Neurodiversity affirming practice is an approach that recognises and respects the natural variations in human brain functioning, particularly in individuals with neurological differences like ASD (autism spectrum disorder), ADHD, dyslexia, and other cognitive conditions.
Rather than viewing these differences as deficits or symptoms to be “fixed,” neurodiversity-affirming practice values and celebrates a person’s unique strengths, perspectives, and abilities.
Mosaic Early Intervention embraces neurodiversity by recognising each child’s unique abilities and skills while offering support for any challenges they may encounter.
The Importance of Being Neurodiversity Affirming
Recognising neurological differences as natural variations is essential for fostering inclusive and accepting environments. This approach benefits all areas of life, whether at home, in schools, workplaces, or social settings.
Neurodiversity affirming practices emphasise that these differences are an integral part of a person’s identity, rather than something to be treated or ‘fixed’ as a health issue.
Instead of expecting neurodivergent individuals to conform to traditional standards, it’s important for society to acknowledge that there are many ways of perceiving and interacting with the world.
By embracing this diversity, we can create environments where all perspectives are valued. This shift reduces the pressure on neurodivergent individuals to fit into conventional norms and allows everyone to participate on equal terms.
This change in perspective promotes respect for individual strengths and needs, helping to reduce stigma and create spaces where neurodivergent individuals can thrive as they are.
What Is Neurodiversity Affirming Language?
Neurodiversity-affirming language frames neurodivergence as a natural difference, not an illness. It helps reduce stigma and supports positive self-identity, self-worth and inclusivity..
“Currently, most discussions around autism use language from neurotypical perspectives rather than neurodivergent ones.”[1]
This may include deficit-based terms such as “disorder” or “impairment” rather than neurodiversity-affirming language like “challenges” or “differences,” which focus on strengths and individual perspectives rather than limitations.
Person-first vs. identity-first language
Language preferences can vary from person to person, but a 2022 survey found that most participants preferred the identity-first term “autistic person” over the person-first term “person with autism.” [2]
As the graph below illustrates, preferences have shifted significantly since 2018.
Which of these words/phrases do you use when discussing autism?
2018 respondents versus 2022 respondents.
Source: Results and Analysis of the Autistic Not Weird 2022 Autism Survey
https://autisticnotweird.com/autismsurvey/
Many neurodivergent individuals favour identity-first language because they view their neurodiversity as an integral part of who they are, not something separate or external. By using identity-first language, they assert that there is nothing inherently wrong with them – it’s not something they “have”; it’s who they are.
In contrast, person-first language, such as saying “person with autism,” separates the individual from the trait. This can unintentionally frame the trait as something negative or undesirable, implying that the condition is something to be fixed or distanced from the person.[3]
For example, while person-first language would say “person with autism,” identity-first language would use “autistic person,” reflecting the idea that neurodiversity is a fundamental part of their identity.
Functioning Labels
Language that affirms diversity, avoid terms such as “high-functioning” or “low-functioning,” which can oversimplify complex abilities and needs.
The term “high-functioning” was originally used by medical providers to describe Autistic individuals without an intellectual disability. This term has since broadened beyond the medical use to describe Autistic individuals who may have strengths in language, cognitive abilities and adaptive skills.
Although it is widely used it does not promote dignity “Just think about how bizarre it would feel if Autistic people started asking you whether you were a high functioning non-Autistic person or a low functioning non-Autistic person. . .”[4]
Affirming language would speak to an individual’s strengths and needs, whereas labels of “high” or “low-functioning” may restrict their opportunities by overlooking their capabilities. For example individuals labelled as “low functioning” fail to have their strengths acknowledged and are restricted from accessing certain programs, services or activities.
These labels also fail to account for individuals’ changes over time – for example sometimes individuals may excel and at other times they may have more challenging times.
Asking People How They Prefer To Be Described
Respecting individual preferences is particularly important as it has an impact on self-esteem and identity.
How individuals prefer to be described, such as preferences for terms like “autistic” or “neurodivergent” vary.
Taking action by asking and making conscious choices about language shows allyship with Neurodivergent individuals and communities.
Neurodiversity-Affirming ABA Based Practices
In an ABA (Applied Behavioural Analysis) setting, a neurodiversity-affirming approach focuses on supporting individuals in a way that honours their unique abilities and ways of interacting with the world, rather than trying to make them conform to neurotypical standards.
It’s about validating their experiences and fostering their autonomy, helping them thrive on their own terms.
There have been concerns raised by individuals within the Autistic and Neurodivergent communities regarding traditional ABA practices.
