Study material - book

DDSS: Specific developmental disorders of school skills - ICD-10: F81

• medical terminology
• F81.0 Specific reading disorder
• F81.1 Specific spelling disorder
• F81.2 Specific disorder of arithmetical skills
• F81.3 Mixed disorder of scholastic skills
• F82 Specific developmental disorder of motor function

Specific (developmental) learning disabilities -SLD

• dyslexia - derived from lat. lego, legere = read, specific reading disorder
• dysortography - from Greek. orthos = correct, grapho = I write, specific spelling disorder, up to 95% occurs in connection with dyslexia
• dysgraphia - from graffiti = write, specific writing disorder
• dyscalculia - from lat. calculus = number, specific disorder of mathematical functions
• dysmusia - from Greek. Muse = goddess of art, a specific disorder of musical abilities
• dyspinxia - from lat. pingo, pingo = paint, draw, drawing abilities disorder
• dyspraxia - from Greek praxis = act, action, specific disorder of the ability to perform more complex tasks (most often clumsiness)

less common signs of dyslexia:

•  legasthenia
•  bradylexia

Specific (developmental) behavioral disorders

Syndrome associated with abnormalities in brain function, over time referred to by various names: MBD (Minimal brain dysfunction - a term often used either in connection (or interchangeably) with hyperactivity and/or attention deficit disorder), ADHD, hyperkinetic syndrome, etc.

ICD-10:

F90 Hyperkinetic disorders

F90.0 Disturbance of activity and attention

F90.1 Hyperkinetic conduct disorder

F91 Conduct disorders

DSM-5: ADHD - Attention deficit hyperactivity disorder, divided into three subtypes:

1. Inattentive type (predominant attention deficit disorder)
2. Hyperactivity / impulsivity type
3. Combined type

The adoption of ICD-11 was approved at the 72nd World Health Meeting in May 2019 and will enter into force on 1 January 2022.

https://icd.who.int/icd11refguide/en/index.html

Revision major steps

The revision of ICD-11 has taken place in several phases.

First, a list of issues that were known from the use of ICD-10 and that could not be solved in its classification structure was compiled and possible solutions were formulated.

Second, input was received from many scientific groups in the key subject areas with a focus on the clinical perspective.

Finally, centralised editing occurred, aimed to adjust imbalances in content generated by multiple independently operating expert groups in the previous phase of the revision, and to ensure the overall structure is consistent and practicable for users in mortality and morbidity statistics. The ‘guiding principles’ were an essential tool particularly in the last phase. The content, terminology and suggestions for specific groupings by the scientific groups has been preserved, though the proposed structure and location of the entities in the classification has undergone changes necessary to the main uses of ICD. The multiple parenting preserved the visibility of the conditions in the preferred location of the scientific groups. The final version also received input from field testing, Member State comments, and ongoing submission and processing of proposals.

General features of ICD–11

The main structural innovation of ICD–11 is that it is built on a Foundation Component from which the tabular list can be derived. The international reference tabular list is the statistical classification for morbidity and mortality. Due to the addition of a Foundation Component, and the electronic design of ICD-11, some new terminology had to be introduced that had not been used in prior versions of ICD. The table below provides examples of this new terminology. You will find more detail about individual aspects in other parts of this guide.

For more detail on the terminology of ICD-11, see Section 1.1.6.1 Integrated use with Terminologies.

Traditional Medicine conditions - Module 1 (TM1)

Traditional Medicine (TM) is an integral part of health services provided in many countries. National authorities have not had proper methods, nationally or internationally, to monitor its health impact over time and allocate proper resources. International standardisation by including Traditional Medicine within the ICD allows for measuring, counting, comparing, formulating questions and monitoring over time.

The development of the Supplementary Chapter Traditional Medicine Conditions, Module 1 (TM1) is a result of requests to WHO from s everal member states to include TM concepts in an international classification such as the ICD. Although countries such as China, Japan and Korea have developed their own country specific classifications, there was no agreed international standard to allow collection of comparable data or as a starting point for testing efficacy of interventions and monitoring their safety. TM clinicians have been working 2005-2018 to integrate and standardise their terminology, resulting in the current TM chapter.

A large percentage of the world’s population uses some form of Traditional Medicine. However, standardised data and information on health status of these users remain largely absent from national and international health data collections. The use of Complementary and Alternative Medicine (CAM) therapies has become a huge industry and is expected to grow. As a result of this gap in information about TM and the size of the industry, resources have been invested in the creation of a classification tool to allow data to be collected and analysed.

ICD-11’s chapter on Traditional Medicine disorders and patterns is designed to be integrated with coding of cases in conjunction with the Western Medicine concepts of ICD Chapters 1-25. The TM1 chapter within ICD enables continuity and coordination of care and promotes integrated people centred care for those accessing traditional, complementary and integrative medicine as a means of primary health care. Primary health care is the foundation of integrated service delivery, and the TM1 chapter within ICD-11 allows for coordinating with other levels of services and provides better measurement towards achieving universal health coverage.

The chapter will be used in ways appropriate to health care systems, clinical practice and regulations in different countries, but always using standard terminology. It is important to expose TM practitioners to the rigour of coding and collecting data for reporting and for clinical exchange, as well as for research topics. Another vital consideration is to allow collection of data relating to patient safety, so that complications and interactions of TM with WM can be monitored. A standard terminology is also necessary for reimbursement and casemix systems, for education of TM practitioners, for inclusion in electronic record systems and last but not least, for providing currently inaccessible morbidity information to national and international organisations from countries where TM is practised and is an important part of health service delivery.

As with other ICD chapters, the TM1 chapter is a tool for classifying, diagnosing, counting, communicating and comparing TM conditions, it will also assist research and evaluation to assess the safety and efficacy of TM. This chapter not judging TM practice or the efficacy of any TM intervention.

Keywords:

specific developmental disorders of school skills, specific (developmental) learning disorders, specific (developmental) behavioral disorders, ADHD, hyperkinetic disorders, dyslexia, dysorthography, dysgraphia, dyscalculia, dyspraxia, dysmusia, dyspinxia, ICD-10, ICD-11, DSM-5