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What is the ICD-11 classification for Self-Regulation Difficulties?
"Self-regulation difficulties" is a functional descriptor, not a single ICD-11 diagnosis. ICD-11 has no standalone "regulation disorder" code; classify by the underlying entity — ADHD (6A05), oppositional defiant disorder (6C90) — and use the ICF to record the regulatory impairment and its functional impact.
Read the answer AnswerICD-11 Classification for Sensory-Based Feeding Selectivity
Sensory-Based Feeding Selectivity is not a discrete ICD-11 entity. When sensory-driven food refusal causes nutritional deficiency, faltering growth, supplement dependence or psychosocial impairment, it is coded under ICD-11-MMS 6B83 Avoidant-restrictive food intake disorder (ARFID). Developmentally typical picky eating without these consequences does not meet the threshold.
Read the answer AnswerWhat is the ICD-11 classification for Sensory Processing Differences?
ICD-11 has no standalone code for Sensory Processing Differences. Sensory reactivity is documented as an associated feature of recognised conditions — notably autism spectrum disorder (6A02) — with functional impact described via the WHO ICF framework rather than a dedicated diagnostic code.
Read the answer AnswerICD-11 Classification of Separation Anxiety Disorder (6B05)
In ICD-11-MMS, Separation Anxiety Disorder is coded 6B05 within the Anxiety or fear-related disorders block. ICD-11 removed the childhood-onset restriction of ICD-10, applying the diagnosis across the lifespan where excessive, persistent separation-related fear causes significant distress or impairment.
Read the answer AnswerICD-11 Classification of Social Communication Difficulties
In ICD-11-MMS, social (pragmatic) communication difficulties are coded at 6A01.22 — Developmental language disorder with impairment of mainly pragmatic language — within 6A01 Developmental language disorder under 6A0 Neurodevelopmental disorders. It applies when pragmatic-language impairment is persistent and not better explained by autism spectrum disorder.
Read the answer AnswerICD-11 Classification for Specific Learning Disability
In ICD-11-MMS, Specific Learning Disability is classified as Developmental learning disorder, code 6A03, under Neurodevelopmental disorders, with subtypes for impairment in reading (6A03.0), written expression (6A03.1) and mathematics (6A03.2). Difficulties must persist at least six months despite intervention and not be better explained by intellectual, sensory or neurological causes.
Read the answer AnswerICD-11 Classification for Speech and Language Delay
In ICD-11-MMS, speech and language delay is classified under code 6A01 — Developmental speech or language disorders, within neurodevelopmental disorders. It encompasses speech sound disorder (6A01.0), speech fluency disorder (6A01.1) and developmental language disorder (6A01.2), distinguishing a true developmental disorder from transient variation.
Read the answer AnswerICD-11 Classification of Stereotyped Movement Disorder (6A06)
In ICD-11-MMS, Stereotyped Movement Disorder is coded 6A06 within Neurodevelopmental disorders — persistent, repetitive, purposeless motor behaviour beginning in the developmental period, specified with or without self-injury and whether associated with another condition. Diagnosis is established only by a qualified clinician.
Read the answer AnswerICD-11 Classification of Tourette Syndrome
In ICD-11-MMS, Tourette Syndrome is coded 8A05.00 within the parent category 8A05 Tic disorders. ICD-11 places tic disorders in Diseases of the nervous system (Chapter 08) with secondary parenting under neurodevelopmental disorders, requiring multiple motor tics plus at least one phonic tic, persistent over a year with childhood onset.
Read the answer AnswerICD-11 Classification for Visual Impairment (9D90)
In ICD-11-MMS, Visual Impairment is classified at 9D90 within the visual system chapter. It is a functioning-based category grading reduced acuity and visual field loss — mild, moderate, severe and blindness — applied to the better eye with best correction, and paired separately with the underlying aetiological diagnosis.
Read the answer AnswerWhat is the Indian Scale for Assessment of Autism (ISAA)?
The Indian Scale for Assessment of Autism (ISAA) is a clinician-administered, India-standardised tool used to assess and describe autism, and is the instrument used officially in India for autism disability certification. It rates a child across domains including social relationships, emotional responses, speech and communication, behaviour patterns, sensory aspects and cognitive components. ISAA is a structured, descriptive map of a child's profile, not a verdict on potential, and is always used by a trained professional as part of a wider developmental evaluation.
Read the answer AnswerWhat is the IPRS, and what does it assess?
The IPRS is a structured rating-scale instrument used by trained professionals to record, in a consistent way, how a child is functioning across observed areas such as communication, social interaction, attention and behaviour, daily-living skills and motor function. It is a measurement lens, not a diagnosis on its own — always interpreted by a qualified clinician alongside the wider picture of the child, and useful for understanding a profile and tracking change over time.
Read the answer AnswerWhat is the MacArthur–Bates Communicative Development Inventories (CDI)?
The MacArthur–Bates Communicative Development Inventories (CDI) are parent-report questionnaires that measure a young child's early communication — typically from around 8 months to 3 years. Because parents complete them from everyday life, they capture real-world skills: words understood, words said, gestures, and early word combinations. The CDI is a screening and research tool, not a diagnosis; a low score is an invitation to look more closely with a professional.