Criticisms often centre on ableism within current methods, which can undermine the dignity and autonomy of those receiving services. This has led to a growing recognition, both inside and outside the ABA field, of the need to listen, reflect, and reconsider how we deliver services.[4]
By adopting a neurodiversity-affirming mindset, we can not only address these concerns but also create more respectful and supportive environments for children and their families, benefiting individuals far beyond the Autistic or Neurodivergent communities.
Promoting Dignity and Respect in ABA Practice
Dignity is not only central to neurodiversity-affirming practice, but it is also a crucial part of how we carry out ABA based practices for children.
In ABA practice which is neurodiversity-affirming , we ensure that children are treated with respect and that their voices are heard throughout the process. This means listening to them and the people who know them well, recognising and valuing their preferences, offering choices, and promoting self-determination in their goals and interventions.
By embedding dignity into ABA based practice, we move away from simply trying to change behaviour and instead focus on creating an environment where children feel respected and empowered.
This approach allows us to effectively support their growth while honouring their unique strengths, challenges and preferences.
Empowering Children Through Choice
Giving children choices is an important part of ABA based and neurodiversity-affirming practice. When children are given options, it helps them feel more in control of their own lives and also increases their willingness and assent to engage with those around them and their environment.
Even small choices, like picking a toy or deciding what snack they want, can make a big difference.
- By offering choices, we show children that their opinions and preferences matter
- It also helps them learn decision-making skills, which are important as they grow
- Respecting their choices builds their confidence and sense of independence
Ultimately, giving children the chance to choose empowers them and supports their dignity.
Asking For Agreement – Giving Assent
In ABA based therapy program, giving children the chance to assent means asking for or looking for signs of their agreement to take part in activities like assessments or interventions.
While parents give formal consent, seeking a child’s assent shows respect for their feelings and preferences.
Assent involves asking the child if they are comfortable and willing to participate.
If they are unable to answer, by learning about the child the therapist should be able to read the child’s signs that indicate they are providing assent.
If they show reluctance or say no, that decision should be respected.
All therapy sessions at Mosaic Early Intervention have a key focus in ensuring the child is happy, relaxed and engaged.
By giving children a voice in the process, we help them feel more in control and build trust.
This approach is an important part of neurodiversity-affirming practice, as it honours each child’s autonomy and dignity.
Prioritising Your Child’s Needs In ABA Based Therapy
Care Focused On Your Child: In our application of ABA, it’s essential to ensure that your child receiving the services remains the main focus. By working together with parents and schools, we can prioritise the child’s needs and support their progress more effectively.
Embracing Individual Strengths in Assessments: While traditional ABA based assessments may compare neurodivergent behaviours to typical development, we take a neurodiversity-affirming approach.
Our assessments focus on recognising each child’s unique strengths and differences, ensuring that we address individual needs rather than pathologising natural variations in behaviour..
Social Camouflaging: At Mosaic Early Intervention, we ensure children are not encouraged to hide or mask their natural behaviours.
Instead of pushing for “normalisation,” we focus on teaching life skills that help children embrace who they are while supporting their independence and comfort. This approach fosters self-confidence and well-being, reducing the long-term mental health risks often associated with camouflaging.
Compliance vs. Choice: We empower children to make choices and develop the confidence to express their needs.
Rather than focusing solely on compliance, we help children understand when it’s okay to say no and advocate for themselves. This approach supports their ability to make safe, informed decisions, both now and in the future.
Understanding Your Child’s Experience – Phenomenology: By incorporating phenomenology, which centres on understanding lived experiences from the child’s own perspective, we can better tailor ABA based interventions to align with each child’s unique needs and strengths.
This approach promotes their well-being, respects their individuality, and supports their natural development in a way that honours their experiences and perceptions.
At Mosaic Early Intervention, we use this understanding to create a more compassionate, child-centred environment that fosters growth while prioritising emotional and mental health.
Conclusion
In conclusion, neurodiversity-affirming practice marks an important shift in how we support neurodivergent individuals. By recognising neurological differences as natural variations rather than deficits, this approach promotes respect, inclusion, and a focus on individual strengths. Whether at home, in schools, or within therapeutic settings, neurodiversity-affirming practice encourages environments where all individuals can thrive without the pressure to conform to traditional norms.
At Mosaic Early Intervention, we are dedicated to applying these principles, ensuring that our services align with each child’s unique needs while fostering their well-being, autonomy, and self-confidence.
Sources:
- Affirming Neurodiversity within Applied Behavior Analysis
- The Autistic No Weird Autism Survey: Language Choices Section
- Writing Respectfully: Person-First and Identity-First Language
- Neurodiversity-Affirming Applied Behavior Analysis