Aspie Answers • Understanding Terms

Neurodiversity Glossary (A–Z)

Clear, respectful definitions for neurodiversity terms — explained in everyday language, with gentle examples.

Welcome

Different brains, equal worth

This glossary explains words used in conversations about neurodiversity — including autism, ADHD, masking, sensory processing, stimming, and support needs. Language can change over time, and people may prefer different terms. This page offers gentle starting points, not strict rules.

“Your way of thinking is not wrong — it is yours.”

A gentle reminder

Content note: Some terms relate to distress, overload, shutdowns, or burnout. Everything is written in calm, non-graphic language. You can pause, skip, or come back later.

Tip: Use the A–Z bar or search to find terms quickly.

Letter A

Autism: A neurotype (way of thinking, sensing, and processing) that can influence communication, social interaction, interests, and sensory experiences. It is a natural part of human diversity. Example: “My autism means I notice patterns and details that others might miss.”
ADHD (Attention-Deficit / Hyperactivity Differences): A neurotype that can affect focus, impulse control, energy levels, and time-sense. It often includes creativity, curiosity, and strong interests. Example: “I focus best with movement breaks and a short to-do list.”
Accommodations: Supports or changes that make environments more accessible (e.g., extra time, quiet spaces, captions). Example: “Noise-reducing headphones help me stay regulated in busy spaces.”

Letter B

Burnout (Neurodivergent): A state of exhaustion and reduced capacity after long-term masking, overload, or stress. It can affect energy, executive functioning, and tolerance for demands. Example: “After months of pushing through, I needed rest and fewer demands to recover.”
Body Doubling: Doing tasks alongside another person (in-person or online) to support focus and follow-through. Example: “I clean better when my friend is on a video call with me.”

Letter C

Co-regulation: Feeling calmer because of supportive connection with another person (tone, presence, reassurance). Example: “A calm voice helps my nervous system settle.”
Communication Differences: Different ways of expressing or receiving information (e.g., direct language, AAC, processing time). Example: “I understand best when instructions are written and step-by-step.”

Letter D

Demand Avoidance: When everyday demands create high stress and nervous system threat responses (sometimes described as PDA). This is about overwhelm, not “being difficult.” Example: “If I feel pressured, my brain freezes — choices and gentleness help.”
Dysregulation: When emotions or sensory stress become too big for the body to manage easily (may look like meltdown or shutdown). Example: “I was dysregulated, so I needed quiet and time to reset.”

Letter E

Executive Functioning: Brain skills that help with planning, starting tasks, switching, working memory, and self-management. Example: “My executive functioning improves with visual schedules.”
Echolalia: Repeating words or phrases (immediately or later). It can be communication, processing, or self-regulation. Example: “I repeat lines from shows when I’m excited or stressed.”

Letter F

Fidgeting: Movement (hands/feet/tools) that supports focus or regulation. Example: “A fidget helps me listen in meetings.”
Functional Communication: Communicating needs in a way that works for the person (spoken words, AAC, gestures, writing). Example: “I use a text-to-speech app when speaking is hard.”

Letter G

Gestalt Language Processing: Learning language in “chunks” (scripts/phrases) rather than single words first. Example: “I learned phrases first and later broke them into flexible language.”
Grounding: Sensory strategies that help bring you back to the present (touch, sound, movement, breathing). Example: “I press my feet into the floor and name 5 things I can see.”

Letter H

Hyperfocus: Deep focus on an interest or task, sometimes making it hard to switch or notice time. Example: “I hyperfocused and forgot to eat — timers help.”
Hypersensitivity: Strong sensitivity to sensory input (sound, light, textures, smells). Example: “Fluorescent lights feel painful, so I use softer lighting.”

Letter I

Identity-First Language: Language that places identity first (e.g., “autistic person”). Many people prefer it; others prefer person-first. Example: “I prefer identity-first language because autism is part of who I am.”
Interoception: Sensing internal body signals (hunger, thirst, pain, temperature, needing the toilet). This can be different in neurodivergent people. Example: “I don’t notice hunger until I’m shaky, so I use scheduled snacks.”

