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Home :: FAQ :: Minor Adult Child Claims

What is the second of the six “Functional Domains”?

The second domain is “Attending and completing tasks”.  This domain considers how well a child is able to focus and maintain attention, and how well she is able to begin, carry through, and finish activities, including the pace at which she performs activities and the ease of changing activities (20 CFR 416.926a(h)).

The regulations provide that a preschooler without an impairment should be able to pay attention when she is spoken to directly, sustain attention to her play and learning activities, and concentrate on activities like putting puzzles together or completing art projects.  The child should also be able to focus long enough to do many more things independently, such as gathering clothes and dressing, feeding, or putting away toys.  The child should usually be able to wait her turn and to change her activity when a caregiver or teacher says it is time to do something else (20 CFR 416.926a(h)(2)(iii)).

The regulations provide that a school-age child without an impairment should be able to focus her attention in a variety of situations in order to follow directions, remember and organize school materials, and complete classroom and homework assignments.  The child should be able to concentrate on details and not make careless mistakes in her work (beyond what would be expected in other children of the same age who do not have impairments).  The child should be able to change activities or routines without distraction, and stay on task and in place when appropriate.  The child should be able to sustain attention well enough to participate in group sports, read by herself, and complete family chores.  The child should also be able to complete a transition task (e.g., be ready for the school bus, change clothes after gym, change classrooms) without extra reminders and accommodation (20 CFR 416.926a(h)(2)(iv)).

Social Security regulation 20 CFR 416.926a(h)(3) sets forth some examples of limited functioning in this domain that children of different ages might have.  The examples do not apply to a child of a particular age; rather, they cover a range of ages and developmental periods.  In addition, the examples do not necessarily describe “marked” or “extreme” limitation in the domain.  Some examples of difficulty children could have in attending and completing tasks are: (i) is easily startled, distracted, or over-reactive to sounds, sights, movements, or touch; (ii) is slow to focus on, or fails to complete, activities of interest (e.g., games or art projects); (iii) repeatedly becomes side-tracked from activities or frequently interrupts others; (iv) is easily frustrated and gives up on tasks, including ones she is capable of completing; or (v) requires extra supervision to remain engaged in an activity.

If the claimant has no limitation in attending and completing tasks, the evidence of record would not show any evidence of deficit.