Question 1

Recognising people from the immediate environment

Accepted Answer

Ability to recognise people from the immediate environment, i.e. people with whom there is regular direct contact in everyday life, including for example family members, neighbours, as well as carers from an outpatient service or a residential care facility.

Ability present: The person immediately recognises other people from their immediate environment.
Ability largely present: The person recognises familiar people only after a longer period of contact in a conversation, or has difficulties – not daily, but at regular intervals – recognising familiar people.
Ability present to a minor degree: People from the immediate environment are only rarely recognised, or the ability may depend on the person's daily form, i.e. the ability is subject to considerable fluctuation over time.
Ability not present: Even family members are not or only exceptionally recognised.

Question 2

Spatial orientation

Accepted Answer

Ability to navigate the physical environment, find specific places and know where one is.

Ability present: The person knows which town, floor and, if applicable, which facility they are in. They know their way around the regularly used rooms. Getting lost in the rooms of their own dwelling or immediately within the residential area of a facility does not occur, and the person also finds their way around the nearby outdoor environment.
Ability largely present: Difficulties exist in orienting in the outdoor environment, e.g. finding one's way back home after leaving the building. No such difficulties exist within the person's own home.
Ability present to a minor degree: The person also has difficulty finding their way around in a familiar home environment. Regularly used rooms and routes in the residential environment are not always recognised.
Ability not present: Even in their own home environment, the person regularly needs support to find their way around.

Question 3

Temporal orientation

Accepted Answer

Ability to recognise temporal structures, including the time of day, parts of the day (morning, afternoon, evening etc.), seasons and the chronological sequence of one's own life.

Ability present: Temporal orientation is present without significant impairment.
Ability largely present: The person is temporally oriented most of the time but not consistently. They have difficulty, for example, determining the time of day without external orientation aids (clock, darkness etc.).
Ability present to a minor degree: Temporal orientation is only present in rudimentary form most of the time. Even with external orientation aids, the person is usually unable to recognise times of day at which specific events regularly occur (e.g. lunch).
Ability not present: Understanding of temporal structures and sequences is barely or not present.

Question 4

Recalling important events or observations

Accepted Answer

Ability to recall recently occurring events (e.g. what was eaten for breakfast, activities in the morning) and more distant events (e.g. year of birth, occupation, personal history).

Ability present: The person can provide information about recently occurring events or indicate through actions and gestures that they remember.
Ability largely present: The person has difficulty recalling some recent events or needs to think for longer, but has no significant difficulty recalling events from their own personal history.
Ability present to a minor degree: The person frequently forgets recent events. Not all, but important events from personal history are still present.
Ability not present: The person is not (or only rarely) able to remember events, things or people from their own personal history.

Question 5

Controlling multi-step everyday actions

Accepted Answer

Ability to carry out everyday actions with several sub-steps in a purposeful manner, e.g. getting dressed, making coffee or setting the table.

Ability present: The person is able to carry out or control the required steps independently in the correct order so that the intended outcome is achieved.
Ability largely present: The person sometimes loses track and forgets which step comes next. When given a memory prompt, they can continue the action independently.
Ability present to a minor degree: The person has considerable difficulties. They regularly confuse the order of individual steps or forget individual necessary steps.
Ability not present: Multi-step everyday actions are not started at all, or abandoned after initial attempts.

Question 6

Making decisions in everyday life

Accepted Answer

Ability to make logical decisions in everyday life, e.g. adapting clothing to the weather, planning shopping or calling friends.

Ability present: The person can make logical decisions even in unfamiliar situations, e.g. when dealing with unknown people who ring the doorbell.
Ability largely present: Decisions can be made within daily routines or in previously discussed situations, but the person has difficulty in unfamiliar situations.
Ability present to a minor degree: The person does make decisions, but these are generally not suitable for achieving a specific goal. A severe impairment also exists when the person is only able to make decisions with support in the form of guidance, prompting or offering alternative courses of action.
Ability not present: The person can no longer or only rarely make decisions even with support. They show no interpretable reaction to being offered several decision alternatives.