Letter J

Justice Sensitivity: Strong emotional response to unfairness, harm, or inequality (can be a neurodivergent trait). Example: “Injustice hits me hard — I need time to regulate after it.”

Letter K

Kinesthetic Learning: Learning best through doing, moving, or hands-on practice. Example: “I understand it once I can try it physically.”

Letter L

Literal Language: Preferring clear, direct meaning (can make sarcasm or vague hints confusing). Example: “I do best when instructions aren’t implied — just said.”
Low-Demand Approach: Reducing pressure and demands to support safety and regulation (often helpful during burnout/shutdown). Example: “I paused non-urgent tasks to help my nervous system recover.”

Letter M

Masking: Hiding traits to fit in or avoid judgement. It can be exhausting and affect mental health. Example: “I masked all day at school and crashed at home.”
Meltdown: An intense, involuntary stress response when the nervous system is overwhelmed. Example: “When I melt down, I’m not choosing it — I need safety and time.”

Letter N

Neurodivergent: A person whose brain works differently from what society labels “typical” (e.g., autism, ADHD, dyslexia). Example: “Being neurodivergent shapes how I process, learn, and communicate.”
Neurotypical: A person whose brain and development fit most cultural expectations and norms. Example: “Neurotypical spaces can still be adapted to include everyone.”

Letter O

Overload (Sensory / Social / Cognitive): When too much input builds up (noise, lights, demands, people) and the body can’t process it anymore. Example: “After the mall, I needed silence to recover from overload.”
Occupational Therapy (OT): Support focused on daily functioning (sensory strategies, routines, independence, accessibility). Example: “OT helped me find sensory tools that work for my body.”

Letter P

PDA (Pathological Demand Avoidance / Persistent Drive for Autonomy): A profile some people use to describe extreme threat responses to demands; many prefer “drive for autonomy.” Example: “My brain panics with pressure — collaboration helps.”
Processing Time: Time needed to understand, plan, and respond (especially under stress). Example: “Please give me a moment — I’m still processing.”

Letter Q

Quiet Space: A low-sensory area used to prevent overload and support regulation. Example: “A quiet space helps me reset during busy events.”

Letter R

Regulation: Keeping your body and emotions within a manageable range (not “calm all the time,” but supported). Example: “Movement and music help me regulate.”
Routines: Predictable patterns that can reduce decision fatigue and stress. Example: “My morning routine helps my brain feel safe.”

Letter S

Sensory Processing: How the brain receives and responds to sensory input (sound, light, touch, taste, smell, movement). Example: “My sensory processing means certain fabrics feel unbearable.”
Shutdown: An involuntary stress response that may look like going quiet, needing to withdraw, or feeling “stuck.” Example: “I shut down when overwhelmed, so I need low demand and time.”
Stimming: Repetitive movement or sound that supports regulation (hand flapping, rocking, humming). Example: “Stimming helps me concentrate and release stress.”

Letter T

Task Initiation: Starting a task (often linked to executive functioning). Example: “I can do the task — starting is the hard part.”
Time Blindness: Difficulty sensing time passing or estimating how long tasks will take. Example: “Timers and visual clocks help my time blindness.”

Letter U

Unmasking: Letting yourself be more natural and authentic, especially in safe relationships and environments. Example: “Unmasking at home helps my body recover.”

Letter V

Visual Supports: Helpful visuals that reduce memory load (schedules, checklists, icons, cue cards). Example: “Visual supports help me do tasks without feeling overwhelmed.”

Letter W

Working Memory: Holding information in mind briefly while using it (instructions, steps, numbers). Example: “I forget multi-step instructions unless they’re written down.”

Letter X

Xylophobia (example of specific phobia term): Fear of wooded areas or forests. (Included as an example of how specific terms can appear in reports.) Example: “A report may name specific fears using clinical wording.”

Letter Y

Yerkes–Dodson (arousal & performance idea): A simple way to explain that too little or too much stress can make tasks harder — we often do best in the middle. Example: “When my arousal is too high, I need calming before I can think clearly.”

Letter Z

Zoom Fatigue: Exhaustion from online meetings due to sensory load, focus demands, and social processing. Example: “Shorter calls and breaks help reduce zoom fatigue.”