Campus Library - Dictionary

Services and support provided to young children with developmental delays or difficulties to enhance their development and outcomes.

The repetition of phrases or sounds heard in the environment, often observed in autistic individuals as a form of communication or processing.

Modifications or supports provided in educational settings to help neurodivergent students succeed, such as extended testing time or alternative assessments.

Difficulty managing emotional responses, leading to inappropriate or extreme responses to situations, commonly seen in individuals with ADHD, autism, and other neurodevelopmental disorders.

The ability to identify, understand, and manage one’s own emotions and those of others, which can vary among neurodivergent individuals.

The assistance provided to individuals to help them manage emotional challenges, particularly valuable for those with mental health or neurodivergent conditions.

The ability to understand and share the feelings of others, which may be differently expressed or perceived in individuals on the autism spectrum.

The process of supporting individuals to gain control over their lives and make choices, crucial for fostering independence in neurodivergent people.

The level of participation and interest an individual shows in activities, which can be influenced by motivation and sensory preferences.

Changes made to a person’s surroundings to reduce sensory overload or support behavioral needs, often beneficial for autistic individuals or those with sensory processing disorders.

External factors that may negatively impact an individual’s well-being, such as noise, chaos, or changes in routine, which can be particularly challenging for neurodivergent individuals.

The study of the distribution and determinants of health-related states or events, including the prevalence of neurodivergent conditions in different populations.

The principle of fairness in treatment, access, and opportunities for individuals, especially relevant in discussions about resources for neurodivergent individuals.

The ability to make approximate calculations or judgments, often challenging for individuals with dyscalculia and may affect their mathematical understanding.

Positive stress that can motivate and energize individuals; finding ways to create eustress can be important for individuals with anxiety or ADHD.

The process of assessing an individual’s abilities, challenges, and needs, often involving standardized tests and clinical interviews in neuropsychological assessments.

The process of bringing forth memories or emotions, which can be significant in therapeutic contexts for individuals with neurodivergent conditions.

A form of dissociation where individuals frequently engage in fantasy or imagination, potentially impacting focus and productivity, often seen in ADHD.

Specific conditions or characteristics that disqualify an individual from receiving a certain diagnosis, often important in diagnosing neurodivergent conditions accurately.

A set of cognitive processes that includes working memory, flexible thinking, and self-control, which are often impaired in individuals with ADHD and other neurodivergent conditions.

A group of cognitive abilities that enable goal-directed behavior, including planning, organization, and task completion, often impaired in ADHD.

A learning approach emphasizing active engagement and experience to enhance understanding, which can be particularly effective for neurodivergent learners.