Glossary of Terms
Adaptive functioning: Refers to an individual’s ability to effectively meet the demands of everyday life (i.e., daily living skills). It includes skills such as self-care, self-direction, multi-tasking, effective time management and organisational skills, community use, and social and communication abilities. Assessing adaptive functioning helps determine an individual’s level of independence and identify areas that may require support or intervention.
ADI-R (Autism Diagnostic Interview-Revised): A structured interview conducted with parents or caregivers of individuals suspected of having autism. It is commonly used as part of the diagnostic assessment process to gather detailed information about the individual’s early development and current behaviours, including their social-communication skills and repetitive behaviours.
ADOS-2 (Autism Diagnostic Observation Schedule, 2nd edition): A standardised assessment tool that is commonly used as part of an ASD assessment. The ADOS-2 consists of various activities and tasks designed for observing and measuring social communication, reciprocal interaction, and various other behaviours associated with autism.
Applied Behaviour Analysis (ABA): An evidence-based intervention used in many special schools or classes for children with autism. ABA principles and strategies can also be used with the child at home. The goal of ABA is to decrease the behaviours that are inhibiting the child’s development, and increase (reinforce) behaviours that will help improve the child’s life skills, independence and well-being.
Asperger’s Syndrome (AS): A neurodevelopmental condition at the milder end of the autism spectrum (sometimes referred to as “High Functioning Autism”). It is characterised by social and communication difficulties, restricted and repetitive patterns of behaviour, and sensory issues. People with AS generally have average to above average intellectually ability and will experience no language delay in childhood. “Asperger’s Syndrome” had its own distinct diagnostic category in the previous editions of the DSM and ICD diagnostic manuals (i.e., DSM IV and ICD-10), and it now comes under the umbrella term of “Autism Spectrum Disorder” in the current editions of the DSM and ICD (i.e., DSM-5 & ICD-11).
Attention-Deficit/Hyperactivity Disorder (ADHD): A neurodevelopmental disorder characterised by persistent patterns of inattention and/or hyperactivity and impulsivity. Common symptoms include difficulty sustaining attention, restlessness, and sometimes challenging behaviours and conduct issues. Treatment may involve behavioural strategies, educational supports and/or medication.
Augmentative and Alternative Communication (AAC): AAC strategies are commonly used to support communication development in individuals with ASD who have limited or no verbal language. AAC systems, such as visual supports, communication boards, and electronic devices, can provide individuals with ASD a means to express their wants, needs, and thoughts, enhancing their communication skills and social interactions.
Autism Spectrum Disorder (ASD): A neurodevelopmental condition characterised by social/communication difficulties, and restricted and repetitive patterns of behaviours. The presentation of ASD can range from mild to severe, with some individuals on the autism spectrum requiring very substantial support, while others might require less support.
Broader Autism Phenotype (BAP): A term used to describe a range of subclinical autism traits and characteristics found in some individuals in the general population. These characteristics are not significant enough to warrant a diagnosis of ASD.
Child and Adolescent Mental Health Services (CAMHS): A state-run clinical service which provides assessment, interventions and supports for children and young people (up to 18 years) who are experiencing mental health difficulties.
Cognitive (IQ) Test/Assessment: A cognitive assessment is usually administered by a qualified psychologist. It is used to identify an individual’s areas of intellectual strengths and weaknesses, and to determine whether or not there are any significant discrepancies within their cognitive profile.
Cognitive Behavioural Therapy (CBT): CBT is an evidence-based, solution focused, psychotherapeutic method. Research has shown that CBT can be used with individuals of different ages, and with various types of difficulties and challenges. It can help manage anxiety/low mood, and improve the social skills of individuals with high-functioning forms of ASD. CBT techniques are adapted to suit the abilities of the individual, focusing on identifying and modifying unhelpful thoughts and behaviours.
Comorbidity: The presence of two or more medical, psychological/neurodevelopmental conditions in an individual. This can complicate diagnosis, intervention, and management, often requiring integrated care approaches.
DiGeorge Syndrome (22q11 deletion syndrome): A genetic disorder caused by a small missing piece of chromosome 22, resulting in a wide range of symptoms including heart defects, immune system problems, and cognitive and behavioural challenges.
