Neurodiversity Affirming Language at Amherst Psychology

Identity-first language 

Amherst Psychology is committed to using terminology that affirms and promotes the wellbeing of all clients. With respect to our neurodivergent clients and the neurodivergent community in general, we use language that values autism, ADHD and other neurodivergent identities as an integral part of a person's identity, rather than a disorder or something that is separate to who they are. For example, we use “an autistic” rather than "a person with autism" because that’s widely accepted as more affirming and as the preference of many in the autistic community.  

There is less consensus about the most affirming language for ADHD but ADHDer, rather than "has ADHD", continues to be the best option. There have been suggestions of ‘polyennic’, V.A.S.T. (Variable Attention Stimulus Trait), D.A.V.E. (Dopamine Attention Variability Executive Dysfunction) but none of these has been widely accepted. It’s worth noting, that there is now an extra term in use for autistics who are also ADHDers: AuDHDer (pronounced ‘or-dee-aitch-dee-er').  

Identity first language centers neurodivergent identity as an inherent and valued part of a person's experience, aligning with the social model of disability and affirming that neurodivergence is not an affliction to be 'overcome'. It can also be a powerful way for people to identify with their community and communicate disability pride. As a related example, many deaf people prefer being referred to that way rather than as ‘people with hearing impairment”. This is not the case for all communities of diversity, but it’s important to know the preferences of a community and, where possible, an individual’s own preferences.   

What is included in neurodivergence? 

At Amherst Psychology, we use the term ‘neurodivergence’ to refer to lifelong, reliably different ways of taking in, making sense of, and interacting with the world. Whilst these differences are present in all aspects of a person’s life, they may be less obvious in hospitable environments. Neurodivergence as an umbrella term always includes: autism, ADHD, dyslexia, dyscalculia, dysgraphia, and dyspraxia and in this article, we are focusing on these widely accepted inclusions. 

However, it's quite common to also include the following under the umbrella of ‘neurodivergence’: OCD, fetal alcohol spectrum disorder, Tourette’s, tic disorders, intellectual disability, synesthesia, epilepsy, schizophrenia, bipolar, and Down Syndrome. There are yet other physical and mental health experiences that some would add to this list such as anxiety, depression, neurodegenerative and personality disorders. 

Is it 'neurodivergent' or 'neurodiverse'? 

An individual can be neurodivergent or neurotypical, but they cannot be neurodiverse because they are just one person. A couple or a group can be neurodiverse even if no one in the group is neurotypical. Of course, if a neurodivergent person refers to themselves as neurodiverse, we go with that, but it’s important to understand the concepts involved.  

Below is an excellent guide to 'neurodiverse vs neurodivergent' from @scrappapertiger. 

Alternatively, a lot of us at Amherst are huge fans of dogs and they can help illustrate these terms that so many people struggle with. This Labrador is a very ‘typical’ dog in Australia. It’s the dog equivalent of ‘neurotypical’.  

This gorgeous creature, a Chinese Crested, is not your typical dog! It’s the dog equivalent of ‘neurodivergent’ because it diverges from what is typical. If I said to you, “Quick, think of a dog!” there’s a good chance you would have in mind something much more like a Labrador than a Crested. 

But this cutie isn’t diverse, just divergent. One dog, or one person, or one item, can’t be diverse: that word only applies to groups of two or more. So these next three gorgeous dogs could, in theory, be diverse because they are a group, but they aren’t! They are all Chinese Cresteds, so they are not diverse! They are all divergent, because they all diverge from the typical dog breed, but they all diverge in the same way.  

The group below however, is diverse! There are many breeds present = diversity. I hope this helps but if nothing else you got to look at some dogs 🐶 

Levels of functioning 

We don’t refer to someone's ‘level of functioning’ including referring to the numerical  level of support needs stated in diagnostic reports. For example, don’t say:  high functioning'” or "level 1” when referring to an autistic person. For example, "Maria has high functioning autism" or "Dishan is level 2". Someone's supposed high level of functioning is often due to very taxing masking they are performing or might be very specific to a certain context. Conversely, supposed low levels of functioning can often be better understood as unresolved factors in the environment that are unnecessarily challenging. Or, again, as specific to a situation.  

Decision making about the allocation of funding has given rise to assessing levels of support required by the individual, and this is really the only context where those levels should be mentioned. Formal scenarios such as funding applications and assessment reports are typically less affirming in their descriptions of the person's needs and in the language used. Thankfully, this is changing but, in these situations, non-affirming language may be required for neurodivergent people to access support.  

We don’t describe neurodivergence as a superpower 

Sometimes neurodivergent people refer to their different nervous systems as a ‘superpower’ and find this empowering . As an organisation we don't use the term ‘superpower’ to avoid invalidating the very real challenges and disabilities many neurodivergent people face. However, we certainly acknowledge there can be significant advantages and strengths from neurodivergence, particularly when people are well supported and in environments that are hospitable to their  neurodivergence.  

Language evolves 

Undoubtedly, our language for divergent neurotypes will continue to evolve. And so will our understanding of whether an individual's ability to engage with their environment in a typical way indicates a need for treatment or support versus a need for change in aspects of that environment.   

Three key principles 

Here are three principles to keep in mind that help us to be affirming in our language and our interactions with neurodivergent people. In fact, they're great tips for affirming interactions with people in general 😊  

1. What terminology does this community of people prefer?   

2. What terminology does this individual prefer? It may be different to most others that share their experience, so it's worth asking.   

3. Do we need to refer to their differences? Is it truly relevant that this person is neurodivergent in this context? And does this person prefer to have that aspect of their identity placed front and centre? Ask yourself if it is relevant, respectful and affirming. 

Yvonne Kilpatrick 

Psychologist & Director