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Work Instruction: How to complete Form - Evidence of developmental delay (EODD) for children younger than 6 in early childhood partner areas.
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Contents
Work Instruction: How to complete Form - Evidence of developmental delay (EODD) for children younger than 6 in early childhood partner areas. ………………………………. 1
General Information …………………………………………………………………………………… 3
Who should use this form? …………………………………………………………………………. 3
Section 1: Contact details …………………………………………………………………………… 3
Section 2: Additional supporting information ………………………………………………….. 4
Background: ........................................................................................................ 4How to complete section 2: ……………………………………………………………………… 4
Section 3: Early childhood partner observation(s) and assessment(s) ………………. 4
Background: ........................................................................................................ 4How to complete section 3 ………………………………………………………………………. 4
Section 4: Impairments (body functions and body structures) ………………………….. 5
Background ......................................................................................................... 5How to complete section 4: ……………………………………………………………………… 7
Section 5: Functional capacity in major life activity areas ………………………………… 7
Background: ........................................................................................................ 7How to complete section 5: ……………………………………………………………………… 8
Section 6: Service and support requirements ………………………………………………. 10
Background: ...................................................................................................... 10How to complete section 6 …………………………………………………………………….. 11
Section 7: Additional information, if required ……………………………………………….. 12
Section 8: Early childhood partner statement ………………………………………………. 12
Background: ...................................................................................................... 12How to complete section 8 …………………………………………………………………….. 12
Section 9: Important action before submitting this form …………………………………. 12
Glossary ………………………………………………………………………………………………… 13
Appendix A …………………………………………………………………………………………….. 16
ICF: Impairments of Body Functions or Body Structures .................................. 16Appendix B: ……………………………………………………………………………………………. 18
Developmental Delay major life activity areas. .................................................. 18OFFICIAL: SENSITIVE – NOT FOR FURTHER DISTRIBUTION December 2024 Page 2 of 29 Page 519 of 908
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General Information
The EODD form is for internal use only and to be completed by an NDIS early childhood partner.
Use the EODD form when there are concerns about delay(s) in the development of children younger than 6 (who do not have any evidence of permanent impairment) as part of the community connections case. It is not to be used for children with a terminal illness, as these children have an alternative priority access pathway.
It is to be used for children who live in geographical areas that have early childhood partners.
The purpose of the EODD form is to record information about a child’s development using multiple information sources. The form is used to evidence if the child is not likely or likely to meet all the early intervention requirements - developmental delay (external). The EODD form is to be uploaded to PACE once completed.
In some circumstances, the National Disability Insurance Agency (NDIA) may request further information to determine if a child meets the early intervention requirements for developmental delay.
Learn more about Applying to the NDIS (external).
Who should use this form?
The EODD form is completed by an early childhood partner. If an early childhood partner does not meet one of the qualifications listed in the article: Complete the Form – Evidence of developmental delay (EODD), additional fields are provided for a supervisor for co-signing. The supervisor must have a listed qualification.
Section 1: Contact details
It is important that the EODD form contains sufficient identifying information.
As the EODD form will be completed outside of the PACE system and is likely to be used to record information over several sessions and uploaded when completed and signed at a later date, it is important to enter the date on the day information being recorded commences.
Include the child representative(s) who provided the information for the EODD form. Child representative is defined in the glossary section at the end of this document.
The child’s age is required in addition to the child’s date of birth to enable you to consider the child’s function in relation to other children of the same age. For
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Children who are younger than 2 and who were born more than 3 weeks prior to their expected due date of delivery, an adjusted age should also be recorded.
Section 2: Additional supporting information
Background:
Some families may not have any information from others who are involved in their child’s life (including professionals); however, if available, it can provide valuable insight into understanding the child’s development and family concerns.
