Foundational concepts of neurodiversity
Neurodiversity Movement
A social justice movement that advocates for the acceptance, inclusion, and rights of neurodivergent individuals. It originated in autistic self-advocacy groups, and it has since broadened to include the wider community of people with varied neurological differences. The movement challenges the pathologisation of neurodivergence, and seeks systemic changes that would create a more equitable and inclusive world for neurodivergent people.
Neurodiversity
Referring to neurological diversity, and emphasising the natural and valuable variation in brain function and behavioural traits. Aligning with the concept of biodiversity, where different organisms thrive as….
Neurodiversity as a term opened up an alternative to the ‘medical model’ of neurological differences, one solely focused on diagnosing and ‘fixing’ differences. It is not a label or diagnosis in its own right: it refers to collective diversity as opposed to one person being ‘neurodiverse’.
Judy Singer has claimed to have coined the term in 1998, although this is contested by those in the neurodiversity community who were using it before the publication of her honours thesis.
Neurodevelopmental Conditions
Conditions that affect how the brain develops, generally manifesting early in life and impacting neurological functioning, including areas like behaviour, learning and communication. Examples include ADHD, autism, dyslexia, dyspraxia (more examples and definitions below).
These conditions are clinically recognised, and their diagnostic criteria are detailed in the DSM-5 (Diagnotic and Statistical Manual of Mental Disorders, 5th Edition) and the ICD-11 (International Classification of Diseases, 11th Revision). Whilst these psychiatric framings offer a pathway to diagnosis and support, they – by definition – frame the conditions as disorders, and are often biased or limited in the ways these symptom clusters are defined.
Neurodivergent
This refers to an individual whose neurological functioning diverges from what is considered the dominant societal standard. It was coined by autistic self-advocate Kassiane Asasumasu in the 1990s as a word to refer to those whose brains process information differently from the majority.
Aligned with the neurodiversity paradigm, it emphasises that these differences are variations of normal neurocognitive function, rather than deficits or disorders as such. It’s not a clinical diagnosis, but it’s increasingly used in clinical and research settings.
Neurodevelopmental conditions are often the reason someone is considered neurodivergent, but neurodivergence also includes other conditions and experiences, such as acquired brain injuries, mental health conditions that significantly impact cognitive processing, those with sensory processing sensitivity, giftedness or synesthesia.
Neurominority
This is a group of people who share a similar form of neurodivergence (e.g. autistic people, dyslexic people). Whilst ‘neurodivergence’ itself can imply belonging to a minority in terms of neurological type, it’s more accurate to consider smaller interrelated neurominorities with different forms and combinations of neurodivergence.
For example, dyslexic people are a neurominority who experience similar traits, diagnosis and discrimination, whereas neurodivergent people as a category are not seen as a minority due to the term incorporating such a broad range of neurological differences.
Neurotypical
Describes individuals whose brain functions and processes information in a way considered standard or typical by society. This is another term that stemmed from autistic self-advocacy groups in the nineties, with people like Laura Tisoncik attributed to its popularisation.
It’s a social construct rather than a statistical one, referring to people who are able to fit the social norm and function ‘as expected’; those whose biology allows them to conform with relative ease.
The neurodiversity community continues to examine the concept of typicality, acknowledging that it’s complex and intersectional rather than a clear binary.
Neurotype
This term also emerged from the neurodiversity movement as a way to categorise different patterns of cognitive functioning. For example, It offers a broader lens than the formal diagnostic categories within the DSM and the ICD, and is increasingly influential in clinical practice and research settings.
Discussing ‘neurotypes’ as opposed to limiting focus on ‘conditions’ supports the paradigm shift from the medical model to the social model of disability. It is destigmatising and inclusive, moving beyond the limitations of only focusing on diagnosed ‘disorders’. It doesn’t cancel out the necessity or usefulness of clinical diagnosis, but provides a broader and more empowering lens to discuss differences.
