Neurodivergent Terms and Language
An A-Z Glossary

Language around neurodiversity is always developing. People may use different words to describe themselves, their experiences and the support that is helpful to them.

This glossary explains commonly used neurodivergent terms in clear, respectful language. It is general information, not a way to diagnose yourself or someone else. If you are looking for individual support, you can explore our services or contact Equally Different Therapy to discuss what may be appropriate.

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• What language should I use?

Accommodations

Accommodations are changes that help a person participate more fairly or comfortably in education, work or everyday life. In UK settings, this may also be described as reasonable adjustments.

Examples can include written instructions, extra processing time, flexible ways to communicate, a quieter workspace or sensory adjustments. Helpful adjustments depend on the individual and the situation.

ACE — ADHD Child Evaluation

ACE is a structured interview used by a clinician to explore a child or young person’s development, experiences and possible ADHD-related characteristics. It is one part of an assessment, not a diagnosis on its own.

ADHD

ADHD stands for attention deficit hyperactivity disorder. It is a neurodevelopmental condition that can affect attention, activity levels, impulsivity, emotions and everyday organisation.

ADHD can look different from one person to another. Some people may experience difficulty focusing, starting tasks, remembering details or managing time. Others may feel restless, have fast-moving thoughts or act quickly without intending to. These experiences alone do not establish whether someone has ADHD.

Autism

Autism is a neurodevelopmental difference. Autistic people may experience, communicate, process sensory information and relate to others in different ways. Autism is a spectrum, meaning that people’s strengths, needs and experiences vary widely.

Being autistic is not something that can be established from one trait, online checklist or article. If you would like to understand Equally Different Therapy’s assessment pathway, visit our autism assessment page.

Autistic person / person with autism

Some people prefer identity-first language, such as “autistic person”. Others prefer person-first language, such as “person with autism” or “person on the autism spectrum”.

There is no single term that every person prefers. When possible, use the language a person uses for themselves. If you are unsure, ask respectfully or use clear, neutral language.

Burnout

Autistic burnout is a term some autistic people use to describe a period of intense exhaustion, reduced capacity and difficulty managing everyday demands. It can be associated with prolonged stress, sensory overload, masking or a lack of appropriate support.

Burnout is not the same as ordinary tiredness, and it can overlap with other wellbeing concerns. A person’s experience should be taken seriously and considered in context.

Co-occurring conditions

Co-occurring conditions describes a person having more than one condition, difference or support need. For example, some people are autistic and have ADHD, anxiety, learning differences, sensory needs or physical health conditions.

This language is often preferred to more medicalised terms such as “comorbidity”, although individuals and professionals may use different wording in different settings.

Demand avoidance

Demand avoidance describes finding demands, expectations or perceived pressure difficult to manage. A demand can be external, such as being asked to complete a task, or internal, such as feeling that you “should” do something.

This can be linked with anxiety, uncertainty, a need for autonomy, executive-function differences, past experiences or many other factors. It is not helpful to assume that demand avoidance is deliberate defiance or that it has one cause.

Diagnosis

A diagnosis is a formal clinical conclusion made through an appropriate assessment process. It is different from recognising traits, identifying with others’ experiences or seeking information.

Exploring neurodiversity can be useful whether or not a person wants a diagnosis. A diagnosis is not required for someone to deserve understanding, adjustments or support.

Differential diagnosis

Differential diagnosis means considering whether a person’s experiences may be explained by ADHD, another condition or a combination of factors. It helps the clinician consider the whole picture rather than relying on one characteristic or questionnaire.

Echolalia

Echolalia means repeating words, phrases or sounds that have been heard before. It can happen immediately or later, and may be a way of communicating, processing language, regulating, remembering or connecting with others.

It should not automatically be treated as meaningless repetition. The context and the person’s intended communication matter.

Executive function

Executive functions are mental processes that help people plan, begin and complete tasks, organise information, remember steps, manage time, regulate attention and adapt to change.

Everyone can find these skills harder at times, particularly when stressed or tired. Executive-function differences can affect school, work, home life and self-care.

HCPC — Health and Care Professions Council

The HCPC is the UK regulator for several health and care professions, including practitioner psychologists. An HCPC-registered professional is listed on its register and must meet its standards.

Interoception

Interoception is the sense that helps us notice internal body signals, such as hunger, thirst, temperature, tiredness, a need for the toilet or changes in heart rate.

People vary in how easily they notice and interpret these signals. Interoceptive differences can affect emotional awareness, comfort and daily routines.

Masking

Masking describes hiding, reducing or changing natural responses in order to meet other people’s expectations or avoid standing out. This may include rehearsing conversations, copying others’ social behaviour, suppressing stimming or forcing eye contact.

Masking can sometimes help a person navigate particular situations, but it can also be tiring and affect wellbeing. People may mask for many reasons, and not all neurodivergent people experience it in the same way.

Meltdown

A meltdown is an intense response to being overwhelmed. It may happen when a person is experiencing too much sensory input, stress, anxiety, change, demand or emotional pressure.

During a meltdown, a person may find it difficult to communicate, regulate their behaviour or stay in a situation. Calm, safety, reduced demands and time to recover are often more helpful than pressure, punishment or lengthy discussion.

Neuroaffirming

A neuroaffirming approach recognises and respects differences in how people think, communicate, learn and experience the world. It considers each person’s strengths, preferences and support needs rather than assuming that differences must be corrected.

