Understanding your own experience is the first step to self-compassion. These are shared, plain-language definitions of the terms that come up most in coaching — offered as education, never as diagnosis.
Teaching how the brain works, how executive functions operate, and why you might experience things like task paralysis or sensory overload. Sharing evidence-based information helps you understand your lived experiences, which removes shame and fosters self-compassion.
External structures, routines, and environmental modifications designed to support your executive functioning. Examples include the Friction-to-Flow Map, visual checklists, and energy-tracking routines. The goal is a supportive environment so your brain doesn't have to work twice as hard to get things done.
The brain's “control center” or management system. It handles planning, organizing, remembering instructions, managing time, and regulating emotions. Neurodivergent individuals often experience executive dysfunction, where these systems require more conscious effort or external “scaffolds” to operate.
A state of deep, intense concentration on an activity or topic of interest. During hyperfocus, you may lose track of time, ignore personal needs (like eating or using the bathroom), and tune out your surroundings.
A cognitive style common in autistic individuals where the brain tends to pull all its processing resources into a single “tunnel” of focus at one time. Transitioning out of this tunnel to a new task requires significant mental energy.
A state of feeling physically and mentally frozen when faced with too many decisions, a transition, or an overwhelming task. The brain's processing loops, making it feel impossible to initiate action.
Difficulty identifying, naming, or describing your own emotions. You might feel physically uncomfortable or stressed but struggle to pinpoint the specific emotion causing it.
A state where one or more of the body's senses (sight, hearing, smell, touch, taste, balance) are taking in more information than the brain can process, leading to anxiety, irritability, or a freeze state.
The opposite of overload. This is when the brain is under-stimulated and actively craves sensory input (like movement, textures, or sounds) to feel regulated and focused.
A popular metaphor for energy management. “Spoons” represent units of daily energy. While a neurotypical person might start the day with an unlimited supply, a neurodivergent person starts with a limited number of spoons, and basic tasks (like showering or making a phone call) cost more spoons than expected.
A state of profound physical, mental, and emotional exhaustion caused by the long-term cumulative stress of navigating a world not built for your brain. It often results in a temporary loss of skills and executive functioning.
Repetitive physical movements, sounds, or tactile behaviors (like rocking, pacing, hand-flapping, or playing with a fidget toy) used to regulate sensory input, release excess energy, or soothe anxiety.
The conscious or unconscious suppression of natural neurodivergent traits, behaviors, or sensory needs to fit into neurotypical social standards. While masking can help with survival in school or work, it is incredibly energy-draining and is a leading cause of burnout.
An intense, overwhelming emotional pain triggered by the perception—real or imagined—of being rejected, criticized, or falling short of expectations. It is highly common in ADHD and autistic individuals.
A theory by Dr. Damian Milton showing that communication breakdowns between neurodivergent and neurotypical people are not due to a “deficit” in the neurodivergent person. Instead, it is a mutual mismatch in communication styles—both groups struggle to understand each other's social cues, but the burden of adapting is historically placed entirely on the neurodivergent person.
A profile of neurodivergence where everyday demands (even things you want to do) are perceived by the nervous system as an immediate threat to autonomy, triggering a fight, flight, or freeze response.
This glossary is for education and self-understanding only. I'm a coach, not a clinician — I don't diagnose, treat, or assess any condition.