Read the answer AnswerWhat is the Miller Function & Participation Scales (M-FUN)?
The Miller Function & Participation Scales (M-FUN) is a standardised, play-based assessment used by occupational therapists to understand how a young child's motor skills support everyday participation at home, in play and at school. It examines fine-motor, gross-motor and visual-motor abilities, and uniquely links them to participation observations from parents and teachers. It is not a diagnosis but one tool, interpreted by a qualified clinician alongside history and observation, to map strengths and gentle areas of need.
Read the answer AnswerWhat is the M-CHAT-R/F and what does it assess?
The M-CHAT-R/F is a free, parent-completed screening questionnaire for toddlers aged about 16–30 months that asks simple questions about play, pointing, eye contact, gestures and responding to others. It is a two-step tool — a checklist followed by a structured follow-up interview — designed to flag children who may benefit from a fuller developmental assessment. It is a screen, not a diagnosis; many children who screen positive are not autistic, and the AAP recommends routine autism screening at the 18- and 24-month visits.
Read the answer AnswerWhat is the Motor area of child development?
The motor area of child development describes how a child learns to move, balance and use their body. It is usually split into gross motor (big movements like crawling, walking and jumping) and fine motor (precise hand and finger movements like pinching and drawing). In the WHO ICF framework it maps to neuromusculoskeletal and movement-related functions (b7). It is a foundation that supports play, learning and independence, and children progress along their own timelines.
Read the answer AnswerWhat is the Mullen Scales of Early Learning (MSEL)?
The Mullen Scales of Early Learning (MSEL) is a structured, play-based assessment of early development for children from birth to around 68 months. Administered by a trained professional, it measures five areas — gross motor, fine motor, visual reception, receptive language and expressive language — to build a rounded picture of how a young child is learning. It is a developmental measure that maps strengths and emerging needs, not a diagnosis on its own.
Read the answer AnswerWhat is the NEPSY-II and what does it assess?
The NEPSY, 2nd Edition (NEPSY-II) is a clinician-administered, standardised neuropsychological assessment for children aged roughly 3 to 16 years. Through a flexible set of playful subtests, it helps a qualified professional understand how a child attends, uses language, remembers, moves, processes visual-spatial information and reads social cues. It is an assessment tool — not a diagnosis or a label — and is always interpreted by a trained clinician as part of a wider developmental picture.
Read the answer AnswerParenting Stress Index, 4th Ed (PSI): Definition
The Parenting Stress Index, 4th Edition (PSI-4) is a parent-completed questionnaire that measures stress in the parenting role for families of children from about one month to twelve years. It groups stress into a Parent Domain (competence, isolation, attachment, mood, health, partner relationship) and a Child Domain (the child's adaptability, demandingness, mood and how reinforcing they feel), giving a Total Stress picture. It measures the parent's experience, not the child — it is not a diagnosis. Clinicians use it to decide whether parent coaching, counselling or practical support should accompany a child's therapy.
Read the answer AnswerWhat is the Peabody Developmental Motor Scales, 2nd ed. (PDMS-2)?
The Peabody Developmental Motor Scales, 2nd edition (PDMS-2) is a standardised, clinician-administered assessment of motor development for children from birth to about 5 years. It assesses two broad areas — gross motor (sitting, walking, balance, ball skills) and fine motor (grasping and visual-motor integration) — across six subtests. It gives a structured profile of a child's motor strengths and progress over time, and is used to understand where a child is starting from and to measure change after therapy, but it is not a diagnosis on its own.
Read the answer AnswerWhat is the PPVT-5 and what does it assess?
The PPVT-5 is an individually administered test of receptive vocabulary — how many spoken words a person understands. The examiner says a word and the child points to the matching picture among four, so no reading, writing or speaking is needed. It gives a standardised, age-referenced snapshot of listening vocabulary across early childhood to adulthood, and is one piece of a fuller language assessment rather than a diagnosis on its own.
Read the answer AnswerPediatric Evaluation of Disability Inventory (PEDI)
The Pediatric Evaluation of Disability Inventory (PEDI) is a structured assessment of a child's everyday functional skills — self-care, mobility and social function — and how much caregiver help they need. It is not a diagnosis but a way to understand a child's daily abilities, set meaningful goals and track progress, and is commonly used with children who have developmental delays or disabilities.
Read the answer AnswerWhat is the Picture Exchange Communication System (PECS)?
The Picture Exchange Communication System (PECS) is a structured way of teaching children with little or no speech to communicate by handing over a picture card to request something they want. Taught in gentle stages, it begins with the powerful discovery that communication works, then grows towards building sentences and commenting. Designed especially for non-speaking and autistic children, it is one of several AAC approaches and is built to support, not replace, the emergence of spoken language.
Read the answer AnswerWhat is the PLS-5 and what does it assess?
The Preschool Language Scales, 5th Edition (PLS-5) is a clinician-administered, play-based assessment of early language for children from birth to about 7 years 11 months. It measures two sides of communication: Auditory Comprehension (understanding language) and Expressive Communication (using words and sentences), which together give a Total Language picture. It is one tool among several and is most meaningful when read alongside a child's history, play and everyday communication — never as a label on its own.
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