How to complete section 2:
redacted: [[s47E(d) - certain operations of agencies](/foi-library/releases/bc455e3f7247-foi-24-25-0515-documents/document-015__47e-d-certain-operations-of-agencies/)](/foi-library/releases/bc455e3f7247-foi-24-25-0515-documents/document-015__47e-d-certain-operations-of-agencies/)
Section 3: Early childhood partner
observation(s) and assessment(s)
Background:
The NDIA operational guideline Applying to the NDIS (external) provides guidance about the type of information that is required to support applying to the Scheme under the developmental delay early intervention criteria. Multiple sources of information are required about the child’s ability to do everyday activities. This includes information that parents or carers provide, observations in everyday play, learning, activities and routines and standardised and/or informal assessments of functional capacity.
How to complete section 3
redacted: s47E(d) - certain operations of agencies
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redacted: [[s47E(d) - certain operations of agencies](/foi-library/releases/bc455e3f7247-foi-24-25-0515-documents/document-015__47e-d-certain-operations-of-agencies/)](/foi-library/releases/bc455e3f7247-foi-24-25-0515-documents/document-015__47e-d-certain-operations-of-agencies/)
Early childhood partner observation(s)
redacted: s47E(d) - certain operations of agencies
Section 4: Impairments (body functions and
body structures)
Background
To meet the developmental delay definition in section 9 of the NDIS Act 2013, a child younger than 6 must have a delay in their development that is attributable to a mental or physical impairment or a combination of mental and physical impairments. Impairments may be temporary or permanent, regressive, or static, intermittent, or continuous.
In the NDIS operational guideline Applying to the NDIS (external), impairment is defined as a loss or significant change in at least one of:
- The child’s body functions: These are described as physiological functions of body systems, including psychosocial functions^1. This includes a loss or significant change in how a child thinks or learns.
^1 International Classification of Functioning, Disability and Health (ICF)
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- The child’s body structures: These are described as the anatomical parts of the body such as organs, limbs, and their components.^2
Body functions and body structures have been classified by the International Classification of Functioning, Disability and Health (ICF) and there is a list to refer to in Appendix A.
Body functions and body structures (impairments) should not be confused with diagnosis or functional capacity. Functional capacity in developmental delay major life activity areas is covered in section 5.
The table below uses examples to demonstrate the relationship between diagnoses, impairments, and functional capacity.
| Diagnosis | Impairment Section 4 | Functional capacity Section 5 |
|---|---|---|
| ICD-11^3 | Body structure | Body Function |
| No diagnosis (delay in development) | s3. Structures involved in voice and speech. | b3. Voice and speech functions |
| LA05.0 Microcephaly | s1. Structures of the nervous system | b1. Mental functions |
| 8D22 Ataxic cerebral palsy | s7. Structures related to movement | b7. Neuromusculoskeletal and movement-related functions |
^2 International Classification of Functioning, Disability and Health (ICF) ^3 International Classification of Diseases 11th Revision (the global standard for diagnostic health information)
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How to complete section 4:
redacted: [s47E(d) - certain operations of agencies](/foi-library/releases/bc455e3f7247-foi-24-25-0515-documents/document-015__47e-d-certain-operations-of-agencies/)
Section 5: Functional capacity in major life
activity areas
Background:
Functional capacity can be defined as a child’s ability to be involved in life situations and to execute tasks or actions related to their age, with and without assistance (assistive devices, aides and/or personal assistance). Information regarding impairment(s) and environmental factors, and how they impact the individual’s function is included when assessing functional capacity.
The developmental delay definition in section 9 of the NDIS Act 2013, requires the consideration of a child’s functional capacity in 4 major life activity areas: self-care, receptive and expressive language, cognitive development, and motor development.
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The NDIS guideline [Applying to the NDIS (external)](/foi-library/releases/10e035bdc8a2-foi-24-25-0379-document-disclosure-log/document-002__applying-to-the-ndis/) defines the major life activity areas as follows:
Self-care: how children take care of themselves, shower, bathe, dress, eat, drink, toilet, groom, and sleep.