Question 7

Understanding facts and information

Accepted Answer

Ability to understand and categorise facts and information from media or verbal communication.

Ability present: The person can understand facts and information from everyday life without significant difficulties.
Ability largely present: The person can follow simple facts and information but has difficulty with more complex ones.
Ability present to a minor degree: The person can often only follow even simple information when it is explained repeatedly. A severe impairment also exists when comprehension is highly dependent on daily form.
Ability not present: The person gives no verbal or non-verbal indication that they can understand situations and communicated information.

Question 8

Recognising risks and hazards

Accepted Answer

Ability to recognise everyday risks and hazards, e.g. sources of electricity and fire, trip hazards or dangers in road traffic.

Ability present: The person can readily recognise such risks and hazards in everyday life, even if they cannot avoid them for other reasons (e.g. due to physical impairments).
Ability largely present: The person usually only recognises risks and hazards found in the familiar indoor home environment. They have difficulty, for example, adequately assessing risks in road traffic or recognising hazards in unfamiliar environments.
Ability present to a minor degree: The person often cannot recognise even risks and hazards they frequently encounter in the home environment.
Ability not present: The person can barely or not at all recognise risks and hazards.

Question 9

Communicating basic needs

Accepted Answer

Ability to communicate basic needs verbally or non-verbally. This includes making oneself known when experiencing severely distressing sensations related to basic needs such as pain, feeling cold, hunger or thirst. In the case of speech disorders, this may be done using sounds, facial expressions or gestures, or with the help of aids.

Ability present: The person can name basic needs or make clear through sounds, gestures, facial expressions or aids which need is involved.
Ability largely present: The person does not always express basic needs spontaneously or not always clearly, but can make them clear when asked.
Ability present to a minor degree: It can only be inferred from ambiguous behaviour (e.g. facial expressions, gestures, sounds, verbal utterances) that basic needs exist. Which basic need is affected cannot be communicated and must be laboriously determined by the carer.
Ability not present: The person expresses needs not at all or very rarely, not even in non-verbal form. They can make neither agreement nor rejection clear.

Question 10

Understanding instructions

Accepted Answer

Ability to understand instructions relating to everyday basic needs such as eating, drinking, getting dressed or engaging in activities.

Ability present: Instructions and requests relating to everyday basic needs are readily understood.
Ability largely present: Simple requests and instructions such as 'Please sit at the table!', 'Put on your jacket!', 'Come and eat!' are understood; instructions for more complex actions need to be explained. Where necessary, e.g. in the case of hearing impairment, particularly clear speech, repetitions, sign language or writing may be required.
Ability present to a minor degree: The person can usually not understand instructions and requests unless they are repeated and explained. Comprehension is highly dependent on daily form. However, they show agreement or rejection towards non-verbal instructions, e.g. when touched or guided to the dining table.
Ability not present: The person can barely or not at all understand instructions and prompts.

Question 11

Participating in a conversation

Accepted Answer

Ability to absorb conversation content, respond appropriately and contribute to the continuation of a conversation.

Ability present: The person manages well both in one-to-one and small group conversations. They show initiative, interest and participate, even if only when directly addressed. Their contributions are relevant to the conversation.
Ability largely present: The person manages well in one-to-one conversations but is usually overwhelmed in groups and loses the thread, or word-finding difficulties arise. The person needs to be spoken to slowly and very clearly, with words and sentences repeated.
Ability present to a minor degree: The person can barely follow even a one-to-one conversation, or can only participate minimally or with individual words. The person shows little initiative but responds to prompts or questions with a few words; or participates but generally deviates from the topic.
Ability not present: A conversation with the person that goes beyond simple statements is barely or not possible even with non-verbal communication.

