What’s the difference between neurodiverse and neurodivergent? Learn more from our SPL staff about the current terms you may be hearing in our culture!
NEUROSPICY (adjective):
Neurospicy is used to describe individuals whose brain functions differently from what is considered “typical”. It serves as a less clinical way to refer to conditions like autism, ADHD, and dyslexia. Sometimes a diagnosis or label isn’t helpful, and so this term serves as a way to identify as neurodivergent or ‘atypical.’
Danielle says…”This is a cool spin on Neurodivergent. It is a fun and playful way to say that you experience or do things a bit differently and that’s okay!”
NEURODIVERSE (adjective):
Neurodiverse refers to the diversity of human brains, recognizing that everyone’s brain functions differently. This concept challenges traditional notions of “normal” brain function, and instead embraces the unique differences in how people think, learn and behave.
Emma says… ““A neurodiverse environment or community is one that contains people of multiple different neurotypes. SPL is a neurodiverse community because we welcome children, parents, and staff who are neurotypical, autistic, and ADHD.”
NEURODIVERGENT (adjective):
Neurodivergent refers to individuals whose brain functions differently from what is considered typical. This can include differences in social interactions, learning, sensory experiences, and mental health experiences.
Hanna says… “Being neurodivergent means a person’s brain works in a way that may be different from what’s considered “typical”. These differences can affect how someone learns, plays, or experiences the world. In our space, we celebrate these unique strengths and make sure every child and family feels supported and included.”
PDA (noun):
Pathological Demand Avoidance (PDA) is conceptualized as a profile on the autism spectrum characterized by an extreme avoidance of everyday demands and expectations due to high anxiety and drive for autonomy.
Zoe says… “Stands for “pathological demand avoidance,” but the more holistic term is “persistent demand avoidance.” This is a profile of Autism in which kiddos experience demands (ex. “No,” “Go to your room”) as a threat to their nervous system. PDA is not misbehavior, it is a disability that deserves understanding and accommodation!”
SENSORY SEEKING (adjective):
A sensory seeker is a person who has a high threshold for sensory input. This means that in order for that person to notice that input, they require a lot more frequency, intensity or duration of the input than someone with a typical sensory profile.
Arcata says… “Sensory seeking means a person who has a high need for sensory input. This can often look like a person who seeks out extra movement, visuals, noise and activity to properly stimulate their sensory needs.”
CHILD-LED (adjective):
Child-led therapy is a therapeutic approach where the therapist follows the child’s interests and allows them to lead the sessions, rather than the therapist directing activities. This method encourages engagement and makes the therapy more meaningful and enjoyable for the child.
Mikaela says… “Empowering a child, and allowing them to make their own choices about how they want to play and explore. Adults should join in to follow their lead, build upon their play, and provide support as needed.”
PLAY-BASED (adjective):
Play-based therapy is a therapeutic approach that uses play as a medium for children to express and process their emotions. It helps children communicate their feelings and experiences in a safe environment,
Karen says… “Play based learning means that children grow their skills by doing what comes naturally —- playing. At Spirited Play Labs, play is a value we hold deeply.”
STRENGTHS-BASED (adjective):
Pediatric strengths-based therapy is a therapeutic approach that focuses on identifying and utilizing a child’s strengths and positive qualities to support their development and address challenges. This method aims to enhance the child’s self-esteem and resilience, promoting a more positive outlook on their abilities and potential.
Joselyn says… “A strength-based approach focuses on what a child CAN do, building on their existing abilities and interests rather than concentrating on their weaknesses or deficits.”
INCLUSION (verb):
Inclusion is the act of including someone or something as part of a group or activity, often focusing on accommodating individuals who have been historically excluded due to factors like race, gender, or ability. It aims to create environments where everyone can participate equally and feel valued.
Jorja says… “Inclusion is where neurodiverse, BIPOC, queer, and all individuals regardless of their identities or experiences , genuinely feel seen, and empowered.”
CHALLENGING BEHAVIORS (noun):
Challenging behaviors are defined as culturally unexpected actions that are intense, frequent, or long-lasting enough to affect the safety of an individual or others. These behaviors can include aggression or self-injury.
Lia says… “Challenging behaviors are a child’s way of communicating their feelings and advocating for their needs when they don’t yet have the words or skills to express themselves. Caregivers can support children by wondering ‘what is my child trying to tell me through their behaviors?’ and by providing support for regulation.”
SPIRITED CHILD (noun):
A spirited child is one who is more intense, energetic, sensitive, perceptive, and persistent than the average child. These children often display strong emotions and may require different parenting approaches to help them thrive.
Lindsay says… “Spirited kids are often misunderstood and criticized as being too much, too loud, too needy. But spirited kids can be deeply creative, loving, and impactful members of the community, and should be celebrated and supported!”
Interested in learning more about our philosophy? Sign up for a first time visit at spiritedplaylabs.com/book-your-visit