Neurodivergent

Neurodivergent is usually used to describe an individual whose brain develops, processes information or works differently from what society considers typical. The term is often used in relation to autism, ADHD, dyslexia, dyspraxia, Tourette syndrome and other differences.

It is an umbrella term, not a diagnosis. Not everyone uses it for themselves, and people may have different views about which experiences it includes.

Neurodiverse

Neurodiverse describes a group that includes people with different neurotypes. For example, a classroom, workplace or family can be neurodiverse.

An individual person is usually described as neurodivergent or neurotypical, rather than neurodiverse.

Neurodiversity

Neurodiversity refers to the natural variation in how human brains think, learn, communicate, feel and process information. It includes everyone, not only people who are neurodivergent.

The term can help move conversations away from the idea that there is one “right” way for a brain to work. It does not mean that a person’s difficulties, access needs or distress should be dismissed.

Neurotypical

Neurotypical generally describes a person whose neurological development and ways of processing information fall within what society considers typical.

It is not a judgement or a measure of worth. Like neurodivergent, it is a broad term and may not be how every person chooses to describe themselves.

Processing time

Processing time is the time someone needs to take in information, understand it, decide how to respond and communicate that response.

Offering more time, reducing the number of questions asked at once and providing information in writing can make conversations more accessible for many people.

Proprioception

Proprioception is the sense that helps us understand where our body is and how it is moving. It supports coordination, balance, using the right amount of force and moving through spaces.

Some people seek or avoid certain kinds of movement or pressure. These differences can form part of a broader sensory profile.

Reasonable adjustments

In UK law, reasonable adjustments are changes that can help disabled people access education, work and services more fairly. The appropriate adjustment depends on the person, setting and barrier involved.

Examples may include flexible communication, accessible information, rest breaks, sensory adjustments or changes to routines. If you are navigating school support, our EHCP support information may be a useful starting point.

Regulation

Regulation describes the ways people manage their emotions, energy, attention and responses to stress. Everyone uses different strategies to regulate, such as movement, quiet time, routine, music, sensory input, rest or talking with someone they trust.

Supporting regulation is not about making someone appear calmer for others. It is about understanding what helps that person feel safer, more comfortable and better able to cope.

SDQ — Strengths and Difficulties Questionnaire

The SDQ is a brief questionnaire that gathers information about a child or young person’s strengths and areas where they may need support. It can contribute to an assessment but cannot establish a diagnosis on its own.

SEND

SEND stands for special educational needs and disabilities. It is used in education to describe children and young people who need extra or different support from that usually provided.

SEND is a broad term. A child does not need a diagnosis to have special educational needs.

Sensory processing

Sensory processing is how the nervous system receives, organises and responds to information from the senses. This can include sight, sound, smell, taste and touch, as well as body-awareness, movement and internal body signals.

Sensory differences may affect comfort, concentration, energy, movement, eating, sleep, school and everyday activities. If sensory experiences are having a significant impact, you can learn more about our sensory assessment service or read Supporting Your Child’s Sensory Needs.

Shared care

Shared care is an arrangement in which healthcare professionals agree how responsibilities for prescribing and monitoring medication will be shared. Whether it is available depends on the clinicians and services involved; it cannot be assumed.

Shutdown

A shutdown is a response to overwhelm in which a person may become quiet, withdrawn, less able to communicate or unable to continue with a task or situation.

It is not necessarily a choice or refusal. Reducing pressure, offering time and respecting the person’s communication needs can be helpful.

SNAP-IV

SNAP-IV is a questionnaire used to gather information about characteristics associated with ADHD and related behaviours. Parents, carers or teachers may be asked to complete it. Its results are considered alongside other information; they do not establish a diagnosis on its own.

Stimming

Stimming is short for self-stimulatory behaviour. It can include movements, sounds or actions such as rocking, tapping, pacing, fidgeting, humming or using a fidget item.

People may stim to regulate emotions, manage sensory input, express excitement, focus or feel more comfortable. Stimming is not automatically harmful or something that must be stopped. The key question is whether it is safe and whether the person needs support.

Titration

Titration is the process of adjusting a medication dose over time while monitoring its benefits and any side effects, to find an appropriate dose for the individual.

Vestibular sense

The vestibular sense helps with balance, movement and awareness of where the head and body are in relation to gravity. It is involved when we move, spin, climb, sit still or change position.

Differences in vestibular processing may influence how a person experiences movement, balance and certain environments.

What language should I use?

The most respectful language is usually the language a person chooses for themselves.

• Use clear words and explain unfamiliar terms or acronyms.
• Avoid assuming that everyone wants a diagnosis, identifies as neurodivergent or needs the same kind of support.
• Avoid describing neurodivergence as something to be “fixed” or “cured”.
• Avoid labels such as “high-functioning”, “low-functioning”, “mild” or “severe” without clear context. These can hide a person’s support needs, strengths or distress.
• Focus on the person’s experience, preferences and access needs.
• Ask what is helpful rather than making assumptions.

Language preferences can differ. Using respectful, specific and flexible language matters more than trying to find one perfect term.

Explore further support and resources

• Autism assessment
• Therapy and counselling
• Understanding Your Child: online parent and carer consultation
• EHCP support
• Sensory assessment
• Equally Different Therapy blog
• Webinars
• Free ebooks and practical resources
• Newsletter

You may also find NHS Dorset’s neurodiversity language guide useful. It was developed with people with lived experience and neurodiversity professionals, and recognises that language preferences can vary.