ICD-11: Everything about Neurodevelopmental Disorders

What You Need to Know

Neurodevelopmental disorders are conditions that manifest during the developmental period, usually in early childhood, and affect personal, social, academic, or professional functioning. They result from alterations in brain development that impact areas such as communication, learning, behavior, motor coordination, and social interaction. Unlike conditions acquired later in life, these disorders originate in the early stages of brain development.

The International Classification of Diseases (ICD-11), published by the World Health Organization, organizes these disorders into specific categories to facilitate diagnosis and treatment. It is important to understand that having a neurodevelopmental disorder does not define the whole person – these are merely characteristics that may require specific support and adaptations. Many people with these disorders lead full and productive lives when they receive appropriate support.

Early diagnosis and appropriate intervention make all the difference. The sooner we identify the specific needs of each person, the better the opportunities for developing skills and compensation strategies. This guide presents the main neurodevelopmental disorders according to ICD-11, explaining each one in an accessible way so that families, educators, and professionals can better understand these conditions.

Major Disorders

6A00: Intellectual developmental disorder

Intellectual developmental disorder is characterized by significant limitations in both intellectual functioning (reasoning, problem-solving, planning) and adaptive behavior (practical everyday skills). These difficulties manifest during the developmental period and impact daily activities such as communication, self-care, social interaction, and independence. The severity ranges from mild to profound, and each person has their unique profile of abilities and needs. With appropriate support, people with this disorder can develop many capabilities and actively participate in society.

➡️ [Learn more about intellectual development]

6A01: Speech or language development disorders

These disorders involve persistent difficulties in the acquisition, comprehension, or use of spoken, written, or sign language. They can affect sound articulation (speech), sentence construction (grammar), vocabulary, or the ability to use language socially. Children may have difficulty pronouncing words, forming complete sentences, or understanding instructions. These difficulties are not explained by hearing problems, neurological conditions, or lack of learning opportunities. Speech-language pathology and specialized interventions significantly help in developing these communicative skills that are essential for social and academic life.

➡️ [Learn more about speech and language]

6A02: Autism spectrum disorder

Autism spectrum disorder (ASD) is characterized by persistent differences in social communication and interaction, as well as restricted and repetitive patterns of behavior, interests, or activities. Autistic individuals may have difficulty with nonverbal communication, social reciprocity, and relationship development. They may also present with specific intense interests, need for routines, increased or decreased sensory sensitivity, and repetitive movements. The term "spectrum" reflects the wide variation in the presentation and intensity of characteristics. Each autistic person is unique, with their own talents, challenges, and support needs.

➡️ [Learn more about autism]

6A03: Learning development disorder

Learning development disorders involve significant and persistent difficulties in learning specific academic skills, such as reading (dyslexia), writing (dysgraphia), or mathematics (dyscalculia). These difficulties do not correspond to the person's chronological age, intelligence, or educational opportunities. They do not result from inadequate instruction, uncorrected visual or hearing problems, or other neurological conditions. People with these disorders often have average or above-average intelligence but need adapted teaching methods and specific strategies to achieve their academic and professional potential.

➡️ [Learn more about learning]

6A04: Developmental coordination disorder

This disorder, also known as dyspraxia, is characterized by significant delay in the development of motor skills or difficulty in executing coordinated movements. It affects daily activities that require motor coordination, such as tying shoes, using utensils, handwriting, playing sports, or riding a bicycle. Children may appear clumsy, frequently drop objects, or have difficulty with tasks requiring fine or gross motor skills. These difficulties are not explained by neurological conditions, intellectual disability, or visual problems. Occupational therapy and physical therapy are fundamental for developing these motor skills.

➡️ [Learn more about motor coordination]

6A05: Attention-deficit/hyperactivity disorder

ADHD is characterized by persistent patterns of inattention and/or hyperactivity-impulsivity that interfere with functioning and development. Inattention manifests as difficulty maintaining focus, organization, and task completion. Hyperactivity involves excessive motor activity and restlessness. Impulsivity includes hasty actions without considering consequences. There are predominantly inattentive presentations, predominantly hyperactive-impulsive presentations, or combined presentations. ADHD affects children and adults, impacting school performance, work, and relationships. Multimodal treatment, including behavioral strategies, environmental adaptations, and when appropriate, medication, significantly helps in managing symptoms.

➡️ [Learn more about ADHD]

6A06: Stereotyped movement disorder

This disorder involves repetitive motor behaviors that appear purposeful but have no obvious function, such as body rocking, hand flapping, head swaying, or self-biting. These movements are sufficiently frequent and intense to interfere with social, academic, or other activities, or may result in self-injury. They typically begin in early childhood and may increase with stress, excitement, or boredom. It is important to differentiate these movements from tics, compulsions, or stereotyped movements that occur in the context of other disorders. Behavioral interventions focus on reducing frequency and teaching more adaptive alternative behaviors.

