care, community mental health, and juvenile justice programs.
35. When an item on the CANS is rated a '2' or '3' ('action needed' or 'immediate
action needed') we are indicating not only that it is a serious need for our client,
but one that we are going to attempt to work on: during the course of our
treatment. As such, when you write your treatment plan, you should do your best to
address any needs, impacts on functioning, or risk factors that you rate as a 2 or
higher in that document.
36. The CANS is often completed every 6 months to measure: change and
transformation. We work with children, youth, and families and their needs tend to
change over time. Needs may change in response to many factors including quality
clinical support provided. One way we determine how our supports are helping to
alleviate suffering and restore functioning is by re -assessing needs, adjusting
treatment or service plans, and tracking change
37. When a client leaves a treatment program, a closing CANS may be completed
to define progress, measure ongoing needs and help us make continuity of care
decisions. Doing a closing CANS, much like a discharge summary integrated
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