This glossary translates 29 common autism terms — from stimming and masking to IEPs and AAC — into plain English. Every definition starts with a one-sentence answer you can quote, and every term below is directly linkable.
Last updated: September 2026
A 504 plan is a school document that gives a child with a disability accommodations — changes to how they learn — without specialized instruction. It comes from Section 504 of the Rehabilitation Act, a civil rights law, and it covers things like extra time on tests, seating near the teacher, or sensory breaks. Unlike an IEP, it does not include individualized goals or special education services. Many autistic children who don't qualify for an IEP are still protected by a 504 plan — learn the difference in our IEP vs 504 plan guide.
AAC — augmentative and alternative communication — is any method used to support or replace spoken language. It includes picture boards, sign language, communication apps, and speech-generating devices. AAC does not stop a child from learning to speak; research shows it often helps spoken language develop. If your child is minimally verbal, AAC is usually one of the first tools a speech therapist will introduce — see our guide to helping a minimally verbal child communicate.
ABA — applied behavior analysis — is a therapy that uses structured practice and reinforcement to teach new skills and reduce challenging behaviors. It is the most widely studied autism therapy and is often covered by insurance, which is why it comes up so often. ABA is also controversial: critics say some programs focus too much on making autistic children appear "normal" rather than on their wellbeing. If you consider ABA, look for a provider who prioritizes your child's happiness and autonomy, involves you in sessions, and never uses punishment.
Autism spectrum disorder is a developmental condition that affects how a person communicates, processes sensory information, and relates to others. The word "spectrum" reflects how different autistic people are from each other — support needs range from minimal to round-the-clock. Autism is not a disease and cannot be "cured"; it is a different way of experiencing the world. What matters most is understanding your own child's profile and getting supports that match it.
A behavior intervention plan is a written plan that tells a school team how to prevent and respond to a child's challenging behaviors. It is built from a functional behavior assessment and must be followed by everyone who works with your child. A good BIP focuses on teaching replacement skills, not just punishing behavior. If the school suggests one, you are part of the team that writes it.
Co-regulation is the process of calming down with the help of another person — usually a parent, teacher, or therapist. Young children can't regulate big emotions alone; they borrow calm from the adults around them. Staying steady, lowering your voice, and offering comfort during a meltdown is co-regulation in action. Over time, repeated co-regulation teaches a child to self-regulate.
Echolalia is the repetition of words, phrases, or sounds — your own, someone else's, or from a show — immediately or much later. It is a normal stage of language development, but autistic children may rely on it longer or more heavily. Echolalia often has a purpose: it can be how a child processes language, expresses a need, or soothes themselves. A speech therapist can help you figure out what your child's echolalia is communicating and build from it — our communication guide has practical starting points.
Elopement is when a child leaves a safe area or runs off without warning — from home, school, or a caregiver's side. It is one of the most dangerous behaviors in autism because a child who elopes may run toward traffic or water without understanding the risk. Nearly half of autistic children elope at some point. If your child elopes, tell the school, neighbors, and local police, and consider door alarms, GPS trackers, and a written safety plan.
Executive function is the brain's management system — the set of skills that lets us plan, start tasks, remember instructions, switch gears, and control impulses. Many autistic children have executive function differences, which is why a bright child can still struggle to get dressed, finish homework, or handle a schedule change. These are skill gaps, not laziness or defiance. Visual schedules, checklists, and breaking tasks into steps are the standard supports.
A functional behavior assessment is a structured observation used to figure out why a child behaves the way they do — what triggers the behavior and what the child gets or avoids because of it. Schools conduct FBAs when behavior interferes with learning. The findings become the basis for a behavior intervention plan. As a parent, you can request an FBA in writing if your child's behaviors are not being understood.
IDEA — the Individuals with Disabilities Education Act — is the federal law that guarantees children with disabilities a free appropriate public education. It is the law behind IEPs, the 60-day evaluation timeline, and your rights as a parent to participate in every decision. When a school says "we can't do that," IDEA is usually the law that says they can — and must. Knowing the basics of IDEA changes the balance of every school meeting, and our Start Here roadmap walks you through using it.
An IEP — individualized education program — is a legally binding document that spells out the special education services, goals, and accommodations a child with a disability will receive at school. It is written by a team that includes you, the parent, and it must be reviewed at least once a year. If the school isn't following the IEP, that is a legal problem, not just a disagreement. Keep a copy of every IEP your child ever receives, and keep our IEP cheat sheet in your meeting folder.
Inclusion means educating children with disabilities alongside their non-disabled peers as much as possible, with the right supports in place. It is not just physical placement in a general education classroom — true inclusion means your child is genuinely participating and learning. Research generally shows that well-supported inclusion benefits both autistic and neurotypical students. If your child's placement is being discussed, ask what supports would make the general education classroom work before accepting a more restrictive setting.
The least restrictive environment is the legal principle that a child with a disability should learn alongside non-disabled peers to the greatest extent appropriate. It is part of IDEA, and it means the school must consider the general education classroom first and only move to more separate settings if the child's needs can't be met there with supports. LRE is decided individually — it is not one-size-fits-all. When placement comes up, ask the team to explain why a less restrictive option wouldn't work.
