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Body functions component
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| Functions of consciousness (b110) – general mental functions of alertness and consciousness, including clarity and continuity of wakefulness. |
| Orientation functions (b114) – general mental functions linked to the knowledge and determination of a person's relationship with themselves, with other people, with objects, and with space. |
| Intellectual functions (b117) – general mental functions required to understand and constructively integrate the different mental functions, including all cognitive functions and their development throughout life. |
| Global psychosocial functions (b122) – general mental functions, as they develop throughout life, which are necessary for understanding and constructively integrating the mental functions that lead to the formation of the interpersonal skills needed to establish reciprocal social interactions, both in terms of meaning and purpose. |
| Temperament and personality functions (b126) – general mental functions linked to a temperament that makes the individual react in a certain way to situations, including the set of mental characteristics that differentiate that individual from other people. |
| Energy and impulse functions (b130) – general mental functions of the physiological and psychological mechanisms that stimulate the individual to act persistently to satisfy their specific needs and objectives. |
| Sleep functions (b134) – general mental functions of physical and mental disconnection from the immediate environment of a periodic, reversible, and selective nature, accompanied by characteristic physiological changes. |
| Attention functions (b140) – specific mental functions of concentrating on an external stimulus or internal experience for the required length of time. |
| Memory functions (b144) – specific mental functions for recording and storing information and retrieving it when necessary. |
| Psychomotor functions (b147) – specific mental functions for controlling motor and psychological events at a bodily level. |
| Emotional functions (b152) – specific mental functions linked to feelings and the affective components of mental processes. |
| Perception functions ((b156) – specific mental functions linked to the recognition and interpretation of sensory stimuli. |
| Thought functions (b160) – specific mental functions linked to the ideational component of the mind. |
| Higher cognitive functions (b164) – specific mental functions especially dependent on the frontal lobes of the brain, including complex goal-directed behaviors such as decision-making, abstract thinking, planning, and execution of plans, mental flexibility, and deciding what behaviors are appropriate in specific circumstances, often called executive functions. |
| Mental functions of language (b167) – specific mental functions for recognizing and using signs, symbols, and other components of a language. |
| Mental functions of sequencing complex movements (b176) – specific mental functions for sequencing and coordinating complex, purposeful movements. |
| Experience of self and time functions (b180) – specific mental functions linked to awareness of one's own identity, one's own body, one's posture in one's environment, and in time. |
| Seeing functions (b210) – sensory functions linked to the perception of light and the shape, size, form, and color of a visual stimulus. |
| Hearing functions (b230) – sensory functions that allow us to perceive sounds and discriminate their location, intensity, loudness, and quality. |
| Vestibular functions (b235) – sensory functions of the inner ear linked to position, balance, and movement. |
| Proprioceptive functions (b260) – sensory functions that allow us to feel the relative position of body parts. |
| Voice functions (b310) – functions of the production of various sounds by the passage of air through the larynx. |
| Articulation functions (b320) – the function of producing speech sounds. |
| Fluency and rhythm of speech functions (b330) – production function of the flow and rhythm of speech. |
| Alternative vocalization functions (b340) – functions of producing other forms of vocalization. |
| Respiratory functions (b440) – functions linked to the inhalation of air into the lungs, the exchange of gases between air and blood, and the expulsion of air. |
| Respiratory muscle functions (b445) – functions of the muscles involved in breathing. |
| Ingestion functions (b510) – functions linked to the ingestion and manipulation of solids or liquids in the body through the mouth. |
| Muscle power functions (b730) – functions linked to the force generated by the contraction of a muscle or group of muscles. |
| Control of voluntary movements (b760) – Control of voluntary movements. |
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Activities and participation component
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| Observing (d110) – intentionally using the sense of sight to experience visual stimuli, such as visually following or tracking an object, watching a sporting event, or observing people or children playing. |
