Glossary of Terms

ABA is an approach used to understand behaviour. Some practitioners use it as a therapy to encourage certain behaviours and reduce others. It is important to ensure that any support offered is respectful, consent-based, and centred on the individual’s well-being and autonomy.

A neurodevelopmental condition that affects attention, impulse control, and activity levels. An autistic person may also be ADHD (sometimes called “AuDHD”), and with the right support, they can thrive across environments.

The Autism Diagnostic Observation Schedule (ADOS) is a structured assessment used by professionals to help identify autism. It involves activities and observations that explore communication, interaction, and behaviour.

An advocate is someone who speaks up for an individual to ensure their views, rights, and needs are heard, respected, and acted upon.

A difference in the ability to recognise, understand, or describe one’s own emotions. Many autistic individuals experience alexithymia, and this can influence how they communicate or ask for support.

A feeling of worry, nervousness, or unease about something happening now or in the future. Autistic individuals may experience anxiety more intensely due to sensory, social, or environmental pressures.

Any tool, method, or system that supports communication when speaking is difficult. This can include communication boards, sign language, apps, symbols, or voice output devices.

A natural neurological difference that affects communication, interaction, sensory processing, and how the world is experienced. Autism is not a deficit—autistic people have unique strengths, perspectives, and ways of thinking.

A state of intense physical, emotional, and cognitive exhaustion caused by long-term stress, masking, sensory overload, and unmet support needs. Burnout can lead to reduced functioning and requires rest and compassionate support.

The presence of one or more additional conditions alongside autism—for example ADHD, anxiety, depression, or sensory processing differences. These co-occurring conditions are common and often shape daily experiences.

A mood condition involving persistent feelings of sadness, emptiness, or lack of pleasure. Autistic individuals may experience depression due to chronic stress, misunderstanding, or unmet needs.

A guide used by professionals to classify and diagnose neurodevelopmental and mental health conditions, including autism. It outlines criteria that help ensure consistent identification and support.

A neurodevelopmental difference affecting understanding of numbers and mathematical concepts. Autistic people may also experience dyscalculia and can be supported with tailored strategies.

A difference in how the brain processes written language. It affects reading, writing, and spelling but has no link with intelligence. Many autistic people also have dyslexia.

A neurological condition affecting motor coordination and planning. It may also impact sensory processing. Autistic individuals with dyspraxia may benefit from adaptations and occupational therapy.

The repetition of words or phrases, either immediately or after a delay. Echolalia can help autistic people process language, self-regulate, or communicate meaning.

When a child or young person experiences emotional distress—often anxiety, sensory overload, or feeling unsafe—leading to difficulty attending school. Support must focus on reducing stressors, not forcing attendance.

A group of cognitive skills responsible for planning, organisation, attention, problem-solving, and self-regulation. Autistic individuals may have strengths and challenges in these areas and benefit from predictable routines and visual supports.

Some autistic people develop language in whole phrases or “gestalts” rather than single words. These scripts—often drawn from songs, videos, or familiar routines—carry meaning, emotion, and help with communication. Over time, these chunks gradually break down into more flexible, self-generated language. GLP is a natural, valid way of developing communication, and supporting it through modelling, connection, and reduced pressure helps autistic individuals communicate in ways that feel authentic and comfortable.

A deep, immersive concentration on an activity or interest. Hyperfocus can allow people to excel but may make task-switching more difficult.

An advanced ability to read, often earlier than peers, sometimes without full comprehension. This can be a strength and part of an individual’s learning profile.

Experiencing sensory input more intensely than others—for example strong reactions to noise, light, textures, or smells.

Experiencing sensory input less intensely, which may lead to sensory-seeking behaviours such as movement, pressure, or deep touch.

Language that places the identity before the person (e.g., “autistic person”). Many autistic individuals prefer this because autism is a core part of who they are.

A personalised plan outlining an individual’s strengths, needs, and goals. It helps guide support, strategies, and progress across settings.

The practice of hiding or suppressing autistic traits to meet social expectations. Masking can be exhausting and is often linked with burnout and mental health challenges.

A response to overwhelming stress, sensory overload, or emotional distress. It is not a tantrum but an involuntary reaction. Meltdowns may involve crying, shouting, or shutting down, and require calm, compassionate support.

The understanding that brain differences—such as autism, ADHD, dyslexia, and others—are natural variations in human diversity, each with its own strengths and challenges.

A term describing people whose neurological development is considered typical within society. It is often used as a contrast to neurodivergent identities.

Communication expressed through facial expressions, gestures, body language, tone, and movement. Many autistic people rely on a combination of verbal and non-verbal communication.

A therapeutic approach that helps individuals develop or regain skills needed for everyday tasks. Occupational therapists can support sensory needs, motor skills, and independence.

A condition where an individual is able to speak but consistently cannot speak in certain situations due to anxiety or sensory overwhelm. Support should focus on reducing pressure and increasing safety.

Any behaviour where an individual harms themselves—for example biting or head-banging. SIB is usually a communication of discomfort, distress, or unmet need. Support should prioritise safety, understanding, and alternatives.

When too much sensory input overwhelms the nervous system, leading to distress, shutdowns, or meltdowns. Reducing sensory demands can help.

Differences in how sensory information is interpreted. This may involve hypersensitivity, hyposensitivity, or a mix of both across senses.

A protective response where the individual withdraws, becomes quieter, or stops interacting due to overwhelm. Shutdowns require rest and low-demand environments.

Intense worry about social situations or being judged. Autistic people may experience this due to communication demands, sensory challenges, or past negative experiences.

Short, structured stories that help explain social situations and expectations in a clear, accessible way. They support understanding and reduce anxiety.

Represents the broad range of autistic strengths, traits, needs, and experiences. Every autistic person is different.

Support that helps individuals develop communication skills, including speech, understanding, and social communication.

Repetitive movements or sounds used for regulation, expression, or comfort—for example hand-flapping, rocking, or verbal repetition. Stimming is natural and should be supported, not suppressed.

The ability to understand that others have their own thoughts, feelings, and perspectives. Some autistic people find this challenging, but can learn strategies with support.

A profile within the autism spectrum characterised by extreme avoidance of everyday demands due to anxiety and a need for control. Support should be flexible, relationship-based, and collaborative.

Language that places the person before the identity (e.g., “person with autism”). Some individuals prefer this approach; however, many autistic people prefer identity-first language.

A behaviour where individuals consume non-food items such as chalk, soil, or paper. This may be linked to sensory needs or nutrient deficiencies and should be monitored with care.

A visual communication system where individuals exchange pictures or symbols to express wants, needs, and ideas.

A compassionate, evidence-based approach that aims to understand the reasons behind behaviour and create supportive environments that reduce distress and promote well-being.