It’s also more flexible and nuanced than diagnostic categories, recognising that a person’s unique neurotype potentially encompasses many more granular and interrelated experiences. Whilst these may be grouped under diagnostic categories (ADHD, autism) and other labels (HSP, PDA), they interact in distinct ways that go beyond these labels.
Neurodivergent experiences
Executive functioning differences
Differences across cognitive skills that govern self-regulation and mental control and coordination. These include complex cognitive processes like planning, organisation, time management, focus and emotional regulation. Executive functioning challenges can have a profound impact on a person’s daily life, and can be an area where support and strategies for adaptation are needed.
Masking (camouflaging)
The act of suppressing or concealing neurodivergent traits to appear neurotypical. A conscious or unconscious self-adaptation that can be challenging to maintain, and can lead to exhaustion and burnout over time.
Stimming (self-stimulatory behaviours)
Repetitive movements or actions used to self-regulate or cope with emotions or sensory input. Stimming can involve any of the senses and can include things like rocking, hand flapping, vocalisation or fidgeting with objects. It can also include forms that are seen as more neurotypical or socially acceptable, like playing with hair or foot tapping.
Hyperfocus
An intense state of concentration on a specific interest or activity, often associated with ADHD (though not limited to it). It can feel like a heightened focus of attention, being deeply absorbed in a task. It can be a strength in the right context, but often comes with challenges around time management, shifting attention or attending to responsibilities in daily life.
Monotropism
An attention system that focuses intensely on a limited number of interests at a time. It can lead to a deep level of engagement and detail, with some difficulty shifting attention to other things that aren’t within that ‘interest tunnel’. It is often seen in autistic people, and can represent a more useful description than the diagnostic criteria around ‘rigid’ and ‘limited’ interests.
Ecolalia
The repetition of phrases or words that have been heard. It can be repeating something immediately that you’ve just heard, or later repeating something that was heard at an earlier time. It can be a means of communication, a way of processing language, or a way of self-regulating (a form of verbal stim).
Misophonia
Having a low tolerance for specific sounds and associated stimuli. The triggers are often common sounds made by other people, like chewing, breathing, sniffing or tapping. Those triggers can lead to strong emotional reactions internally, like anger, disgust and anxiety.
Demand avoidance
Broadly describes difficulties with requests and expectations, with a tendency to avoid tasks, requests, expectations or even internal urges. Demand avoidance in general is a natural tendency that most people experience to some degree – the resistance to getting on with a difficult task, or knowing you should do more exercise but not making it happen. In the context of neurodivergence, it can be more pervasive and have a significant impact and being able to function in daily life. See below for definition of ‘pathological demand avoidance’ as a distinct neurotype.
Alexithymia
An experience characterised by the difficulty of identifying and describing one’s own emotions, as well as distinguishing between feelings and bodily sensations. People with alexithymia may also have trouble understanding the emotions of others. It’s not a condition in its own right, but is most commonly (though not exclusively) connected with autism.
Spoons
An analogy used to illustrate the limited energy resources in people with chronic illness or neurodivergence. The term was created originally by Christina Miserandino as a way to explain her chronic illness experience to a friend, but it’s often used within the neurodiversity community. Spoons represent units of energy needed for daily activities. Each task, from getting dressed to social interactions, uses up spoons. Once the spoons are gone, the individual is out of energy and cannot continue. The concept helps highlights that the number of available spoons can vary daily in unpredictable ways.
RSD
Not a formal diagnosis, but often experienced alongside ADHD and other neurodivergent conditions. Describes a strong emotional response to perceived, potential or actual rejection or criticism. It comes with intense emotions, like shame, anger or sadness that can seem disproportionate to the situation or external experience. People with RSD can be very highly attuned to perceived social cues, and feel a hypervigilance in social situations and relationships.
Social perspectives
Social model of disability
This views disability as being caused by the way society is organised rather than by a person’s differences. It argues that barriers created by society (including physical, social, communicative barriers) exclude and disadvantage people.
