Terminology Service < Semantic Lookup Platform

All terms in ICD10

Label	Id	Description
Acute tonsillitis	J03
Acute upper respiratory infections of multiple and unspecified sites	J06
Acute obstructive laryngitis [croup] and epiglottitis	J05
Pedestrian injured in unspecified transport accident	V09.9
Pedestrian injured in other and unspecified transport accidents	V09
Other developmental disorders of scholastic skills	F81.8
Specific developmental disorders of scholastic skills	F81	[Disorders in which the normal patterns of skill acquisition are disturbed from the early stages of development. This is not simply a consequence of a lack of opportunity to learn, it is not solely a result of mental retardation, and it is not due to any form of acquired brain trauma or disease.]
Developmental disorder of scholastic skills, unspecified	F81.9
Pedestrian injured in traffic accident involving other and unspecified motor vehicles	V09.2
Sprain and strain of lumbar spine	S33.5
Pedestrian injured in unspecified traffic accident	V09.3
Traumatic rupture of symphysis pubis	S33.4
Pedestrian injured in nontraffic accident involving other and unspecified motor vehicles	V09.0
Sprain and strain of other and unspecified parts of lumbar spine and pelvis	S33.7
Pedestrian injured in unspecified nontraffic accident	V09.1
Sprain and strain of sacroiliac joint	S33.6
Specific reading disorder	F81.0	[The main feature is a specific and significant impairment in the development of reading skills that is not solely accounted for by mental age, visual acuity problems, or inadequate schooling. Reading comprehension skill, reading word recognition, oral reading skill, and performance of tasks requiring reading may all be affected. Spelling difficulties are frequently associated with specific reading disorder and often remain into adolescence even after some progress in reading has been made. Specific developmental disorders of reading are commonly preceded by a history of disorders in speech or language development. Associated emotional and behavioural disturbances are common during the school age period.]
Specific spelling disorder	F81.1	[The main feature is a specific and significant impairment in the development of spelling skills in the absence of a history of specific reading disorder, which is not solely accounted for by low mental age, visual acuity problems, or inadequate schooling. The ability to spell orally and to write out words correctly are both affected.]
Specific disorder of arithmetical skills	F81.2	[Involves a specific impairment in arithmetical skills that is not solely explicable on the basis of general mental retardation or of inadequate schooling. The deficit concerns mastery of basic computational skills of addition, subtraction, multiplication, and division rather than of the more abstract mathematical skills involved in algebra, trigonometry, geometry, or calculus.]
Mixed disorder of scholastic skills	F81.3	[An ill-defined residual category of disorders in which both arithmetical and reading or spelling skills are significantly impaired, but in which the disorder is not solely explicable in terms of general mental retardation or of inadequate schooling. It should be used for disorders meeting the criteria for both F81.2 and either F81.0 or F81.1.]