Campus Library - Dictionary

Increased sensitivity to touch; individuals with tactile sensitivity may have adverse reactions to certain textures or sensations, which can affect daily functioning.

Specific strategies designed to address particular needs or challenges faced by neurodivergent individuals; these interventions are often tailored to each individual's unique profile.

The ability to use one's time effectively or productively; many neurodivergent individuals may struggle with time management skills, necessitating support and strategies.

The degree to which an individual is involved in and focused on completing a task; strategies to enhance task engagement can improve learning outcomes for neurodivergent students.

An approach that recognizes the presence of trauma symptoms and acknowledges the role trauma plays in the lives of individuals; crucial for providing sensitive support to neurodivergent individuals who may have experienced trauma.

A behavioral intervention technique where an individual is temporarily removed from a situation to gain control of their behavior; can be effective in managing challenging behaviors in neurodivergent individuals.

The ability to understand that others have thoughts, beliefs, and perspectives different from one's own; often a challenge for individuals on the autism spectrum.

A process used to prepare individuals, particularly those with disabilities, for transitions such as moving from school to work; focuses on developing skills and resources to facilitate a successful transition.

Various treatment modalities aimed at improving mental health, behavior, or social skills; includes speech therapy, occupational therapy, and cognitive-behavioral therapy, among others.

Ways of thinking that influence behavior and emotions; addressing maladaptive thought patterns is essential in cognitive-behavioral therapy for neurodivergent individuals.

Involuntary, repetitive movements or vocalizations; tics are often associated with conditions such as Tourette Syndrome and can affect social interactions.

The ability to use one's time effectively or productively; many neurodivergent individuals may struggle with time management skills, necessitating support and strategies.

The degree to which an individual is affected by time-related factors, such as deadlines and schedules; understanding time sensitivity can help in designing supportive environments for neurodivergent individuals.

A behavioral intervention technique where an individual is temporarily removed from a situation to gain control of their behavior; can be effective in managing challenging behaviors in neurodivergent individuals.

A behavioral management system that uses tokens as a form of reinforcement for desired behaviors; commonly used in educational settings to motivate neurodivergent students.

The process of establishing a reliable and safe relationship, crucial in therapeutic settings to ensure that neurodivergent individuals feel comfortable sharing their thoughts and experiences.

A psychological phenomenon where clients project feelings and attitudes from past relationships onto the therapist; understanding transference can aid therapists in effectively supporting neurodivergent individuals.

A process used to prepare individuals, particularly those with disabilities, for transitions such as moving from school to work; focuses on developing skills and resources to facilitate a successful transition.

Assistance provided to help individuals navigate significant life changes, such as moving from high school to adulthood; crucial for ensuring a smooth transition for neurodivergent individuals.

An emotional response to a deeply distressing or disturbing event; understanding trauma is essential in providing appropriate support and care for neurodivergent individuals who may have experienced it.

An approach that recognizes the presence of trauma symptoms and acknowledges the role trauma plays in the lives of individuals; crucial for providing sensitive support to neurodivergent individuals who may have experienced trauma.

Working together with others to achieve a common goal; effective team collaboration is essential among professionals supporting neurodivergent individuals, ensuring comprehensive care.

Structured educational initiatives aimed at developing specific skills; training programs can support neurodivergent individuals in various areas, including social skills and job readiness.

The process of establishing a reliable and safe relationship, crucial in therapeutic settings to ensure that neurodivergent individuals feel comfortable sharing their thoughts and experiences.