Domiciliary Care Allowance (DCA): An allowance provided by the Dept of Social Welfare, for children under 16 with severe disabilities who need ongoing care and attention substantially over and above the care and attention usually required by a child of the same age.
Double Empathy Problem: A theory which proposes that neurotypical people and individuals with autism experience reciprocal difficulties reading each other’s emotions and intentions.
Drama (incl. Drama Therapy): Drama (and Drama Therapy) is a creative and expressive medium that can be beneficial for some individuals with ASD. It can provide the individual with the opportunity to engage in role-playing, improvisation, storytelling, and perspective-taking. Drama activities can be used as part of a wider intervention to enhance the individual’s social and communication skills, cognitive empathy and emotional expression and regulation.
DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th edition): A classification system published by the American Psychiatric Association. It outlines the diagnostic criteria for a variety of psychological, psychiatric and neurodevelopmental disorders, and is widely used as a tool in the diagnosis of mental health conditions, including ASD.
Dyspraxia (Developmental Coordination Disorder, DCD): A condition that affects coordination and motor functioning. Individuals with dyspraxia can have challenges with everyday tasks such as handwriting, tying shoelaces, using cutlery, or participating in sports and other physical activities. Some people with autism can also have dyspraxia. Interventions include occupational therapy, physiotherapy, and other practical strategies to support coordination and independence.
Echolalia: The repetition of words or phrases spoken by others, often seen in children with ASD.
Empathy: The capacity to recognise others’ thoughts and share their feelings. It includes ‘cognitive empathy’ (accurately reading, interpreting and understanding others’ emotions, thoughts and intentions) and ’emotional empathy’ (sharing in others’ emotions). Research shows that individuals with ASD often have reduced cognitive empathy alongside intact emotional empathy.
Executive Dysfunction: Difficulties with higher-level cognitive processes such as planning, organising, transitions, and time-management. Commonly found in individuals with ASD and other neurodevelopmental disorders. It can impact various aspects of daily functioning.
Expressive Language: The ability to use words and sentences to express thoughts, ideas, and feelings.
Fragile X Syndrome: A genetic disorder that causes a range of developmental and intellectual disabilities. Individuals with the condition will often have a long and narrow face, and large protruding ears. Fragile X Syndrome is the most common inherited cause of intellectual disability and is often associated with ASD. It is caused by a mutation on the gene FMR1.
Health Service Executive (HSE): The governing body responsible for the provision of public health and social care services in Ireland. It manages and oversees various healthcare facilities, hospitals, and services across the country.
ICD-11 (International Classification of Diseases, 11th edition): A medical classification system published by the World Health Organisation. It outlines the diagnostic criteria for a variety of medical conditions, diseases, psychiatric and neurodevelopmental disorders. It is used as a tool in the diagnosis of various conditions, including ASD.
Impaired Theory of Mind: Difficulties in understanding and interpreting the thoughts, beliefs, intentions and feelings of others. It is a common feature of ASD.
Intervention: In the context of neurodevelopmental and/or mental health difficulties, it refers to the provision of specific evidence-based supports to help improve the individual’s independence and psychological well-being.
Joint Attention: The shared focus of two or more individuals on an object or event, achieved through verbal and/or nonverbal cues (e.g., eye-gaze, gestures etc). It is a fundamental mechanism for social communication and language development. Difficulties with joint attention are commonly observed in individuals with ASD and can impact social communicative development.
Masking: A coping strategy used by some individuals with ASD to hide or minimise autistic traits with the aim of enhancing their social interactions with neurotypical people and avoiding negative judgements. Masking can involve imitating neurotypical social behaviours (such as maintaining eye contact or engaging in small talk) and suppressing stimming behaviours such as rocking or hand flapping. Masking generally requires significant conscious effort and regulation, which frequently leads to mental fatigue after prolonged social interactions.
Meltdown: An intense response to overwhelming sensory or emotional experiences, characterised by a loss of control, emotional outbursts, or sensory overload.