| Listening (d115) – intentionally using the sense of hearing to experience auditory stimuli, such as listening to the radio, human voices, music, a lesson, or the telling of a story. |
| Other purposeful sensing (d120) – intentionally using the body's other basic senses to experience stimuli, such as touching or feeling textures, tasting sweets, or smelling flowers. |
| Copying (d131) – copying or mirroring as a basic component of learning, such as copying a facial expression, a gesture, a sound, or the letters of an alphabet. |
| Language acquisition (d132) – developing the ability to represent people, objects, events, and feelings through words, symbols, phrases, and sentences. |
| Rehearsing (d135) – repeating a sequence of events or symbols as a basic component of learning, such as counting in tens or practicing reciting a rhyme with gestures or chords on a musical instrument. |
| Acquiring concepts (d137) – developing the ability to understand and use basic and complex concepts linked to the characteristics of things, people, or events. |
| Acquiring information (d138) – obtaining facts about people, things, and events, such as asking why, what, where, and how, and asking for names. |
| Learning to read (d140) – developing the ability to read printed material (including Braille and other symbols) fluently and accurately, such as recognizing characters and letters of the alphabet, vocalizing written words with the correct pronunciation, and understanding written words of sentences. |
| Learning to write (d145) – developing the ability to produce symbols that represent sounds, words, or sentences that have meaning (including Braille writing and other symbols), how to write efficiently, and use correct grammar. |
| Acquiring skills (d155) – developing basic and complex skills in using an integrated set of actions or tasks to initiate and complete the acquisition of a skill, such as manipulating tools or toys, or playing games. |
| Focusing attention (d160) – intentionally focusing on a specific stimulus, disconnecting from distracting noise. |
| Thinking (d163) – formulating and manipulating ideas, concepts, and images, whether or not they are aimed at a goal, alone or with others, such as creating fiction, proving a theorem, playing with ideas, debating ideas, meditating, pondering, speculating, or reflecting. |
| Decision-making (d177) – choosing between options, implementing the choice, and evaluating the effects of the choice, such as selecting and purchasing a specific item or deciding to put into practice and carry out a task among several tasks that need to be done. |
| Performing a single task (d210) – performing simple or complex coordinated actions linked to the mental and physical components of a single task, such as initiating a task, organizing the time, space, and materials for a task, regulating the performance of the task and executing, completing, and maintaining the task. |
| Carrying out daily routine (d230) – performing and coordinating simple or complex actions to plan, manage, and complete the requirements of day-to-day procedures or duties, such as managing time and making plans for various activities throughout the day. |
| Communicating – receiving spoken messages (d310) – understanding the literal and implicit meanings of messages in spoken language, such as distinguishing whether a sentence has a literal meaning or is an idiomatic expression. |
| Communicating – receiving non-verbal messages (d315) – understanding the literal and implicit meanings of messages conveyed by gestures, symbols, and drawings, such as realizing that a child is tired when they rub their eyes or that an alarm means there is a fire. |
| Communicating – comprehending messages in formal sign language (d320) – receiving and understanding messages in standard sign language with literal and implicit meaning. |
| Speech (d330) – producing words, phrases, and longer passages in spoken messages with literal and implicit meaning, such as expressing a fact or telling a story in oral language. |
| Singing (d332) – using tones in a sequence that results in a melody to convey messages. |
| Non-verbal message production (d335) – using gestures, symbols, and drawings to convey messages, such as shaking the head to indicate disagreement or drawing a figure or diagram to convey a complex factor or idea. |
| Conversation (d350) – initiating, maintaining, and concluding an exchange of thoughts and ideas, using written, oral, sign, or other forms of language, with one or more acquaintances or strangers, in a formal or informal setting. |
| Eating (d550) – performing the coordinated tasks and actions of eating the food served, bringing it to the mouth and consuming it in a naturally acceptable manner; cutting or breaking the food into pieces; opening packages and packets; using eating utensils; activities related to meals, banquets, and dinners. |
| Drinking (d560) – picking up the drink, bringing it to the mouth, and consuming the drink in a culturally acceptable way, mixing, months and pouring liquids for drinking, opening bottles and cans, drinking through a straw or drinking running water from the tap or a fountain; breastfeeding. |
