Understanding Neurodiversity and Autism

These flashcards cover key vocabulary related to neurodiversity and autism, providing definitions to enhance understanding of the subject.

Neurodivergent (ND)

Refers to individuals whose brain functions differently from what is considered typical, including conditions like autism, ADHD, and dyslexia.

Neurotypical (NT)

Refers to individuals with typically developing brains, as distinct from those with neurodivergent conditions.

Stimming

Self-stimulating actions that are repeated to stimulate the senses, often used by neurodivergent individuals to self-regulate.

Echolalia

The repetition of phrases or sentences, often seen in autistic individuals as a form of communication.

Sensory Processing

The way the brain receives and interprets sensory information from the environment, which can be different in neurodivergent individuals.

Joint Attention

A shared focus on an object or event by two individuals, an important social communication skill that can be different in autistic children.

Splinter Skills

Skills or talents that are highly developed in certain areas while other areas may be underdeveloped, often seen in autistic individuals.

Hyperlexia

The ability to read at an early age, often without formal teaching, commonly associated with autism.

Neurodiversity

The concept that brain differences are normal variations of the human experience and should be recognized and celebrated.

Antimism

A misconception that autism is synonymous with bad behavior or poor social skills; it's a misunderstanding of neurodivergent behaviors.

Neurodivergent (ND)

Refers to individuals whose brain functions differently from what is considered typical, including conditions like autism, ADHD, and dyslexia.

Neurotypical (NT)

Refers to individuals with typically developing brains, as distinct from those with neurodivergent conditions.

Stimming

Self-stimulating actions that are repeated to stimulate the senses, often used by neurodivergent individuals to self-regulate.

Echolalia

The repetition of phrases or sentences, often seen in autistic individuals as a form of communication.

Sensory Processing

The way the brain receives and interprets sensory information from the environment, which can be different in neurodivergent individuals.

Joint Attention

A shared focus on an object or event by two individuals, an important social communication skill that can be different in autistic children.

Splinter Skills

Skills or talents that are highly developed in certain areas while other areas may be underdeveloped, often seen in autistic individuals.

Hyperlexia

The ability to read at an early age, often without formal teaching, commonly associated with autism.

Neurodiversity

The concept that brain differences are normal variations of the human experience and should be recognized and celebrated.

Antimism

A misconception that autism is synonymous with bad behavior or poor social skills; it's a misunderstanding of neurodivergent behaviors.

Four Groups of Difference

Autism manifests through differences in four key areas:

• Social Communication

• Social Interaction

• Routines and Repetitive Behaviors

• Sensory Sensitivity

Early Traits of Autism

Common indicators include:

• Limited or inconsistent eye contact

• Not responding to their name by 12 months

• Lack of pointing or showing objects

• Repetitive movements or play patterns

7 Types of Stimming

Sensory-seeking behaviors categorized by:

1. Visual (staring at lights)

2. Auditory (vocal sounds)

3. Tactile (rubbing textures)

4. Vestibular (rocking/spinning)

5. Proprioceptive (jumping/squeezing)

6. Olfactory (smelling objects)

7. Gustatory (tasting/licking)

Autistic Play

Characterized by a focus on the physical properties of toys, such as lining up objects or spinning wheels, and a preference for parallel play over collaborative imaginative play.

Strengths in Autism

Common cognitive assets include:

• Exceptional attention to detail

• Strong pattern recognition

• High levels of focus or monotropism

• Honest and direct communication styles