Receptive and expressive language: skills such as gesture, sign language, listening, giving, and receiving information, communicating wants and needs through facial expressions, vocalisations or speech, and interaction with others.
Cognitive development: learning and applying knowledge.
Motor development: This includes participation in everyday activities like moving around the home and community and manipulating objects.
The definition of developmental delay in section 9 of the NDIS Act 2013 includes the requirement that a child must have substantially reduced functional capacity (SRFC) in one or more of the major life activity areas described above. A substantial reduction in functional capacity for either receptive language or expressive language will meet the criteria – it doesn’t need to be both.
According to the Applying to the NDIS (external) guideline, substantially reduced functional capacity means that the child has a significantly lower ability to do everyday activities, when compared to children of the same age, or the child does things in a significantly different way to other children their age. The child would also need much more support to do the activity, compared to other children the same age.
How to complete section 5:
redacted: [s47E(d) - certain operations of agencies](/foi-library/releases/bc455e3f7247-foi-24-25-0515-documents/document-015__47e-d-certain-operations-of-agencies/)
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redacted: [s47E(d) - certain operations of agencies](/foi-library/releases/bc455e3f7247-foi-24-25-0515-documents/document-015__47e-d-certain-operations-of-agencies/)
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Unlikely SRFC redacted: [s47E(d) - certain operations of agencies](/foi-library/releases/bc455e3f7247-foi-24-25-0515-documents/document-015__47e-d-certain-operations-of-agencies/)
Likely SRFC
Highly likely SRFC
Section 6: Service and support requirements
Background:
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To meet eligibility to the Scheme under developmental delay as defined in section 9 of the NDIS Act 2013, the NDIA has to be satisfied that the substantial reduction in functional capacity results in the need for a combination and sequence of special interdisciplinary or generic care, treatment or other services that are of extended duration and are individually planned and coordinated.
The guideline Applying to the NDIS (external) provides clarification through the following key requirements:
A service response that involves more than one professional working as a team to support the child.
This means the child needs support for multiple activities, and across multiple natural settings such as the home, community, and early childhood centres. The child must need more support than what’s expected for a child the same age.
More support than an individual discipline providing a unilateral response to a single problem.
This means the child needs support from more than one professional supporting one able area of delay. This is known as interdisciplinary care.
A child may be eligible if:
- support is required from two or more professionals from different disciplines even though it is required in one major life activity area only, or
- support is required from two or more professionals from different disciplines as there are supports needs in more than one major life activity area
A child is unlikely to be eligible if a support is required from one professional only.
A team that works collaboratively, by communicating and sharing information, knowledge, and skills.
The support must be individually planned and coordinated. The team will build the capacity of the child’s family and other important people in the child’s life, such as carers, educators, and professionals, about the child’s individual needs. This support should be embedded in everyday play, learning, activities, and routines.
Supports for an extended duration.
This means that the early childhood partner determines that the support is required for more than 12 months.
How to complete section 6
redacted: [s47E(d) - certain operations of agencies](/foi-library/releases/bc455e3f7247-foi-24-25-0515-documents/document-015__47e-d-certain-operations-of-agencies/) .
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redacted: [[s47E(d) - certain operations of agencies](/foi-library/releases/bc455e3f7247-foi-24-25-0515-documents/document-015__47e-d-certain-operations-of-agencies/)](/foi-library/releases/bc455e3f7247-foi-24-25-0515-documents/document-015__47e-d-certain-operations-of-agencies/)
Section 7: Additional information, if required
You can use this section if additional space is required.
Section 8: Early childhood partner statement
Background:
The purpose of this section is for you to consider all the information that has been gathered across multiple settings and multiple sources including the observation of the child and their interactions with other people. You are to consider this information to provide your professional opinion about the likelihood that a child will meet all the developmental delay requirements as defined in section 9 of the NDIS Act 2013.
Your opinion can then be discussed with the child’s family to support the family’s decision about whether to apply to the NDIS.
