09/09/2025
Neurodivergent Children: Common Terms and Definitions
Below is a concise, parent- and educator-friendly glossary of common terms related to neurodivergent children. Neurodivergence refers to natural variations in brain development and functioning. Individuals may identify with multiple terms, and language preferences vary—when in doubt, ask the person or family what terms they prefer.
Core Umbrella Terms
Neurodiversity: The idea that diverse brain types are a natural part of human variation.
Neurodivergent (ND): An individual whose brain functions differently from the typical (e.g., autistic, ADHD).
Neurotypical (NT): An individual without neurodevelopmental differences commonly labeled as neurodivergent.
Neurodivergent-affirming: Approaches that respect ND identities, reduce stigma, and focus on supports over “fixing.”
Neurodevelopmental Conditions
Autism / Autism Spectrum Disorder (ASD): Differences in social communication, sensory processing, and patterns of interests/routines. Presentation varies widely.
ADHD (Attention-Deficit/Hyperactivity Disorder): Differences in attention regulation, impulse control, and activity level; includes inattentive, hyperactive-impulsive, and combined presentations.
Dyslexia: Reading and spelling differences, often involving phonological processing; strengths may include reasoning and visual-spatial skills.
Dysgraphia: Writing differences affecting handwriting, spacing, spelling, and written expression.
Dyscalculia: Math learning differences involving number sense, calculation, and math reasoning.
Developmental Coordination Disorder (DCD) / Dyspraxia: Motor planning and coordination differences affecting fine/gross motor tasks.
Language Disorder (Developmental Language Disorder, DLD): Persistent difficulty understanding and/or using language not explained by hearing loss or other conditions.
Social (Pragmatic) Communication Disorder: Challenges using language in social contexts (e.g., taking turns, interpreting nonliteral language).
Intellectual Disability (ID): Significant limitations in intellectual functioning and adaptive behavior, originating before adulthood.
Specific Learning Disorder (SLD): DSM-5 category that includes dyslexia, dysgraphia, and dyscalculia.
Tourette Syndrome (TS) and Tic Disorders: Motor and/or vocal tics that are sudden, rapid, and recurrent.
Sensory Processing Differences / Sensory Processing Disorder (SPD; not universally recognized as a standalone diagnosis): Atypical responses to sensory input (over/under-responsivity, sensory seeking).
Co-occurring and Related Differences
Executive Function (EF) differences: Challenges with planning, working memory, initiation, organization, and shifting attention.
Auditory Processing Disorder (APD): Difficulty processing auditory information despite typical hearing tests.
Visual Processing differences: Challenges interpreting visual information (distinct from eyesight).
Giftedness / Twice-Exceptional (2e): Gifted children who also have a disability or learning difference (e.g., gifted + ADHD).
Hyperlexia: Early, advanced decoding of text with variable comprehension.
Nonverbal Learning Disorder (NVLD; not a DSM-5 diagnosis): Strength in rote verbal skills with challenges in visual-spatial reasoning and social inference.
Pathological / Persistent Demand Avoidance (PDA; contested term): Extreme avoidance of everyday demands, often discussed within the autism community; terminology and validity are debated.
Selective Mutism: Consistent failure to speak in certain settings despite being able to speak in others, often anxiety-related.
Apraxia of Speech (Childhood Apraxia of Speech): Motor planning difficulty affecting speech production.
Echolalia: Repetition of words/phrases; can serve communication, processing, or regulation purposes.
Stimming (Self-stimulatory behaviors): Repetitive movements/sounds used for regulation or expression (e.g., hand-flapping).
Camouflaging/Masking: Hiding or compensating for differences to fit in; can be exhausting and linked to burnout.
Autistic Burnout: Long-lasting exhaustion and reduced functioning due to chronic stress and masking.
Support, Education, and Rights
Individualized Education Program (IEP): U.S. plan for special education services under IDEA.
504 Plan: U.S. accommodations plan under Section 504 (civil rights law).
Reasonable Adjustments/Accommodations: Supports provided at school or work (e.g., extended time, quiet space).
Assistive Technology (AT): Tools that support learning/communication (e.g., speech-to-text, noise-canceling headphones).
Augmentative and Alternative Communication (AAC): Communication methods beyond speech (PECS, speech-generating devices, sign).
Occupational Therapy (OT): Supports sensory, motor, and daily living skills.
Speech-Language Therapy (SLT/SLP): Supports speech, language, and social communication.
Behavioral Approaches: Wide range; includes Positive Behavior Support. Families should evaluate fit and ethics, prioritizing consent and autonomy.
Identity, Language, and Culture
Identity-first language: “Autistic child.” Preferred by many in the autistic community.
Person-first language: “Child with autism.” Preferred by some individuals and settings.
Strength-based approach: Emphasizes abilities and interests alongside support needs.
Neurodivergent-affirming care: Prioritizes dignity, autonomy, and reducing distress rather than enforcing conformity.
Self-advocacy: Teaching and supporting children to understand their needs and communicate them.
Intersectionality: How race, culture, language, gender, and socioeconomic factors interact with neurodivergence and access to services.
Common Accommodations and Strategies
Visual supports: Schedules, checklists, timers.
Structured routines with flexibility: Predictable patterns plus choice-making.
Sensory supports: Movement breaks, fidgets, noise reduction, lighting adjustments.
Instructional supports: Chunked directions, modeling, multi-modal teaching.
Regulation and coping: Co-regulation, calm corners, interoception activities, emotion coaching.
Collaboration: Regular communication among caregivers, teachers, and clinicians.
Notes and Nuance
Diagnostic terms vary by country and manual (DSM-5-TR vs. ICD-11).
Some terms are contested or evolving (e.g., PDA, SPD, NVLD). Clarify definitions in context.
Many neurodivergent kids have more than one difference; profiles are individualized.