Criterion	Present 0 pts	Largely present 1 pts	Present to a minor degree 2 pts	Not present 3 pts
Recognising people from the immediate environment 4.2.1 · Ability to recognise people from the immediate environment, i.e. people with whom there is regular direct contact in everyday life, including for example family members, neighbours, as well as carers from an outpatient service or a residential care facility.
Recognising people from the immediate environment 4.2.1 · Ability to recognise people from the immediate environment, i.e. people with whom there is regular direct contact in everyday life, including for example family members, neighbours, as well as carers from an outpatient service or a residential care facility.
Spatial orientation 4.2.2 · Ability to navigate the physical environment, find specific places and know where one is.
Spatial orientation 4.2.2 · Ability to navigate the physical environment, find specific places and know where one is.
Temporal orientation 4.2.3 · Ability to recognise temporal structures, including the time of day, parts of the day (morning, afternoon, evening etc.), seasons and the chronological sequence of one's own life.
Temporal orientation 4.2.3 · Ability to recognise temporal structures, including the time of day, parts of the day (morning, afternoon, evening etc.), seasons and the chronological sequence of one's own life.
Recalling important events or observations 4.2.4 · Ability to recall recently occurring events (e.g. what was eaten for breakfast, activities in the morning) and more distant events (e.g. year of birth, occupation, personal history).
Recalling important events or observations 4.2.4 · Ability to recall recently occurring events (e.g. what was eaten for breakfast, activities in the morning) and more distant events (e.g. year of birth, occupation, personal history).
Controlling multi-step everyday actions 4.2.5 · Ability to carry out everyday actions with several sub-steps in a purposeful manner, e.g. getting dressed, making coffee or setting the table.
Controlling multi-step everyday actions 4.2.5 · Ability to carry out everyday actions with several sub-steps in a purposeful manner, e.g. getting dressed, making coffee or setting the table.
Making decisions in everyday life 4.2.6 · Ability to make logical decisions in everyday life, e.g. adapting clothing to the weather, planning shopping or calling friends.
Making decisions in everyday life 4.2.6 · Ability to make logical decisions in everyday life, e.g. adapting clothing to the weather, planning shopping or calling friends.
Understanding facts and information 4.2.7 · Ability to understand and categorise facts and information from media or verbal communication.
Understanding facts and information 4.2.7 · Ability to understand and categorise facts and information from media or verbal communication.
Recognising risks and hazards 4.2.8 · Ability to recognise everyday risks and hazards, e.g. sources of electricity and fire, trip hazards or dangers in road traffic.
Recognising risks and hazards 4.2.8 · Ability to recognise everyday risks and hazards, e.g. sources of electricity and fire, trip hazards or dangers in road traffic.
Communicating basic needs 4.2.9 · Ability to communicate basic needs verbally or non-verbally. This includes making oneself known when experiencing severely distressing sensations related to basic needs such as pain, feeling cold, hunger or thirst. In the case of speech disorders, this may be done using sounds, facial expressions or gestures, or with the help of aids.
Communicating basic needs 4.2.9 · Ability to communicate basic needs verbally or non-verbally. This includes making oneself known when experiencing severely distressing sensations related to basic needs such as pain, feeling cold, hunger or thirst. In the case of speech disorders, this may be done using sounds, facial expressions or gestures, or with the help of aids.
Understanding instructions 4.2.10 · Ability to understand instructions relating to everyday basic needs such as eating, drinking, getting dressed or engaging in activities.
Understanding instructions 4.2.10 · Ability to understand instructions relating to everyday basic needs such as eating, drinking, getting dressed or engaging in activities.
Participating in a conversation 4.2.11 · Ability to absorb conversation content, respond appropriately and contribute to the continuation of a conversation.
Participating in a conversation 4.2.11 · Ability to absorb conversation content, respond appropriately and contribute to the continuation of a conversation.

Cognitive and communicative abilities