Children with developmental concern(s) who are not likely to meet all the developmental delay requirements as defined in section 9 of the NDIS Act 2013 are eligible to receive early supports.
How to complete section 8
redacted: s47E(d) - certain operations of agencies
Section 9: Important action before submitting
this form
You are required to ensure that the information in the Form - EODD is discussed with the child representative (see glossary for definition). This person may not have been present during the observation/ assessment of the child.
Please complete the declaration with your name, signature and date of signature completed when you are confident that the form has been completed accurately and to the best of your knowledge. If the early childhood professional who completed the
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EODD form does not meet one of the qualifications listed in the article: Complete the Form – Evidence of developmental delay (EODD), additional fields are provided for a supervisor’s name, qualification, signature and date, for co-signing. The supervisor must have a listed qualification.
Glossary
| Term | Definition |
|---|---|
| Activity | The execution of a task or action by an individual (ICF) |
| Assistive technology | Equipment, aides or devices that help people do things they can’t do because of their disability. Assistive technology may also help people do something more easily or safely and can reduce the need for supports over time. |
| Barrier | Factors in a person’s environment that, through their absence or presence, limit functioning and create disability (ICF) |
| Best practice in Early Childhood intervention | National guidelines that have been researched and evidenced to support the best outcomes for young children and their families and carers, where the child has a disability or there are concerns about their development. ECI Best Practice Guidelines - Early Childhood Intervention. |
| Body functions | The physiological functions of body systems (including psychological functions) (ICF) |
| Body structures | The anatomical parts of the body such as organs, limbs, and their components. (ICF) |
| Carer | A person or persons who provide care or support for a person with disability or child (where there are concerns about their development) and is not a paid support worker. |
| Child representative | A child representative is usually a person or persons who have parental responsibility for a child under the laws for the NDIS. They do things and make decisions about the NDIS on behalf of a child. In most cases, a child’s parents or guardian will automatically be their representative. |
| Cognitive development | The DD major life activity area that includes functioning in the areas of learning and applying |
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| Term | Definition |
|---|---|
| knowledge. It also includes play, emotional and sensory regulation, social and safety awareness. | |
| Developmental screening | Developmental screening is the practice of systematically looking for and monitoring signs that a young child may be delayed in one or more areas of development. |
| Developmental Delay (DD) | means a delay in the development of a child younger than 6 years of age that: (a) is attributable to a mental or physical impairment or a combination of mental and physical impairments; and (b) results in substantial reduction in functional capacity in one or more of the following areas of major life activity: (i) self‑care; (ii) receptive and expressive language; (iii) cognitive development; (iv) motor development; and (c) results in the need for a combination and sequence of special interdisciplinary or generic care, treatment or other services that are of extended duration and are individually planned and coordinated (section 9 of the NDIS Act 2013). |
| Discipline | A branch of knowledge, typically one studied in higher education. |
| Facilitator of function | Factors in a child’s environment that, through their absence or presence, improve functioning and reduce disability (ICF). |
| Functional capacity | A child’s ability to be involved in life situations and to execute tasks or actions related to their age, with and without assistance (assistive devices, aides and/or personal assistance). Information regarding impairment(s) and environmental factors, and how they impact the individual’s function is included when assessing functional capacity. |
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| Term | Definition |
|---|---|
| Impairments | Problems in body function or body structure such as significant deviation/change or loss (ICF). |
| Interdisciplinary approach | An interdisciplinary approach relies on health professionals from different disciplines, along with the child and family, working collaboratively as a team. The most effective teams share responsibilities and promote role interdependence while respecting individual members’ experience and autonomy. |
