Neurotypical, Neurodivergent, and Neurodiverse Differences

Neurotypical, neurodivergent and neurodiverse are terms that are used to describe how an individual(s) sees, interacts and understands the world. These words helped change, deflect and broaden the conversation from focusing on the mental health component of the behaviors involved. To a more inclusive perspective that looks at how society can draw new lines into what it considers normal and healthy. So, today the discussion has evolved into a variety of ways a person can interact, think and behave in society based on a changed way of thinking.

Neurotypical would describe an individual who behaves, thinks and communicates information in ways that we are all accustomed to. According to our culture that has been established over many years. These individuals from childhood seem to reach certain skill sets and reach developmental milestones at the same time as their peers. This group appear to agree upon the statistics gathered over many years of data capture and from observational studies. It represents the “tried and true“ viewpoint used by researchers and doctors to determine what is considered the most normal behaviors within the given culture.

This is in contrast to what others within the autism spectrum, including ADHD and other conditions would see themselves; as described by the term, “neurodivergent.”

Still there’s another group of people who would suggest that the term “ neurodiversity” is more appropriate. It encapsulates a broader behavioral framework that includes all types of expanding array of atypical human behaviors as possibilities. It expands the definition of what normal is today.

This idea came along over many years of trying to be more inclusive and to better explain the diversity of human social conduct structures within a less rigid construct.

NEUROTYPICAL

Neurotypical is a way of describing social interactive characteristics, like ways of thinking and processing information in the expected social and cultural setting, taken from within the culture it was being measured or compared in. This standard can be misinterpreted at times, because it is dependent on cultural context. The prevailing mindset is not always so obvious because there exists much grey area in terms of shared behavioral traits which go beyond the neurotypical and neurodivergent classifications.

A 2018 study, looked at data from USA, Japan and India and compared the different categories doctors used to determine what was considered autistic and non-autistic individuals. What the researchers found was that oftentimes there were many shared behavioral traits within both groups and their differences were dependent on culture.

Neurotypical characteristics include:

• Adapting to routines

• having a variety of interests and hobbies common for that age

• having same social and organizational skills as many other children

• reaching age appropriate goals or milestones as most children, like walking or talking

• not showing intolerance for sensory discomfort like bright lights or loud sounds

• demonstrating focus over periods of time in class or at work

These traits are considered normal but can sometimes be subjective because not all of them need to be viewed within the category. In fact, many people within the non-autism group can also show signs of late socio-developmental skills, without being considered within an autism spectrum diagnosis.

NEURODIVERGENT

Any persons behavior and informational processing ability that is outside of what is considered by a culture to be normative would be described as “neurodivergent.” It is a way to view a condition like autism from outside the boundaries of being an illness.

Those within this group would include individuals with autism, ADHD, learning disabilities, Tourette’s syndrome and Synesthesia.

The term neurodivergent has a more broad interpretation that would include all of the five categories listed above.

• Autism affects people differently. From having difficulty interacting socially because of the lack of skills to decipher social cues. To being rigid in ones appreciation for different subject matters. The way one communicates and processes information can be very specific and sensitive to an autistic person.

• ADHD describes a person with excess energy which leads to being easily distracted with an inability to concentrate, focus on a task at hand. They struggle with organization and planning.

• Learning disabilities can be experienced in all manners affecting how an individual needs to process information for better retention. Those in this group are typically intelligent. But, just require a certain way of absorbing the information. We know that dysgraphia will affect a persons handwriting and dyslexia will change how one processes reading. Some people do better when they can exchange information by direct communication. While others prefer to process material of learning through reading.

• Tourette’s syndrome is a common childhood neurodevelopmental disorder characterized by involuntary movement and vocal tics. Most common are blinking, throat clearing, coughing, sniffing and facial movements.

• Synesthesia is a perceptual phenomenon in which stimulation to one cognitive pathway leads to unintentional experiences in another cognitive or sensory neurological pathway. This results in someone hearing words and stimulating flavors or tastes. Or seeing colors from hearing music.

Most of these conditions are neurodevelopmental which begin early in life and will remain throughout a lifetime. Like mental health conditions, neurodivergent individuals can often lead happy and fulfilling lives with the right kind of support network.

But unlike other mental health conditions, which can and do improve over time with the right supportive therapies. Neurodivergence types like those with learning disabilities and autism diagnosis will need specific supportive care for their most challenging life skills.

NEURODIVERSITY

Neurodiversity is a term that describes a popular concept from the 1990’s by Judy Singer a sociologist, who advocated an all-inclusivity value and nature of behavior, communication and informational process as less of a distinction between autistic and non-autistic people. It opened a new door of understanding as a way to view these cognitive challenges in an autistic brain as different and not limited or a fault.

Neurodiversity brings with it an innate understanding that we are all different in how we think and process reality. From the shape of our bodies to the structures of our brains.

The supporters of the neurodiversity explanation viewpoint believe that these differences in our children could help them and parents:

• build healthy self esteem

• boost confidence in those with special skill sets to seek further help

• reduce stigma to certain behaviors like stimming

• minimize fear of their brain differences compared to others

• better understand types of education and effective caregiving

• reduce teasing, bullying and discrimination in school and work

The way we see ourselves as individuals and as participating society members is defined by the cultural lens from which it is being measured. Neurotypical, neurodivergent and neurodiversity are terms used by researchers as the way we as a society can help to see our shared differences and similarities. It shouldn’t be considered a way to characterize, categorize and to limit each other into smaller sub-groups to be treated any different. But, more of a way to better understand that it lies from within these individual strengths and differences that our collective society will ultimately strive to serve itself the best in the future.

-A Balanced Brain is a Better Brain-