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What 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.
Read the answer AnswerWhat is the Sensory area of child development?
The sensory area of child development is how a child takes in and responds to information from their senses — sight, hearing, touch, taste, smell, plus balance and body-awareness. In the WHO ICF framework it sits under sensory functions (b2). It is a foundation for settling, attending, playing and learning. Children vary in how they seek or avoid sensory input, and gentle, playful support — and a review when daily life is affected — helps a child feel comfortable and capable.
Read the answer AnswerWhat is the Sensory Profile 2 (SP-2), and what does it assess?
The Sensory Profile 2 (SP-2) is a clinician-administered questionnaire, completed by parents, carers or teachers, that describes how a child takes in and responds to everyday sensory information — sound, sight, touch, movement, taste and smell. Covering children from birth to around 14 years, it identifies recognisable patterns such as seeking, avoiding, sensitivity and slow registration across daily settings. It is not a diagnosis but a structured way to understand how a child experiences the world, so support can be tailored to them.
Read the answer AnswerWhat is the SNOMED CT concept for ADHD?
In SNOMED CT, ADHD is the concept 'Attention deficit hyperactivity disorder (disorder)', SCTID 406506008, the terminology counterpart to WHO ICD-11 6A05 and ICD-10 F90, with subtype descendants for inattentive, hyperactive-impulsive and combined presentations. Always verify against the active national edition.
Read the answer AnswerSNOMED CT concept for Attachment Difficulties
There is no single canonical SNOMED CT concept for the lay phrase "Attachment Difficulties". Map instead to the specific ICD-11 entities — 6B44 Disinhibited social engagement disorder or 6B43 Reactive attachment disorder — and their SNOMED equivalents (disinhibited / reactive attachment disorder of childhood). Always verify concept IDs against the live SNOMED CT release.
Read the answer AnswerSNOMED CT Concept for Auditory Processing Difficulties
"Auditory processing difficulties" maps in SNOMED CT to the disorder concept Central auditory processing disorder (CAPD). Always confirm the current SCTID and preferred term against a live SNOMED CT International Edition release, and map alongside the relevant WHO ICD-11 entity for classification — SNOMED for clinical recording, ICD for morbidity coding.
Read the answer AnswerWhat is the SNOMED CT concept for Autism Spectrum?
In SNOMED CT, autism spectrum is represented by concept 408856003 | Autism spectrum disorder (disorder), historically under 35919005 | Pervasive developmental disorder. It maps to WHO ICD-11 6A02, which unifies the former DSM-IV/ICD-10 subtypes into a single spectrum construct.
Read the answer AnswerWhat is the SNOMED CT concept for Cerebral Palsy?
In SNOMED CT, cerebral palsy is the concept 'Cerebral palsy (disorder)', SCTID 128188000, with child concepts for spastic, dyskinetic, ataxic and mixed subtypes. It complements WHO ICD-11 8D20 used for classification; confirm the active SCTID against your current national SNOMED CT edition.
Read the answer AnswerWhat is the SNOMED CT concept for Childhood Anxiety?
SNOMED CT has no concept literally named 'Childhood Anxiety'; clinicians code the underlying disorder — commonly Anxiety disorder (SCTID 197480006) or the child-specific Separation anxiety disorder (18926006) — and capture paediatric context via age and onset. ICD-11 6B0Z is the unspecified anxiety/fear-related disorder classification counterpart. Always verify SCTIDs against the current edition.
Read the answer AnswerSNOMED CT Concept for Childhood Apraxia of Speech
In SNOMED CT, Childhood Apraxia of Speech maps to 'Developmental dyspraxia of speech' (SCTID 229685008); in ICD-11 the closest diagnostic category is 6A01.0, Developmental speech sound disorder. Use SNOMED for the EHR problem list and ICD-11 for diagnostic coding, confirming the SCTID against your local release.
Read the answer AnswerWhat is the SNOMED CT concept for Childhood Epilepsy?
Childhood epilepsy maps in SNOMED CT to the disorder concept 'Epilepsy in childhood', a child of 'Epilepsy (disorder)' in the Clinical finding hierarchy; confirm the active SCTID in your live edition. The referenced 8A6Z is an ICD-11 residual code, not a SNOMED CT identifier — the two systems map but serve different purposes.
Read the answer AnswerSNOMED CT Concept for Childhood Sleep Difficulties
SNOMED CT has no single "childhood sleep difficulties" concept; clinicians code from the Sleep disorder hierarchy, parent concept Sleep disorder (disorder) SCTID 39898005, choosing the most specific paediatric subtype such as behavioural insomnia of childhood or a parasomnia. Verify the live SCTID in your terminology server and cross-map to ICD-11.
Read the answer AnswerWhat is the SNOMED CT concept for Conduct-Dissocial Disorder?
ICD-11 codes this condition as Conduct-dissocial disorder (6C91). SNOMED CT has no verbatim concept of that name; the nearest active concept is Conduct disorder (disorder), with socialised and unsocialised descendants. Confirm the current concept ID and ICD-11 map in your live terminology server, as identifiers are versioned.
Read the answer AnswerSNOMED CT Concept for Developmental Coordination Disorder
In SNOMED CT, Developmental Coordination Disorder is the concept 'Developmental coordination disorder (disorder)', SCTID 26483008, in the disorder hierarchy. It corresponds to ICD-11 6A04 Developmental motor coordination disorder. Always verify the active identifier against your current SNOMED CT release before use.
Read the answer AnswerWhat is the SNOMED CT concept for Developmental Language Disorder?
In SNOMED CT, Developmental Language Disorder maps to the concept 'Developmental language disorder (disorder)' (SCTID 702988008), corresponding to ICD-11 6A01.2. SNOMED CT supports EHR documentation and interoperability; ICD-11 supports statistical classification. Always verify the SCTID against the current release.
Read the answer AnswerWhat is the SNOMED CT concept for Developmental Regression?
In SNOMED CT, developmental regression is represented by the concept Developmental regression (finding), SCTID 62213004 — a clinical finding for the loss of previously acquired milestones, distinct from primary delay. It is a record-level terminology concept that maps to ICD-11 for morbidity classification, and clinically functions as a red flag warranting prompt evaluation.
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