| International Classification of Functioning, disability and health (ICF) | A universal classification of disability and health for use in health and health related sectors. It can be used for a number of purposes. The most important is as a planning and policy tool for decision-makers. |
| Language receptive and expressive | The DD major life activity area that includes gesture, sign language, listening, giving, and receiving information, communicating wants and needs through facial expressions, vocalisations or speech, and interaction with others. |
| Major life activity area | Areas of early childhood functioning identified in section 9 of the NDIS Act 2013. The major life activities areas include self-care, receptive and expressive language, cognitive development, and motor development. |
| Motor development | The DD major life activity area that includes activities like moving around the home and community and manipulating objects. |
| Natural settings/environments | Places where children learn and develop everyday abilities and skills, including the home, community, and early childhood centres. They are the places where children live, learn and play. |
| Child representative/parent/carer statement | A report or statement provided by the child representative/parent/carer that outlines the impact of the child’s disability on the child and family’s life. |
| Participation | Involvement in a life situation (ICF). |
| Self-care | The DD major life activity area that includes how children take care of themselves, shower, bathe, dress, eat, drink, toilet, and sleep. |
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| Term | Definition |
|---|---|
| Standardised, norm-referenced, assessment | Standardised, norm-referenced assessments are formalised assessments that have clearly defined procedures for administration and scores that are interpreted with reference to a sample of the entire population. |
Appendix A
ICF: Impairments of Body Functions or Body Structures
Impairments are defined as a loss or significant change in a child’s body functions or body structures (this includes how a child thinks and learns).
| ICF Body Functions | ICF Body Structures |
|---|---|
| b1. Mental functions The functions of the brain: both global mental functions, such as consciousness, energy and drive, and specific mental functions, such as memory, language and calculation mental functions. |
s1. Structures of the nervous system. |
| b2. Sensory functions and pain The functions of the senses, seeing, hearing, tasting, smelling, touching, proprioception etc., as well as the sensation of pain. |
s2. The eye, ear and related structures. |
| b3. Voice and speech functions The functions of producing sounds and speech. |
s3. Structures involved in voice and speech. |
| b4. Functions of the cardiovascular, haematological, immunological and respiratory systems. The functions involved in the cardiovascular system (functions of the heart and blood vessels), the haematological and immunological systems (functions of blood production and immunity), and the respiratory system (functions of respiration and exercise tolerance). |
s4. Structures of the cardiovascular, immunological and respiratory systems. |
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| ICF Body Functions | ICF Body Structures |
|---|---|
| b5. Functions of the digestive, metabolic and endocrine systems. The functions of ingestion, digestion and elimination, as well as functions involved in metabolism and the endocrine glands. |
s5. Structures related to the digestive, metabolic and endocrine systems. |
| b6. Genitourinary and reproductive functions The functions of urination and the reproductive functions, including sexual and procreative functions. |
s6. Structures related to the genitourinary and reproductive systems. |
| b7. Neuromusculoskeletal and movement-related functions. The functions of movement and mobility, including functions of joints, bones, reflexes and muscles. |
s7. Structures related to movement. |
| b8. Functions of the skin and related structures The functions of skin, nails and hair. |
s8. Skin and related structures. |
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Appendix B:
Developmental Delay major life activity areas.
The International Classification of Functioning, Disability and Health (ICF) provides a holistic understanding of functioning identifying the dynamic interactions between body functions and structures, activities and participation, environmental and personal factors, and health conditions (WHO 2001).
The 4 DD major life activity areas can be linked to the ICF activity and participation classifications. ICF core sets^4 for young children (0-5 years) have been used as a basis to describe functioning in each of the 4 DD major life activities areas.
The tables below outline the ICF (and ICF core set) codes that have been included in each major life activity area as well as the ICF descriptions for each code.
