From the Guidelines
Neurodivergent is a broader term that encompasses autism along with other neurological differences, including ADHD, dyslexia, dyspraxia, Tourette's syndrome, and other conditions where the brain functions differently from what is considered "typical". While autism is a specific neurodevelopmental condition characterized by differences in social communication, restricted interests, and repetitive behaviors, neurodivergence includes autism as well as these other conditions. This distinction matters because someone can be neurodivergent without being autistic, as noted in the context of assessing children with autism spectrum disorder, which may involve evaluating for other conditions such as intellectual disability, seizure disorder, gastrointestinal problems, attention-deficit/hyperactivity disorder (ADHD), anxiety, and other conditions 1. The neurodiversity movement embraces these neurological differences as natural variations in human cognition rather than deficits requiring correction, which is important for creating inclusive environments that accommodate various thinking and processing styles.
Key Differences
- Neurodivergence is an umbrella term that includes autism and other neurological differences.
- Autism is a specific neurodevelopmental condition with core features of deficits in social communication/interaction and restricted/repetitive behaviors, as outlined in the assessment and treatment guidelines for children and adolescents with autism spectrum disorder 2.
- Neurodivergent individuals may have different conditions, such as ADHD, dyslexia, dyspraxia, Tourette's syndrome, and others, which can affect their cognitive, emotional, and behavioral functioning.
- Understanding the difference between neurodivergence and autism is crucial for providing appropriate support and accommodations, as well as for promoting inclusivity and acceptance.
Implications for Practice
- Clinicians should be aware of the distinction between neurodivergence and autism when assessing and treating individuals with neurological differences.
- A comprehensive assessment, including medical, psychological, and communication evaluations, is essential for identifying the specific needs and strengths of each individual, as recommended in the practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder 2.
- No medications specifically target neurodivergence itself, as it is not a medical condition but rather a description of neurological variation; however, specific conditions under the neurodivergent umbrella may have medication options depending on individual needs and symptoms.
From the Research
Definition of Neurodivergent and Autism
- Neurodivergent refers to individuals with neurological differences, including those with autism spectrum disorder (ASD) 3.
- Autism, also known as autism spectrum disorder (ASD), is a neurodevelopmental disorder characterized by impairments in social skills, communication, and repetitive behaviors 4, 5, 6.
Key Differences
- Neurodivergent is a broader term that encompasses various neurological differences, including ASD, whereas autism specifically refers to ASD 3.
- Neurodivergent individuals may exhibit unique social relating patterns, such as generous assumptions of common ground and low demand for coordination, which can lead to unconventional forms of social relating 3.
- Autism is often associated with specific core symptoms, including social skills impairment, communication problems, and stereotypical movements, whereas neurodivergent individuals may exhibit a wider range of characteristics 4, 5, 6.
Treatment and Management
- Risperidone has been shown to be effective in managing certain behavioral aspects of autism, such as irritability, aggression, and hyperactivity 4, 5, 6.
- However, the use of risperidone in autism treatment is not without risks, and its long-term effects and individual risk-benefit analyses require further investigation 5, 7.
- Neurodivergent individuals may require unique approaches to social relating and communication, and future research should focus on enabling these forms of intersubjectivity to flourish, particularly in autistic-to-neurotypical encounters 3.