Neurodiversity Key Terms

Understanding the Language That Celebrates Diverse Minds

As the conversation around mental health evolves, so too does our understanding of the rich tapestry of human neurodiversity. Rooted in the belief that neurological differences such as autism, ADHD, dyslexia, and Tourette syndrome are part of natural human variation, the neurodiversity movement calls for acceptance, inclusion, and respect. For mental health professionals and clients alike, familiarizing ourselves with key neurodiversity-affirming terms is essential to creating a safe, supportive therapeutic space.

Below are some foundational terms that reflect a strengths-based and inclusive approach to neurodivergence.

1. Neurodiversity

Definition: Neurodiversity refers to the natural variation in human neurocognitive functioning. It recognizes that conditions like autism, ADHD, and dyslexia are not inherently “disorders” but differences that come with unique strengths and challenges.

Why it matters: The term encourages a shift from a deficit-based model to one that values all cognitive styles as part of human diversity, much like biodiversity in nature.

🧠 “Neurodiversity is not a disability to be cured; it is a difference to be understood and embraced.” — Judy Singer, sociologist who coined the term

2. Neurodivergent (ND)

Definition: A person whose neurological makeup diverges from what is considered typical (i.e., neurotypical). This includes but is not limited to autistic individuals, people with ADHD, dyslexia, dyspraxia, and other cognitive differences.

Note: Not all neurodivergent people identify with this label, so it’s important to respect individual preferences.

3. Neurotypical (NT)

Definition: Describes individuals whose neurocognitive functioning aligns with societal norms and expectations.

Contextual use: “Neurotypical” is not meant to pathologize but to offer contrast when discussing inclusion and accessibility.

4. Masking

Definition: The act of suppressing or hiding one’s natural neurodivergent traits to fit into neurotypical social norms. Common among autistic and ADHD individuals, masking can involve mimicking behaviors, avoiding stimming, or scripting conversations.

Impact: Long-term masking can lead to exhaustion, identity confusion, and mental health issues such as anxiety and depression (Hull et al., 2017).

5. Stimming (Self-Stimulatory Behavior)

Definition: Repetitive movements or sounds that help regulate sensory input, emotion, or focus. Examples include hand-flapping, rocking, or repeating words.

Affirming view: Stimming is often misunderstood or discouraged, but for many neurodivergent individuals, it’s a vital coping tool and source of comfort.

6. Sensory Processing Differences

Definition: Neurodivergent people may experience hypersensitivity (over-responsiveness) or hyposensitivity (under-responsiveness) to sensory stimuli such as noise, light, texture, or touch.

Therapeutic relevance: Sensory needs should be acknowledged and accommodated, both in therapy settings and daily life.

7. Double Empathy Problem

Definition: Coined by Dr. Damian Milton, this concept challenges the myth that autistic individuals lack empathy. Instead, it suggests that mutual misunderstanding arises between autistic and non-autistic people due to differing communication styles and worldviews (Milton, 2012).

Takeaway: Empathy difficulties are not one-sided; understanding must go both ways.

8. Pathological Demand Avoidance (PDA)

Definition: A profile within the autism spectrum characterized by an extreme avoidance of everyday demands due to anxiety and a need for autonomy.

Controversy: The term “pathological” is debated within neurodivergent communities. Alternatives like “Pervasive Drive for Autonomy” (PDA Society, 2023) reflect a more affirming, less stigmatizing lens.

9. Identity-First vs. Person-First Language

Definition:

Identity-First Language (e.g., “autistic person”) emphasizes the integral role of neurodivergence in one’s identity.
Person-First Language (e.g., “person with autism”) puts the individual before the condition.

Respecting preference: Many in the autistic community prefer identity-first language, while others may not. Always ask individuals what they prefer (Kenny et al., 2016).

10. Support Needs

Definition: Instead of labeling individuals by severity (e.g., “high-functioning” or “low-functioning”), the neurodiversity paradigm emphasizes dynamic support needs, which can vary across time and context.

Why this matters: Functioning labels are often inaccurate and can lead to unmet needs or misjudged abilities.

Final Thoughts

Using affirming, respectful language is more than semantics—it’s a foundational step in fostering trust, empowerment, and equity in therapy. As psychotherapists, our role includes listening deeply, validating lived experiences, and embracing the diverse ways minds can work. Neurodiversity is not a problem to be fixed—it’s a perspective to be honored.

References

Hull, L., Mandy, W., & Petrides, K. V. (2017). “Behavioural and cognitive sex/gender differences in autism spectrum condition and typically developing males and females.” Autism, 21(6), 706–727. https://doi.org/10.1177/1362361316669087
Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2016). “Which terms should be used to describe autism? Perspectives from the UK autism community.” Autism, 20(4), 442–462. https://doi.org/10.1177/1362361315588200
Milton, D. (2012). “On the ontological status of autism: The ‘double empathy problem’.” Disability & Society, 27(6), 883–887. https://doi.org/10.1080/09687599.2012.710008
PDA Society. (2023). “Understanding PDA.” https://www.pdasociety.org.uk/what-is-pda/
Singer, J. (1999). “Why can’t you be normal for once in your life?” From a “problem with no name” to the emergence of a new category of difference. In M. Corker & S. French (Eds.), Disability Discourse (pp. 59–67). Open University Press.

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