^4 ICF Core Sets (icf-core-sets.org) Children/Youth with Cerebral Palsy Brief (below 6 years of age), Autism Children Brief (0-5 years), ADHD Children Brief (0-5 years)
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| Self-care functions | ICF code | ICF description summary |
|---|---|---|
| Washing oneself and caring for body | d510 | Washing oneself: Washing and drying one’s whole body, or body parts, using water and appropriate cleaning and drying materials or methods, such as bathing, showering, washing hands and feet, face, and hair, and drying with a towel. |
| d520 | Caring for body parts: Looking after those parts of the body, such as skin, face, teeth, scalp, nails, and genitals, that require more than washing and drying. | |
| Toileting | d530 | Toileting: Planning and carrying out the elimination of human waste (urination and defecation) and clean oneself afterwards. |
| Dressing | d540 | Dressing: Carrying out the coordinated actions and tasks of putting on and taking off clothes and footwear in sequence and in keeping with climatic and social conditions, such as by putting on, adjusting, and removing shirts, skirts, blouses, pants, undergarments, saris, kimono, tights, hats, gloves, coats, shoes, boots, sandals, and slippers. |
| Eating and drinking | d550 | Eating: Carrying out the coordinated tasks and actions of eating food that has been served, bringing it to the mouth and consuming it in culturally acceptable ways, cutting or breaking food into pieces, opening containers and packets, using eating implements, having meals, feasting, or dining. |
| d560 | Drinking: Taking hold of a drink, bringing it to the mouth, and consuming the drink in culturally acceptable ways, mixing, stirring, and pouring liquids for drinking, opening bottles and cans, drinking through a straw, or drinking running water such as from a tap or a spring; feeding or suckling from the breast. | |
| Looking after one’s health | d570 | Looking after one’s health: Ensuring physical comfort, health, and physical and mental well-being, such as by maintaining a balanced diet, and an appropriate level of physical activity, rest and sleep, keeping warm or cool, avoiding harms to health. |
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| Receptive and expressive language | ICF code | ICF Description summary |
|---|---|---|
| Understanding spoken messages or understanding formal sign language messages (including key word signing and communication aides) |
d310 | Communicating with - receiving - spoken messages: Comprehending literal and implied meanings of messages in spoken language, such as understanding that a statement asserts a fact or is an idiomatic expression. |
| d320 | Communicating with - receiving - formal sign language messages: Receiving and comprehending messages in formal sign language with literal and implied meaning. | |
| Understanding non-verbal messages | d315 | Communicating with – receiving - non-verbal messages: Comprehending the literal and implied meanings of messages conveyed by gestures, symbols, and drawings, such as realizing that a child is tired when she rubs her eyes or that a warning bell means that there is a fire. |
| Understanding written messages (includes symbols, pictures and | d325 | Communicating with - receiving written messages: Comprehending the literal and implied meanings of messages that are conveyed through written language (including Braille). |
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| Receptive and expressive language | ICF code | ICF Description summary |
|---|---|---|
| communication aides) | ||
| Pre-talking; speaking; or using messages in formal sign language (including key word signing or communication aides) | d330 | Speaking: Producing words, phrases, and longer passages in spoken messages with literal and implied meaning, such as expressing a fact or telling a story in oral language. |
| d331 | Non-speech vocal expression (pre-talking): Vocalising when aware of another person in the proximal environment, such as making a sound when the mother is close; babbling; babbling in turn-taking activities. Vocalising in response to speech through imitating speech-sounds in a turn taking procedure. | |
| d340 | Producing messages in formal sign language: Conveying, with formal sign language, literal and implied meaning. | |
| Using non-verbal messages | d335 | Producing non-verbal messages: Using gestures, symbols, and drawings to convey messages, such as shaking one’s head to indicate disagreement or drawing a picture or diagram to convey a fact or complex idea. |
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| Receptive and expressive language | ICF code | ICF Description summary |
|---|---|---|
| Writing messages to others (including symbols and pictures) | d345 | Written messages: Producing the literal and implied meanings of messages that are conveyed through written language, such as writing a letter to a friend. |
| Communicating with others or using communication aides and techniques to communicate with others. Includes using communication for interpersonal interactions and relationships | d350 | Conversation: Starting, sustaining, and ending an interchange of thoughts and ideas, carried out by means of spoken, written, signed or other forms of language, with one or more people one knows or who are strangers, in formal or casual settings. |
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| Receptive and expressive language | ICF code | ICF Description summary |
|---|---|---|
| d355 | Discussion: Starting, sustaining, and ending an examination of a matter, with arguments for or against, or debate carried out by means of spoken, written, sign or other forms of language, with one or more people one knows or who are strangers, in formal or casual settings. | |
