Campus Library - Dictionary

The process of recognizing and affirming an individual’s feelings, thoughts, and experiences; validation is crucial in therapeutic settings for neurodivergent individuals to foster trust and openness.

Strategies used to acknowledge and affirm an individual’s feelings and experiences; employing validation techniques can enhance therapeutic outcomes for neurodivergent individuals.

A therapeutic approach that helps individuals living with cognitive impairments, such as dementia, feel understood and valued; can be adapted for neurodivergent clients to enhance their sense of self-worth.

A way of living that prioritizes one's own values and beliefs in decision-making; promoting value-based living can support neurodivergent individuals in aligning their actions with their personal goals.

Fluctuations in focus or concentration; many neurodivergent individuals, particularly those with ADHD, may experience variable attention levels, impacting task completion and learning.

The use of spoken or written words to convey messages; challenges in verbal communication can be prevalent in neurodivergent individuals, affecting their ability to express themselves.

Verbal cues or reminders provided to encourage a specific behavior or response; effective for supporting communication and task completion in neurodivergent individuals.

The ability to process sensory information related to movement and balance; difficulties in vestibular processing can affect coordination and spatial orientation in some neurodivergent individuals.

Learning that occurs by observing others and the consequences of their actions; vicarious learning can help neurodivergent individuals develop social skills and appropriate behaviors.

The emotional and psychological impact experienced by individuals who witness or hear about traumatic events; neurodivergent individuals may be affected by vicarious trauma in various contexts.

A teaching technique that uses video recordings to demonstrate desired behaviors or skills; effective for neurodivergent learners, particularly in social skills training.

The state of being alert and attentive, particularly to potential threats or challenges; some neurodivergent individuals may have heightened vigilance in unfamiliar environments.

Educational experiences delivered through digital platforms; virtual learning can present both opportunities and challenges for neurodivergent individuals, depending on their needs.

A type of therapy aimed at improving visual skills and processing; can be beneficial for neurodivergent individuals experiencing visual perceptual difficulties.

The ability to inspire and guide others with a clear vision or purpose; promoting visionary leadership in neurodivergent individuals can empower them to advocate for their needs and interests.

An individual who learns best through visual aids and representations; understanding a learner's style can help tailor educational approaches for neurodivergent students.

The ability to interpret and make sense of visual information; difficulties in visual processing are common in some neurodivergent individuals, impacting learning and spatial awareness.

A tool that uses images or icons to outline daily activities or routines; visual schedules can provide structure and predictability for neurodivergent individuals, aiding in time management.

Tools such as pictures, charts, or diagrams used to enhance understanding and communication; visual supports can be especially beneficial for neurodivergent learners who struggle with verbal instructions.

A physical or digital area designed to facilitate visual organization and task management; visual workspaces can benefit neurodivergent individuals by providing clarity and reducing distractions.

The coordination of visual perception and motor control; difficulties in visual-motor integration can affect fine motor skills and handwriting in neurodivergent individuals.

The process of acquiring and expanding one’s word knowledge; focusing on vocabulary development is essential for supporting communication skills in neurodivergent learners.

Self-soothing behaviors that involve repetitive vocal sounds or noises; often observed in individuals on the autism spectrum as a way to manage sensory input or emotions.

The act of producing sounds or words; some neurodivergent individuals may have unique vocalizations or patterns of speech that differentiate their communication style.

Educational programs focused on providing skills necessary for employment; vocational training can support neurodivergent individuals in achieving job readiness and independence.

The capacity to consciously choose and regulate one’s actions or responses; some neurodivergent individuals may experience challenges with volitional control, particularly in stressful situations.

The choice to engage or not engage in an activity or program; ensuring voluntary participation is important in settings involving neurodivergent individuals to respect their autonomy.

The state of being open to emotional harm or distress, often magnified in neurodivergent individuals who may face social challenges or stigmatization.

Conditions or traits that increase the risk of developing mental health issues; recognizing vulnerability factors is essential for providing appropriate support to neurodivergent individuals.