Unfamiliar with the lingo? Thats okay! Below you'll find common words or phases used in the neurodivergent community along with a simple definition. Bypass that awkward feeling when you come across something you feel you should know, or maybe you do know, but it just slipped your mind! A little refresher never hurt.

Describes individuals whose brain functions significantly differ from societal norms, e.g., those with autism, ADHD, dyslexia, or other conditions.

A condition impacting focus, impulse control, and energy regulation.

Example: “ADHD can lead to hyperfocus on engaging tasks.” Not just “inattention”; it includes hyperactivity and impulsivity.

Refers to individuals whose cognitive functioning aligns with societal expectations of “typical.”

Example: “Neurotypical communication styles may differ from autistic ones.” Not inherently “better” or “normal.”

The natural variation in human brain function and behavioral traits, encompassing all neurotypes. It’s a biological fact, not a belief or movement.

Example: “Neurodiversity reflects the range of cognitive styles in our team.” Not a trait someone possesses or a synonym for a specific condition.

A perspective that views neurodiversity as a natural, valuable form of human diversity, rejecting the idea of one “correct” brain type. It emphasizes inclusion and challenges pathologizing terms like “disorder.”

Example: “The neurodiversity paradigm promotes inclusive education.” Not the same as the Neurodiversity Movement.

A social justice movement advocating for civil rights, inclusion, and acceptance of neurodivergent individuals. It’s not a single organization but a collective effort.

Example: “The Neurodiversity Movement pushes for workplace accommodations.” Not synonymous with neurodiversity itself.

A neurodevelopmental condition affecting social communication, sensory processing, and behavior.

Example: “Autistic individuals may use stimming to self-regulate.” Not a “disorder” in the neurodiversity paradigm, which views it as a natural variation.

Repetitive behaviors (e.g., hand-flapping, rocking, echolalia) used to regulate emotions or sensory input.

Example: “Stimming helps her manage sensory overload.” Preferred over medical terms like “stereotyped behavior.”

Suppressing neurodivergent traits to blend into neurotypical settings, often leading to exhaustion or burnout.

Example: “Masking her autism at work caused significant stress.” Not a healthy long-term strategy.

Difficulty with cognitive processes like planning, organizing, or task initiation.

Example: “Executive dysfunction makes starting projects challenging for him.” Common in ADHD and autism.

Difficulty identifying or expressing emotions, often linked to autism.

Example: “Alexithymia makes it hard for him to describe his feelings.” Not a lack of emotions.

A profile, often linked to autism, involving intense resistance to demands to maintain autonomy.

Example: “PDA causes her to avoid tasks when they feel imposed.”

Also called Pervasive Drive for Autonomy.

Overwhelm from excessive sensory input, like loud noises or bright lights.

Example: “Crowded events can trigger sensory overload.” Common across neurodivergent conditions.

Intense concentration on a specific task, often excluding other stimuli.

Example: “Her hyperfocus on coding led to a breakthrough.” Common in ADHD and autism.

Specific learning difficulties affecting reading, math, or writing, respectively.

Example: “Dyslexia impacts her reading fluency but not her intelligence.” Not related to low cognitive ability.

Working alongside someone to improve focus and task completion.

Example: “Body doubling helps him stay on track with chores.” Useful for ADHD and executive dysfunction.

Miscommunication between neurodivergent and neurotypical people due to differing cognitive styles, not a deficit in one party.

Example: “The double empathy problem explains their misunderstanding.”

A metaphor for limited energy in neurodivergent or chronically ill individuals, where tasks consume “spoons.”

Example: “She ran out of spoons after a busy day.”

Intense emotional pain from perceived rejection or criticism, often linked to ADHD.

Example: “RSD makes feedback feel overwhelming.” Not a formal diagnosis but widely discussed.

An informal, humorous term for neurodivergence, used to destigmatize or embrace differences.

Example: “She calls herself neurospicy to celebrate her ADHD.” Not a clinical term.

Difficulty sensing or interpreting internal bodily signals, like hunger, thirst, or emotions, often seen in autism and sometimes ADHD. It can lead to struggles with self-care or emotional regulation.

Example: An autistic person might not notice they’re hungry; a partner shows care by preparing a snack and checking in.

Partners who help navigate interoception challenges, like setting hydration reminders, make neurodivergent individuals feel seen.

A cognitive style, often associated with autism, where attention is intensely focused on one interest or task at a time, making it hard to shift focus or multitask.

Example: An autistic person engrossed in writing code feels loved when their partner sits quietly nearby, engaging in parallel play.

Monotropism can be described as “tunnel vision for joy,” with partners showing love by honoring uninterrupted focus time.

Time blindness refers to difficulty perceiving, tracking, or managing time, often leading to challenges with punctuality, estimating task duration, or maintaining schedules. It’s a common trait in ADHD and, to a lesser extent, autism, tied to executive dysfunction or differences in temporal processing.

A state of physical, mental, and emotional exhaustion caused by prolonged masking, sensory overload, or unmet needs, common in autistic individuals. It can lead to withdrawal, reduced functioning, or regression in skills.

Example: An autistic person in burnout might need quiet downtime; a partner shows care by canceling social plans and offering a cozy, low-sensory evening.

Many NDs often describe burnout as “hitting a wall,” with loved ones helping by respecting boundaries and avoiding pressure to “snap out of it.”

Intrusive thoughts are unwanted, involuntary thoughts, images, or impulses that are often distressing, repetitive, or disturbing. They can feel intrusive because they pop into the mind without warning and are hard to control. Common in neurodivergent conditions like ADHD, autism, OCD, and anxiety disorders, but also experienced by neurotypical people under stress.

Example: An ADHD individual might have recurring thoughts like “I’m failing at everything,” disrupting their focus. A partner shows love by listening calmly and suggesting grounding techniques, like a sensory break.

Intrusive thoughts can be seen as “mental pop-ups” that feel overwhelming, with supportive partners helping by redirecting focus (e.g., through shared activities) or offering reassurance without dismissing the experience.

Why It Matters: Intrusive thoughts can strain relationships if misunderstood as intentional or reflective of true feelings. Recognizing them as involuntary fosters empathy and patience, key to neurodivergent love languages like words of affirmation or acts of service (e.g., helping manage stress).

The repetition of words, phrases, or sounds, often seen in autism, used for communication, self-regulation, or processing. It can be immediate (repeating what was just said) or delayed (repeating something heard earlier).

Example: A partner echoes back a favorite phrase an autistic person repeats, turning it into a playful, shared moment.

A pattern of uneven abilities, common in neurodivergent individuals, where someone excels in specific areas (e.g., pattern recognition) but struggles in others (e.g., social skills). Seen in autism, ADHD, and dyslexia.

Example: A partner admires an ADHD individual’s creativity in art while helping organize their workspace.

A note on using ND language.

Some prefer “person with autism” (person-first) to emphasize individuality, while others prefer “autistic person” (identity-first) to embrace neurodivergence as integral. Preferences vary; ask individuals when possible.

The neurodiversity paradigm avoids terms like “disorder” for conditions like autism or ADHD, as they imply defect rather than difference.

Terms evolve, and community preferences shift. For example, “non-speaking” is often preferred over “non-verbal” for those using alternative communication.