| d360 | Using devices, aides, techniques, and other means for the purposes of communicating, such as calling a friend on the telephone. | |
| d710 | Basic interpersonal interactions: Interacting with people in a contextually and socially appropriate manner, such as by showing consideration and esteem when appropriate, or responding to the feelings of others. | |
| Cognitive Development | ICF code | ICF Description Summary |
| Purposeful sensory experiences, learning through imitation and learning through actions with objects and persons, | d110 | Watching: Using the sense of seeing intentionally to experience visual stimuli, such as visually tracking an object, watching a sporting event, people, or children playing. |
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| Cognitive Development | ICF code | ICF Description Summary |
|---|---|---|
| including pretend play skills, and participating in recreation and leisure activities | ||
| d115 | Listening: Using the sense of hearing intentionally to experience auditory stimuli, such as listening to a radio, to the human voice, to music, or to a story told. | |
| d130 | Copying: Imitating or mimicking as a basic component of learning, such as copying a facial expression, a gesture, a sound, or the letters of an alphabet. | |
| d131 | Learning through actions with objects and persons: Learning through simple actions on a single object, two or more objects, relating symbolically to objects, pretending, or substituting, such as in banging blocks, playing with dolls or cars, and role playing. | |
| d920 | Recreation and leisure: Engaging in any form of play, recreational or leisure pursuit, such as informal or organized play and sports, programmes of physical fitness, relaxation, amusement, or diversion, going to art galleries, museums, cinemas, or theatres; engaging in crafts or hobbies, reading, or singing for enjoyment and playing musical instruments. | |
| Acquiring concepts and information including early reading, writing | d137 | Acquiring concepts: Developing competence to understand and use basic and complex concepts related to characteristics, properties and features defining things, persons, or events. |
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| Cognitive Development | ICF code | ICF Description Summary |
|---|---|---|
| and numeracy skills | ||
| d138 | Acquiring information: Obtaining facts about persons, things, and events, such as asking why, what, where and how, asking for names. | |
| Thinking and solving problems, focussing, and maintaining attention | d160 | Focussing attention: Intentionally focusing on specific stimuli, such as by filtering out distracting noises. |
| d163 | Thinking: Formulating and manipulating ideas, concepts, and images, whether goal-oriented or not, either alone or with others, such as creating fiction, proving a theorem, playing with ideas, brainstorming, meditating, pondering, speculating, or reflecting. | |
| d175 | Solving problems: Finding solutions to questions or situations by identifying and analysing issues, developing options and solutions, evaluating potential effects of solutions, and executing a chosen solution, such as in resolving a dispute between two people. | |
| Making decisions and looking after one’s safety | d177 | Making decisions: Making a choice among options, implementing the choice, and evaluating the effects of the choice, such as selecting and purchasing a specific item, or deciding to undertake and undertaking one task from among several tasks that need to be done. |
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| Cognitive Development | ICF code | ICF Description Summary |
|---|---|---|
| d571^5 | Looking after one’s safety: Avoiding risks that can lead to physical injury or harm. Avoiding potentially hazardous situations such as misuse of fire or running into traffic. | |
| Undertaking tasks and carrying out daily routine | d210 | Undertaking a single task: Carrying out simple or complex and coordinated actions related to the mental and physical components of a single task, such as initiating a task, organizing time, space, and materials for a task, pacing task performance, and carrying out, completing, and sustaining a task. |
| d220 | Undertaking multiple tasks: Carrying out simple or complex and coordinated actions as components of multiple, integrated, and complex tasks in sequence or simultaneously. | |
| d230 | Carrying out daily routine: Carrying out simple or complex and coordinated actions in order to plan, manage and complete the requirements of day-to-day procedures or duties, such as budgeting time and making plans for separate activities throughout the day. | |
| Interpersonal interactions including appropriateness of emotion, recognising, expressing, and | d710 | Basic interpersonal interactions: Interacting with people in a contextually and socially appropriate manner, such as by showing consideration and esteem when appropriate, or responding to the feelings of others. |
^5 d571 Looking after one’s safety, was included in the International Classification of Functioning Child and Youth version that is no longer supported by the World Health Organisation. It is included in the current ICF core sets for children 0-5 years as outlined in footnote 3. d5702 Maintaining one’s health, is included in the current ICF but is adult focussed “Caring for oneself by being aware of the need and doing what is required to look after one’s health, both to respond to risks to health and to prevent ill-health, such as by seeking professional assistance; following medical and other health advice; and avoiding risks to health such as physical injury, communicable diseases, drug-taking and sexually transmitted diseases.”
