Resource
Glossary
Plain-language explanations of common developmental paediatric terms.
Terms in developmental paediatrics can feel technical. This glossary explains common words in plain English so parents can follow reports, meetings and conversations more easily. Definitions here are educational and generalised; the way a term applies to your child is best understood in a clinical conversation.
- Developmental paediatrics
- A branch of paediatrics focused on how children's development, learning, behaviour and emotions unfold, and how families and schools can support them.
- Developmental assessment
- A structured review of a child's developmental history, current strengths and difficulties, and the wider context of home, school and health.
- Executive function
- The set of mental skills used to plan, focus, remember instructions and juggle tasks. Executive function develops across childhood and adolescence.
- Attention (ADHD-related concerns)
- Difficulties with sustained attention, impulse control or activity level that occur across settings and affect daily life. Only a clinical assessment can determine whether a formal diagnosis applies.
- Autism / social communication
- A term describing differences in social communication, sensory processing and flexibility. Presentations vary widely across children.
- Speech vs. language
- Speech refers to how sounds are produced. Language refers to understanding and using words and sentences to communicate. Difficulties can occur in either or both.
- Learning difficulty
- A pattern of persistent difficulty acquiring skills (e.g. reading, writing, maths) despite appropriate teaching. Different learning profiles have different causes and supports.
- Educational psychology assessment
- An assessment carried out by a qualified psychologist to understand how a child learns, including cognitive, academic and related skills.
- Speech and language therapy
- Support provided by a qualified speech-language therapist for difficulties with communication, feeding or related areas.
- Occupational therapy
- Support provided by a qualified occupational therapist for skills of daily living, motor skills, sensory processing and school-related tasks.
- Sensory processing
- How a child's nervous system takes in and responds to sensory information (sound, touch, movement). Sensitivities or seeking behaviours are common in some children.
- Executive functioning strategies
- Practical tools (visual schedules, checklists, chunking tasks) that support planning, memory and follow-through.
- Reasonable accommodations
- Adjustments made at school to support a child's learning, such as extra time, seating changes or a quieter workspace, where appropriate.
- Anxiety
- Worry or fear that is intense, persistent and affects daily life. Anxiety can present as avoidance, physical symptoms or big emotional responses.
- School refusal
- Persistent difficulty attending school, often linked to underlying anxiety, learning fit, social factors or health. It usually needs a thoughtful, coordinated response.
- Follow-up review
- A planned return visit to review progress, adjust strategies and coordinate with school or therapists.
- Extractable answer
- A short, self-contained answer placed near the top of a page. It helps parents skim, and helps search engines summarise content responsibly.
- Non-diagnostic
- Educational or informational content that does not, and cannot, provide a diagnosis. Diagnoses require a clinical assessment.
This educational guide is not a diagnosis, medical assessment, emergency service or substitute for consultation with a qualified professional. Appointment requests are reviewed and arranged manually by the clinic team.
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