Masking is when an autistic person consciously or unconsciously hides autistic traits to blend in — forcing eye contact, suppressing stims, scripting conversations. Many children mask at school and then melt down at home, which can confuse parents and delay diagnosis, especially in girls. Masking is exhausting and is linked to anxiety, burnout, and depression. If your child masks, the goal is to make home a place where they never have to.
A meltdown is an involuntary, overwhelming response to sensory overload, frustration, or emotional buildup — it is not a tantrum. A tantrum has a goal (the child wants something and will stop when they get it); a meltdown has no goal and the child cannot simply choose to stop. During a meltdown, the thinking brain is offline — so reasoning, threats, and punishments do not work and usually make it worse. The right response is safety first: reduce stimulation, stay calm, and wait it out. Afterwards, rest — and later, look for the trigger so you can prevent the next one.
Neurodiversity is the idea that differences in how brains work — including autism, ADHD, and dyslexia — are natural variations, not defects to be fixed. The neurodiversity movement argues for acceptance, accommodation, and support rather than "cures." You will see this word everywhere in autism communities, and understanding it helps you make sense of debates about therapies and language. Supporting neurodiversity does not mean denying that your child needs help — it means the help should fit who they are.
Neurotypical describes a person whose brain development and functioning fall within what society considers typical — in other words, not autistic and without other neurodevelopmental differences. It is a neutral descriptive term, not a compliment or an insult. You'll see it shortened to "NT" in parent groups and articles.
Occupational therapy is a service that helps children build the everyday skills they need to function — fine motor skills like writing and buttoning, sensory processing, self-care, and play. For autistic children, OT often focuses on sensory challenges: tolerating textures, sounds, and movement. An OT can also create a "sensory diet" — a planned set of activities that helps your child stay regulated through the day.
PECS — the Picture Exchange Communication System — is a structured method that teaches non-speaking children to communicate by handing over pictures in exchange for what they want. It is one of the most researched AAC approaches for young autistic children. PECS starts with single pictures and builds toward sentences, and it can be a bridge to speech or to higher-tech AAC. Ask your speech therapist whether PECS is a fit for your child — and see our communication guide for more starting points.
Scripting is when a child repeats lines from movies, shows, or books — sometimes word-perfect — to communicate, process emotions, or self-soothe. It is closely related to echolalia, but scripting usually involves longer memorized passages used in context. A child quoting a cartoon character during a stressful moment may be telling you exactly how they feel. Rather than shutting scripting down, therapists often use a child's scripts as a starting point for flexible language.
Self-regulation is the ability to manage your own emotions, energy, and behavior — calming yourself down, waiting your turn, shifting between activities. It develops slowly in all children and often more slowly in autistic children, especially around sensory input and unexpected change. Self-regulation is a skill that is taught, not a character trait a child either has or doesn't. Co-regulation from trusted adults is how children learn it.
Sensory overload happens when the brain receives more sensory input — noise, lights, crowds, textures, smells — than it can process. Many autistic brains process sensory information more intensely, so an ordinary supermarket or classroom can feel physically painful. Overload often leads to meltdowns or shutdowns. The fix is not "toughening up" — it is reducing input (noise-canceling headphones, sunglasses, quiet breaks) and respecting your child's signals.
A shutdown is the quiet cousin of a meltdown — instead of exploding outward, the child goes inward: going silent, still, or unresponsive. Like a meltdown, it is an involuntary response to overload, not defiance or ignoring you. Shutdowns are easy to miss, especially in children who mask, because a shut-down child looks "calm." Give them space, reduce demands, and don't pepper them with questions until they come back.
A social story is a short, simple narrative — often with pictures — that walks a child through a situation before it happens, from getting a haircut to the first day of school. Developed by Carol Gray, social stories reduce anxiety by making the unknown predictable. They work best when written from the child's perspective in positive, concrete language. You can build custom printable ones with our free Social Story Creator.
A special interest is a deep, passionate fascination — dinosaurs, trains, a video game, transit maps — pursued with remarkable intensity and expertise. Special interests are a source of joy, calm, and identity for many autistic people, not a problem to be fixed. They can also be powerful teaching tools: a child who won't do math worksheets may happily do math about their favorite topic. Follow the interest.
Speech therapy — provided by a speech-language pathologist — helps children with all aspects of communication: speaking, understanding language, social conversation, and alternative communication methods. For autistic children it often goes far beyond pronunciation, covering back-and-forth conversation, understanding non-literal language, and using AAC. If your child is minimally verbal, speech therapy is typically one of the first services recommended after diagnosis.
Stimming — short for self-stimulatory behavior — is repetitive movement or sound like hand-flapping, rocking, spinning, or humming. Almost everyone stims sometimes; autistic people simply do it more, and it serves real purposes: managing sensory input, expressing excitement, or calming down. Stimming only needs addressing if it causes harm or seriously interferes with daily life. The goal is never to eliminate harmless stims — it is to understand what your child is communicating through them.
A visual schedule is a sequence of pictures, symbols, or words showing what happens next — and in what order. It reduces anxiety by making the day predictable and cuts down on transition battles, because the schedule (not the parent) delivers the news. Visual schedules work for everything from morning routines to the school day. Our Social Story Creator can also build printable visual schedules with your own photos.
Now that you speak the language, take the next step: our Start Here roadmap walks you through the first weeks after a diagnosis — what to learn, what to ask for, and where to find help.
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