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| Cognitive Development | ICF code | ICF Description Summary |
|---|---|---|
| regulating emotions and behaviours. | ||
| d720 | Complex interpersonal interactions: Maintaining and managing interactions with other people, in a contextually and socially appropriate manner, such as by regulating emotions and impulses, controlling verbal and physical aggression, acting independently in social interactions, and acting in accordance with social rules and conventions, when for example playing with others. | |
| Maintaining family, social, and formal relationships. | d760 | Family relationships: Creating and maintaining kinship relationships, such as those with members of the nuclear family, extended family, foster and adopted family and step-relationships, more distant relationships such as second cousins, or legal guardians. |
| d750 | Informal social relationships: Entering into relationships with others, such as casual relationships with people living in the same community or residence, or with co-workers, students, playmates, people with similar backgrounds or professions | |
| d740 | Formal relationships: Creating and maintaining specific relationships in formal settings, such as with teachers, professionals, or service providers. |
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| Motor Development | ICF code | Description Summary |
|---|---|---|
| Changing from one body position to another including transferring oneself | d410 | Changing basic body position: Getting into and out of a body position and moving from one location to another, such as getting up out of a chair to lie down on a bed, and getting into and out of positions of sitting, standing, kneeling, or squatting. |
| d420 | Transferring oneself: Moving from one surface to another, such as sliding along a bench or moving from a bed to a chair, without changing body position. | |
| Maintaining a body position | d415 | Maintaining body position: Staying in the same body position as required, such as remaining seated or remaining standing for carrying out a task, in play, or school. |
| Lifting and carrying objects | d430 | Lifting and carrying objects: Raising up an object or taking something from one place to another, such as when lifting a cup or toy or carrying a box. |
| Hand and arm use | d440 | Fine hand use: Performing the coordinated actions of handling objects, picking up, manipulating, and releasing them using one’s hand, fingers, and thumb, such as required to lift coins off a table or turn a dial or knob. |
| d445 | Hand and arm use: Performing the coordinated actions required to move objects or to manipulate them by using hands and arms, such as when turning door handles or throwing or catching an object. | |
| Walking, including in different locations and using equipment | d450 | Walking: Moving along a surface on foot, step by step, so that one foot is always on the ground, such as when strolling, sauntering, walking forwards, backwards, or sideways. |
| d460 | Moving around in different locations: Walking and moving around in various places and situations, such as walking between rooms in a house, within a building, or down the street of a town. | |
| d465 | Moving around using equipment: Moving the whole body from place to place, on any surface or space, |
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| Motor Development | ICF code | Description Summary |
|---|---|---|
| by using specific devices designed to facilitate moving or create other ways of moving around, such as with skates, skis, or scuba equipment, or moving down the street in a self-propelled wheelchair or a walker. | ||
| Moving around other than walking | d455 | Moving around: Moving the whole body from one place to another by means other than walking, such as climbing over a rock or running down a street, skipping, scampering, jumping, somersaulting, or running around obstacles. |
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