Multidisciplinary Team: A team of individual healthcare professionals from different disciplines who collaborate for the purpose of assessment, diagnosis, treatment and/or supports for various physical, psychological and/or neurodevelopmental conditions. The professionals may include psychiatrists, paediatricians, endocrinologists, psychologists, speech & language therapists, occupational therapists, audiologists, and other relevant specialists (depending on the conditions being assessed/treated). Each healthcare individual will work within the boundaries of their own professional discipline, and code of ethics.
Music Therapy: It can be used as part of a wider intervention programme, and can be beneficial for some individuals with ASD when provided by a suitably qualified professional. It uses music therapeutically to address a wide range of difficulties and challenges, including behavioural, psychological, social, physical and sensory-motor. Music holds a universal appeal, and it can capture and help maintain attention, and evoke the expression of certain emotions in various scenarios.
National Educational Psychological Service (NEPS): A public support service in Ireland that provides psychological services to schools. NEPS psychologists work with students, teachers, and parents to promote positive mental health and support the educational and emotional well-being of students. They offer assessments, interventions, and advice on a range of psychological and educational issues.
Neurodevelopmental Disorder: A disorder that affects the development and functioning of the brain, which can lead to difficulties in various areas such as cognition, behaviour, communication, and social interaction.
Neurodiversity and Neuroaffirmative: Relatively new terms which have now become part of everyday language. The words themselves can have different meanings and interpretations for different people, which can sometimes lead to confusion. The terms are generally used in relation to neurodevelopmental conditions, with the aim of providing a respectful acknowledgement of each individual’s unique experience of having and living with a particular condition.
Neurological: Pertaining to the brain and nervous system, and how it affects physical functions, behaviour, cognition, and development.
Neurotypical: A term used to describe individuals in the general population who do not have ASD or another neurodevelopmental disorder.
Occupational Therapist: A healthcare professional who conducts occupational therapy (OT) assessments for people with various health, neurodevelopment and physical difficulties, and provides evidence-based OT supports/interventions. Occupational therapy is a valuable intervention for individuals with Autism Spectrum Disorder (ASD), helping develop and maintain the necessary abilities required for everyday functioning, including sensory integration, motor skills, and adaptive life skills.
Picture Exchange Communication System (PECS): PECS is a widely used augmentative communication system for individuals with ASD who have language delay. It uses a structured approach of exchanging pictures or symbols to facilitate communication. PECS can help individuals with ASD initiate and request desired items or activities, as well as engage in social interactions by sharing information and expressing their preferences.
Play Therapy: A therapeutic method which aims to help the child express their feelings, emotions and process their experiences through a variety of play-based activities. Play Therapy is sometimes used for children with ASD, in conjunction with other intervention approaches.
Prader-Willi Syndrome: A genetic disorder characterised by a range of physical, cognitive, and behavioural challenges, including hyperphagia (an insatiable appetite) and intellectual disabilities. Individual with the condition will often demonstrate autism-like behaviours. Prader-Willi Syndrome is caused by abnormalities in chromosome 15.
Pragmatic language: The use of language in social contexts, including understanding and using language appropriately to convey meaning and achieve communication goals effectively. It involves skills such as turn-taking, topic maintenance, understanding non-literal language (e.g., idioms, sarcasm, metaphors), and adapting language to different social situations and listeners.
Profound Autism: Refers to individuals on the autism spectrum with significant intellectual disability (an IQ below 50) and limited or no functional language. Introduced by the Lancet Commission (2022), the term describes those who require substantial, lifelong support with daily living and adaptive functioning. Many individuals with profound autism experience complex co-occurring issues, such as self-injurious behaviours, aggression, or epilepsy. The term distinguishes this group of individuals with ASD from those who can function more independently, and ensures their needs are recognised in policy, clinical and educational services, and research.
Psychiatrist: A medical doctor who specialises in the diagnosis and treatment of mental conditions and illnesses. They can provide psychotherapeutic supports and prescribe medications to help alleviate/ manage certain conditions; such as ADHD, mood problems (incl. depression and anxiety), and psychosis.
Psychologist: Psychologists work with people with various psychological and behavioural difficulties and challenges. They may use different titles depending on their professional training, areas of specialisms and where they work. Only psychologists who have met and continue to meet the requirements for Chartered Membership of the PSI are entitled to use the title “Chartered Psychologist of the Psychological Society of Ireland” or it’s abbreviation “C.Psychol. PsSI“. Note that psychologists are not medical doctors (physicians), and as such, they do not prescribe medications.