| Basic interpersonal interactions (d710) – interacting with people in a contextually and socially appropriate way, such as showing consideration and esteem when appropriate or reacting to the feelings of others. |
| Complex interpersonal interactions (d720) – maintaining and controlling interactions with other people in a contextually and socially appropriate way, such as controlling emotions and impulses, controlling verbal and physical aggression, acting independently in social interactions, and following social rules and conventions when, for example, playing, studying, or working with other people. |
| Formal relationships (d740) – creating and maintaining specific relationships in formal environments, such as with teachers, employees, professionals, or service providers. |
| Informal social relationships (d750) – initiating relationships with others, such as causal relationships with people who live in the same community or residence, or with co-workers, students, leisure companions, or people with similar backgrounds or professions. |
| Family relationships (d760) – creating and maintaining kinship relationships, such as with members of the family nucleus, relatives, adoptive and foster families, and non-consanguineous relatives, more distant relationships such as second cousins or legal guardians. |
| Informal education (d810) – learning at home or in another non-institutional environment, such as learning crafts and other skills as parents or family members, or homeschooling. |
| Early childhood education (d815) – learning at an initial level of organized instruction, designed primarily to introduce the child to the school environment and prepare them for compulsory education, such as acquiring skills in a nursery or similar setting in preparation for school. |
| School education (d820) – gaining access to the school, participating in all school-related responsibilities and privileges, and learning the course material, subject matter, and other curricular requirements in an elementary and secondary educational program, including attending school regularly, working cooperatively with other students, following teachers' directions, organizing, studying and completing assigned tasks and projects, and progressing to the other stages of education. |
| Recreation and leisure (d920) – participating in any form of play, recreational or leisure activity, such as informal or organized play or sports, a physical exercise program, relaxation, entertainment, going to art galleries, museums, cinema or theater, taking part in crafts or hobbies, reading for pleasure, playing musical instruments, going on excursions, sightseeing or traveling for pleasure. |
| Human rights (d940) – enjoying all the nationally and internationally recognized rights that are attributed to people by the mere fact of their human condition, such as the human rights recognized by the United Nations in the Universal Declaration of Human Rights (1948), the Convention on the Rights of the Child (1989), the Standards on Equal Opportunities for Persons with Disabilities (1993), and the Convention on the Rights of Persons with Disabilities (2006); the right to self-determination or autonomy; and the right to control one's destiny. |
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Environmental factors component
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| Sound (e250) – a phenomenon that is or can be heard, such as knocking, tapping, banging, singing, whistling, shouting, or buzzing, in any volume, timbre, or pitch, and which can provide useful information about the world. |
| Nuclear family (e310) – individuals related by birth, marriage, or other relationships recognized by cultures, such as nuclear family, spouses, partners, parents, siblings, children, foster parents, adoptive parents, and grandparents. |
| Extended family (e315) – individuals related through family or marriage, or other relationships recognized by culture, such as relatives, aunts, uncles, nephews, and nieces. |
| Friends (e320) – individuals who are close and continuous in relationships characterized by mutual trust and support. |
| Health professionals (e355) – all service providers working in the context of the healthcare system, such as doctors, nurses, physiotherapists, occupational therapists, speech therapists, audiologists, prosthetists, and medical social workers. |
| Other professionals (e360) – all service providers who work outside the health system but provide health-related services, such as social workers, teachers, architects, or designers. |
| Health services, systems, and policies (e580) – services, systems, and policies for the prevention and treatment of health problems, the provision of medical rehabilitation, and the promotion of a healthy lifestyle. |
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Body structures component (something to declare):
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Personal factors component (description):
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Checklist of relevant ICF categories for speech and language development