➡️ [Learn more about stereotyped movements]

Important Concepts

Neurodevelopment: Continuous process of development of the nervous system, especially the brain, which begins in the prenatal period and continues through childhood and adolescence. It involves formation, migration and connection of neurons, as well as maturation of different brain areas responsible for functions such as language, memory, attention and motor control.

Developmental Period: Phase of life that extends from conception through the end of adolescence, when the brain is undergoing intense formation and maturation. It is during this period that neurodevelopmental disorders manifest, although they may not be identified immediately.

Adaptive Functioning: Set of conceptual, social and practical skills that people learn to function in daily life. Includes communication, self-care, home living, social skills, use of community resources, self-direction, health, safety, leisure and work.

Comorbidity: Simultaneous occurrence of two or more disorders in the same person. It is common for people with a neurodevelopmental disorder to present characteristics of others, such as autism and ADHD, or dyslexia and motor coordination disorder.

Early Intervention: Set of services and supports offered to young children with developmental delays or disorders and their families. The earlier it is initiated, the greater the chances of taking advantage of brain plasticity to promote development and minimize difficulties.

Brain Plasticity: Capacity of the brain to modify and adapt in response to experiences, learning and injuries. It is especially high during childhood, which makes early interventions particularly effective.

Multidisciplinary Assessment: Assessment process conducted by different professionals (psychologists, speech-language pathologists, occupational therapists, physicians, educators) to understand all dimensions of a person's functioning and establish appropriate diagnosis and intervention plan.

Start Here

• [Basic guide: What are neurodevelopmental disorders?]
• [How to recognize warning signs in child development]
• [First steps after suspecting a disorder]
• [Understanding the diagnostic evaluation process]
• [Rights and inclusion: what the law guarantees]
• [Glossary of neurodevelopment terms]

Deepen Your Knowledge

• [Neurobiological bases of neurodevelopmental disorders]
• [Genetics and environmental factors in development]
• [Scientific evidence on effective interventions]
• [Neurodevelopmental disorders across the lifespan]
• [Comorbidities: when there is more than one diagnosis]
• [Standardized assessment tools]
• [Updates from ICD-10 to ICD-11]

Frequently Asked Questions

Q: What are neurodevelopmental disorders? A: These are conditions that emerge during the developmental period (childhood and adolescence) and affect the functioning of the nervous system, impacting skills such as communication, learning, behavior, motor coordination, and social interaction. They result from differences in brain development and manifest in varied ways in each person. They are not caused by lack of effort, poor parenting, or emotional problems, but rather by neurobiological characteristics that require understanding, adaptations, and specific support so that the person can develop their potential.

Q: What is the difference between the main types? A: Each disorder affects specific areas of functioning. Intellectual developmental disorder impacts reasoning and general adaptation; speech/language disorders affect communication; autism involves social interaction and behavior patterns; learning disorders focus on specific academic skills; motor coordination disorder affects movement; ADHD impacts attention and impulse control; and stereotyped movement disorder involves repetitive motor behaviors. A person may have characteristics of more than one disorder simultaneously.

Q: How is diagnosis made? A: Diagnosis is a complex process performed by qualified professionals (physicians, psychologists, speech-language pathologists, among others), usually in a multidisciplinary team. It involves detailed interviews with the family, direct observation of the person, application of standardized tests, analysis of developmental history, and when necessary, complementary examinations. There is no single test that diagnoses these disorders. The process seeks to understand the complete profile of abilities and difficulties to establish accurate diagnosis and plan interventions appropriate to individual needs.

Q: Do neurodevelopmental disorders have a cure? A: These disorders are neurodevelopmental conditions, not diseases that are "cured." They are part of how the person's brain developed and functions. However, with appropriate interventions, adequate support, and adaptations, people can develop skills, learn compensation strategies, and have excellent quality of life. The goal is not to "normalize" the person, but to maximize their potential, promote autonomy and well-being. Many characteristics can improve significantly over time with appropriate intervention.

Q: What is the importance of early diagnosis? A: Early diagnosis allows interventions to begin when the brain has greater plasticity, taking advantage of critical periods of development. It enables access to specialized services, educational adaptations, and family support. It also helps families understand the child's needs, reducing guilt and frustration. Children who receive early support have better outcomes in skill development, autonomy, and social inclusion. Furthermore, diagnosis ensures legal rights to services, inclusive education, and protections against discrimination.

Useful Resources

• [Checklist of child developmental milestones]
• [Directory of specialized professionals]
• [Report templates for school]
• [Apps to support development]
• [Support groups for families]
• [Library of free educational materials]
• [Eligibility calculator for services]
• [Guide to rights and legislation]

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Note: This content is for educational purposes. For diagnosis and specific guidance, always consult qualified healthcare professionals.