Receptive Language: The ability to understand and interpret spoken and written language. It is fundamental for effective communication and learning.
Restricted and repetitive behaviours (RRBs): These behaviours are a key characteristic of ASD. They can include repetitive motor movements, adherence to routines, and highly focused on certain areas of interests and/or topics. RRBs can also manifest as stereotyped movements, ritualistic behaviours, resistance to change, and sensory sensitivities.
Rett Syndrome: A rare neurodevelopmental disorder primarily affecting females. It is characterised by a loss of purposeful hand skills, loss of spoken language, repetitive hand movements, and motor abnormalities. Rett Syndrome is caused by mutations in the MECP2 gene and currently has no cure. Treatment focuses on managing symptoms and providing supportive care.
Risperidone: An antipsychotic medication that is sometimes prescribed to help manage challenging behaviours that can present in individuals with certain psychiatric and/or neurodevelopmental conditions. Risperidone is prescribed and monitored by an appropriately qualified medical doctor, usually a Consultant Psychiatrist.
Ritalin and Concerta: Brand names for medications containing methylphenidate, commonly used to treat ADHD. Reuptake inhibitors for neurotransmitters dopamine and norepinephrine, they help increase focus, attention, and impulse control. These medications are prescribed and monitored by an appropriately qualified medical doctor, usually a Consultant Psychiatrist.
Rubinstein–Taybi Syndrome: A genetic disorder characterised by physical, cognitive, and behavioural features, including intellectual disabilities, distinctive facial features, and short stature.
Social Communication: The ability to understand and use verbal and nonverbal means of communication to interact with others effectively.
“Social Stories”: An intervention strategy commonly used for children with ASD. Social Stories are concise narratives designed to provide information about specific social situations, events, or expectations. They help children on the autism spectrum understand and navigate social interactions, develop appropriate behaviours, and reduce anxiety or confusion in unfamiliar situations.
Sensory Sensitivities: Heightened or diminished responses to sensory stimuli, such as hypersensitivity to bright lights, loud sounds, or certain textures. A common feature of ASD.
Speech & Language Therapist: A healthcare professional who conducts Speech and Language Assessments, and provides evidenced-based interventions for individuals with expressive, receptive, and/or pragmatic language difficulties. Speech and language therapy is an important professional support system for individuals with ASD, particularly for those who have receptive and expressive language delays.
Stimming: Self-stimulatory behaviours, such as hand flapping, rocking, or repetitive movements, which individuals with ASD may engage in, to varying degrees, to regulate sensory input or express emotions.
Summer Provision: A government-funded program that aims to provide educational and recreational activities for students with complex special educational needs during the summer months. This program is designed to support students who may require additional assistance or specialised interventions to continue their learning and development outside of the regular school year.
Video Modelling: Video modelling is an intervention strategy that is sometimes used with individuals with ASD. These professionally designed videos aim to enhance the individual’s social and communication skills. The videos can be used as part of a comprehensive intervention plan, devised by a relevant professional (e.g., Psychologist, Psychotherapist, Speech & Language Therapist, Occupational Therapist, Special Education Teacher). The intervention videos are typically created using actors or, in the case of videos for younger children with ASD, animated characters may be used. The videos are designed to be visually engaging and informative, providing clear demonstrations of various positive social behaviours.
Voice Output Communication Aid (VOCA): Electronic augmentative communication devices which produce speech for individuals who have difficulty communicating orally. VOCAs are sometimes used by people with ASD who have limited speech skills.
Weak Central Coherence: A cognitive processing style often associated with ASD, characterised by difficulties in integrating and processing information in a global or holistic manner. Individuals with weak central coherence tend to focus on details rather than perceiving the larger context or meaning.
William’s Syndrome: A genetic disorder characterised by distinctive facial features, cardiovascular problems, and intellectual disabilities, along with comparatively good language skills. Individuals with William’s Syndrome are typically quite sociable, although they can be very socially naive and overly trusting of others.
