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. 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. 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. 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