The model is in contrast to the medical model, which views disability as a problem that resides within the individual, caused by a physical, sensory, intellectual or psychological impairment. This puts the emphasis on ‘fixing’ the individual to fit into norms, rather than changing society to become more inclusive and accessible.
Ableism
Discrimination and prejudice against people with disabilities, including neurodivergent people. It assumes that typical abilities are superior, and (consciously or unconsciously) devalues the worth and experiences of those with physical, intellectual or mental health disabilities.
Internalised ableism
The internalisation of societal stigma and negative beliefs about disability and neurodivergence, leading to self-doubt and shame. This can include downplaying the impact of one’s disability, believing negative stereotypes and setting unrealistic expectations of yourself.
Self-advocacy
The ability to speak up for oneself and one’s needs. This tends to involve individuals understanding their own neurodivergent traits, and communicating their needs and preferences. It’s about building the confidence to represent oneself in the context of rights and inclusion around education, work and social settings.
Strengths-based approach
A framework followed by practitioners and clinicians who are working with neurodivergence and disability in the context of shifting forcus from deficits to assets. Rather than solely focusing on ‘symptoms’ or challenges, this approach cultivates the individual’s unique strengths in order to foster self-esteem and self-efficacy.
Double empathy problem
The concept that communication breakdowns between neurodivergent and neurotypical individuals are often due to a lack of mutual understanding, rather than solely a deficit on the part of the neurodivergent person.
Diagnostic and identification experiences
Co-occurrence (or comorbidity)
The presence of multiple conditions in the same individual at the same time. In neurodiversity, it points to the common co-occurrence of neurodevelopmental conditions that is increasingly recognised (for example, the high percentage of autistic people with ADHD).
It’s also often discussed in terms of the existence of mental health conditions such as anxiety or depression pointing to an underlying condition, such as ADHD. In these cases it’s often understood that if the ‘root’ condition (e.g. ADHD) is well-managed and supported, the anxiety and depression tend to improve.
Misdiagnosis
The common experience of individuals who were initially diagnosed with a mental health condition, such as anxiety, depression, bipolar disorder or borderline personality disorder before a later diagnosis of a neurodevelopmental condition. This can often be attributed to the limitations of diagnostic criteria and the lack of training for clinicians on the varied presentations of conditions like ASC and ADHD.
High functioning
A controversial term that is viewed in the neurodiversity community as outdated. It has often been used to describe neurodivergent people who are perceived to have strong verbal skills and an ability to navigate life without significant support.
It is unhelpful because it focuses on external presentation rather than internal experience, potentially leading to a lack of understanding and support. It can also imply a hierarchy of neurodivergence, where those who can ‘pass’ for neurotypical are more acceptable and/ or less worthy of support.
Spectrum condition
Refers (as in autism spectrum) to a condition characterised by a range of presentations, where an individual can have very different combinations of traits at varying levels of severity. It does not describe a linear scale of ‘high’ to ‘low’ functioning, which oversimplifies and misrepresents the reality.
Spiky profile
The pattern of uneven skills and abilities often seen in neurodivergent individuals, where there are significant differences between the person’s strengths and their challenges. Opposed to a ‘flat profile’ that is seen in cognitive profiling in the majority of cases, where there’s less variability of skill levels for one individual across profile categories.
Self diagnosis
Refers to a person researching and analysing their own neurodivergent traits to reach a conclusion about the conditions that they’re experiencing. A person may self-diagnose (or self-identify) for many reasons: they don’t want to engage with the medical system; barriers due to limitations in diagnostic criteria or clinician training; they don’t want the perceived stigma of a diagnosis; financial or practical barriers to formal diagnosis.
There is an emphasis in the neurodiversity community on the validity of self-diagnosis to ensure that those who have not had access to formal diagnosis are not excluded or doubted in their experience.
Specific neurodivergent conditions
Note that in these definitions, I’m giving the version that aligns with the diagnostic criteria or clinically accepted definitions. In many cases, people are exploring more inclusive and less pathologising ways of describing and identifying these neurotypes.
