Campus Library - Dictionary

A mental health condition characterized by unwanted thoughts (obsessions) and repetitive behaviors (compulsions); OCD can co-occur with other neurodivergent conditions like autism and ADHD.

The understanding that objects continue to exist even when they cannot be seen; difficulties with object permanence can affect social and cognitive development, particularly in young children.

The act of watching and noting behaviors or reactions in individuals; important in assessing neurodivergent conditions, as it helps in understanding their unique traits and needs.

A tool used to systematically record and assess behaviors or skills, particularly useful in evaluating neurodevelopmental progress in children.

Learning that occurs by watching others and imitating their behaviors; understanding observational learning can help in teaching social skills to neurodivergent individuals.

A therapeutic approach that helps individuals develop or regain the skills needed for daily living and working; often employed to assist neurodivergent individuals in enhancing their functioning and quality of life.

A type of cell in the central nervous system that produces myelin, which insulates nerve fibers; understanding oligodendrocyte function is important in neurodevelopmental research.

A sense of stability and continuity in one’s identity and environment; disruptions in ontological security can lead to anxiety, particularly for neurodivergent individuals.

Questions that encourage elaboration and critical thinking rather than simple yes or no answers; using open-ended questions can promote deeper communication with neurodivergent individuals.

A personality trait that reflects a willingness to consider new ideas and experiences; understanding openness can be useful in tailoring interventions for neurodivergent individuals.

A behavioral learning process where behaviors are modified by rewards or punishments; often utilized in therapeutic settings to reinforce positive behaviors in neurodivergent individuals.

A term in behavior analysis that refers to the way behaviors can be influenced by their consequences, similar to operant conditioning, important for developing behavioral interventions.

Vision-related problems that some neurodivergent individuals may experience, such as difficulty with visual processing; these can impact learning and social interactions.

Situations that allow individuals to learn and develop skills; creating opportunities for growth is essential in supporting neurodivergent individuals.

The process of making an intervention or approach as effective as possible, important in developing tailored programs for neurodivergent individuals to enhance their strengths.

The ability to arrange and manage tasks, materials, and time effectively; many neurodivergent individuals may struggle with organization, impacting their academic and daily lives.

The ability to understand and navigate one’s environment; challenges with spatial orientation are often seen in neurodivergent individuals, particularly those with autism.

The conventional spelling system of a language; challenges in orthography can affect individuals with dyslexia and other learning disorders, impacting their writing and reading abilities.

Information provided regarding the results of an individual’s performance; effective outcome feedback is important for learning and development, particularly in therapeutic and educational contexts.

Specific, measurable goals set to achieve desired results in therapy or education; important for guiding the progress of neurodivergent individuals.

Tools used to assess the effectiveness of interventions and treatments for individuals with neurodivergent conditions; these measures help evaluate improvements in behavior, skills, or overall well-being.

An educational approach that focuses on the desired outcomes of learning, allowing for customization of teaching methods to meet the needs of neurodivergent individuals.

A systematic evaluation of the results of interventions or educational programs; important for determining the effectiveness of strategies used for neurodivergent individuals.

An cognitive bias where individuals have an inflated sense of their own abilities or knowledge; this can affect decision-making and social interactions, especially for neurodivergent individuals.

An intense focus on a specific task or interest, often seen in individuals with ADHD; while this can be beneficial, it can also lead to difficulties in shifting attention.

A cognitive distortion where individuals apply a single negative experience to all situations, common in anxiety disorders and can affect neurodivergent individuals' perceptions of social interactions.

An overwhelming response to excessive sensory input, which can lead to anxiety or distress; many neurodivergent individuals, particularly those with autism, may experience overstimulation in busy environments.

A hormone that plays a role in social bonding and emotional regulation; research suggests that oxytocin levels may be linked to social interactions in neurodivergent individuals.