Campus Library - Dictionary

An FBA (Functional Behavioral Assessment) is a systematic process to determine the function of a target behavior—why it occurs—by examining what happens before (antecedents), the behavior itself, and the consequences. The goal is to design evidence-based interventions that reduce problem behaviors and teach appropriate alternatives.

The ability to perceive and interpret facial expressions; difficulties with facial recognition can occur in individuals with autism and social communication disorders.

The process of making a task easier for an individual, often used in educational contexts to support neurodivergent learners through accommodations and modifications.

The provision of supports or modifications that create a more accessible environment for neurodivergent individuals, critical for equitable opportunities in various settings.

A learning process where an individual develops a fear response to a neutral stimulus after it has been paired with a negative or traumatic event, relevant in discussions related to anxiety disorders.

Emotional and physiological reactions to perceived threats; individuals on the autism spectrum may experience heightened or atypical fear responses.

A pervasive anxiety that one is missing out on enjoyable experiences, which can be heightened in neurodivergent individuals, particularly in social settings.

A process in which an output or response influences future inputs or behavior; understanding feedback loops can help in the development of behaviors for neurodivergent individuals.

Small movements or gestures made, often unconsciously, to relieve stress or increase focus; fidgeting can be common in individuals with ADHD or anxiety.

A cognitive style that reflects how individuals perceive and interpret information; field-dependent individuals may rely more on the environment for context, while field-independent individuals prefer to focus on specific details.

Specialized or expert knowledge within a particular domain, which may vary in how it is expressed or utilized by neurodivergent individuals.

The understanding that others can hold beliefs that are different from one’s own, crucial for social cognition, often an area of difficulty for autistic individuals.

An intense focus or concentration on a particular object or activity that may be observed in individuals with autism, often manifesting as a strong interest.

A repetitive hand or arm movement often seen in autistic individuals, used as a form of self-regulation or expression of excitement.

Thoughts that come and go quickly; individuals with ADHD may experience difficulty in retaining thoughts or focusing on them.

The cognitive ability to adapt one’s thinking to new situations or rules; difficulties with flexible thinking are commonly observed in individuals with autism spectrum disorder (ASD).

Symptoms that can vary in intensity over time, commonly experienced by individuals with conditions such as ADHD or mood disorders.

The ability to perform tasks smoothly and efficiently; can refer to reading fluency in dyslexia or speech fluency in individuals with communication disorders.

A therapeutic approach aimed at improving the smoothness and efficiency of speech or reading, often utilized for individuals with language-related challenges.

A type of seizure that originates in one specific area of the brain, which can lead to various symptoms including altered awareness; can sometimes occur in individuals with neurodevelopmental conditions.

The ability to concentrate attention on a specific task or object, often a struggle for individuals with ADHD and related conditions.

A method of transmitting information, often used in speech and auditory processing, which can be impacted in individuals with auditory processing disorder.

The area of the brain located at the front of the frontal lobes, crucial for higher cognitive functions such as reasoning, planning, and impulse control, often implicated in neurodevelopmental disorders.

Impairment in executive functions associated with the frontal lobe, affecting planning, organization, and self-regulation, commonly seen in ADHD.

The part of the brain responsible for executive functions, decision-making, impulse control, and emotional regulation; often studied in relation to ADHD and other neurodevelopmental disorders.

The ability to manage feelings of frustration, which can vary widely in neurodivergent individuals and may impact their behavior and emotional responses.

A systematic process for identifying the purpose or function of a behavior in order to develop effective interventions, frequently used in supporting students with behavioral challenges.

A neuroimaging technique used to assess brain activity by measuring changes in blood flow, which can provide insights into brain function in neurodivergent populations.

A condition where individuals experience neurologic symptoms that cannot be explained by traditional neurological conditions, often manifesting as movement disorders or seizures.

The tendency to attribute others' behaviors to their character while attributing one’s own behaviors to situational factors; understanding this concept can help improve empathy towards neurodivergent individuals.