Autism Spectrum Disorder (ASD)
A neurodevelopmental condition characterized by a spectrum of differences in social interaction, communication, and often the presence of restricted and repetitive behaviors or interests. Many prefer to use ‘ASC’ (autism spectrum condition) rather than disorder.
Attention Deficit Hyperactivity Disorder (ADHD)
A neurodevelopmental condition characterised by differences in attention, hyperactivity, and impulsivity. There are ‘subtypes’ within this: predominantly inattentive, predominantly hyperactive, and combined.
AuDHD
The co-occurence of both autism and ADHD in the same person. Prior to the publication of the DSM-5 they were considered as mutually exclusive conditions, and therefore weren’t able to be diagnosed in the same individual until 2013. It’s increasingly recognised that having both conditions is more common than previously thought, although prevalence data is still highly variable.
Studies suggest that up to 50-70% of people with autism also have ADHD, and that 20% of people with ADHD are also autistic (although this estimate can range can from 10-50% depending on the study). The combination creates an experience where the traits and challenges of both conditions interact and often overlap. This can lead to a particularly complex – and sometimes seemingly paradoxical – experience of neurodivergence, with a blend of sensory differences, attention patterns and social differences.
Dyslexia
A specific learning disability that makes reading, spelling, and understanding written words challenging. It is characterised by difficulties with accurate and/ or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
Dyspraxia (Developmental Coordination Disorder – DCD)
A neurodevelopmental condition that affects the planning and execution of motor tasks. This impacts coordination and movement, with differences of ability in gross motor skills, fine motor skills, and (in fewer cases) speech motor control. Dyspraxia is also associated with executive functioning and processing challenges.
Dyscalculia
A specific learning disability that impacts one’s ability to understand and manipulate numbers and mathematical concepts.
Dysgraphia
A specific learning disability that primarily affects handwriting and the ability to put thoughts into written form. It can involve challenges with the physical act of writing, as well as with spelling, grammar and the sequencing of concepts in writing.
Tourette Syndrome
A neurodevelopmental condition involving the presence of motor tics and phonic tics. Motor tics are sudden and involuntary movements, with phonic tics relating to involuntary sounds.
Sensory processing disorder (SPD)
Heightened or diminished responses to sensory stimuli like light, sound, touch, taste, or smell. Was previously used as a diagnostic term, but is no longer recognised as a standalone category in the DSM-5 or ICD-11.
Sensory processing differences are, however, often a feature of other conditions (like autism and ADHD) and the term ‘sensory processing differences’ is widely used within the neurodiversity community to describe those who process sensory information differently, leading to hypersensitivity or hyposensitivity in different areas.
Highly Sensitive Person (HSP) and Sensory Processing Sensitivity (SPS)
Related to SPD, many within the neurodiversity community recognise sensory processing sensitivity as a valid form of neurological difference. Many people also relate to the term HSP, with its emphasis on sensitivity as a way of being rather than a disorder.
Attention Deficit Disorder (ADD)
An outdated term that previously referred to the inattentive presentation of ADHD. The correct terminology is now ‘ADHD, predominantly inattentive presentation’.
Asperger Syndrome
A historical term that was previously a separate diagnosis, but now falls under the diagnostic umbrella of ASD (autism). The DSM-5 now recognises that autism presents on a spectrum with varying levels of support needs, so Asperger’s as a separate diagnosis is no longer relevant. It’s worth noting that some people who were previously diagnosed with Asperger’s still identify with the term and with the ‘Aspie’ community.
Pathological Demand Avoidance (PDA)
Many prefer the term ‘Pervasive Drive for Autonomy’ for this term that is discussed within neurodiversity communities as a specific profile of autism. It is characterised by an extreme resistance to everyday demands and a strong need for autonomy. It’s not a separate diagnosis or sub-type in the DSM-5 or ICD-11, but many people relate to it and advocate for its’ recognition as a signification and distinct presentation within ASC.
Some extras here!
https://www.berkshirehealthcare.nhs.uk/news/news-archive/from-dopamining-to-squirreling-a-guide-to-adhd-terminology/
