Autism and SEND glossary for UK parents
Plain-English meanings of 146 words you may hear from doctors, therapists, nurseries, schools and councils. Where a term is disputed, we say so.
A
- AAC (augmentative and alternative communication)
- AAC (augmentative and alternative communication) means ways of communicating that add to or replace speech, including signing, pictures, communication books and boards, and speech-generating apps or devices. The Royal College of Speech and Language Therapists says there are no skills a child must show before using AAC. Research shows AAC does not stop children from talking, and it works best when adults model it.
- ABA (applied behaviour analysis)
- ABA (applied behaviour analysis) is a broad approach that uses observation, prompts and rewards to teach skills and change behaviour, from small changes to intensive programmes. Views are strongly divided: supporters say it teaches useful skills, while many autistic adults report harm. The research is large but mostly low quality, and NICE does not recommend ABA by name.
- ABC chart
- An ABC chart is a simple diary of what happened before a behaviour (the antecedent), exactly what the behaviour was, and what happened straight after (the consequence). Keeping one for a few weeks can show patterns, such as noise, hunger or a particular demand, and it is useful to share with a GP, school or specialist.
- Additional learning needs (Wales)
- Additional learning needs (ALN) is the term used in Wales, under the Additional Learning Needs and Education Tribunal (Wales) Act 2018, for what England calls special educational needs. A child with ALN has an Individual Development Plan (IDP) describing their needs and the support they will get, and disagreements can go to the Education Tribunal for Wales.
- ADHD
- ADHD (attention deficit hyperactivity disorder) is a neurodevelopmental condition that affects attention, activity levels and impulsivity. It often occurs alongside autism: a review of 96 studies found ADHD in about 28% of autistic people of all ages. Children can have both, and some NHS-funded services assess for autism and ADHD together.
- ADI-R
- ADI-R (Autism Diagnostic Interview, Revised) is a detailed structured interview with a parent or carer about a child's development and current behaviour. It is one of several interviews used in UK assessments, alongside others such as DISCO and 3di, and it is combined with observation and other information rather than used on its own.
- ADOS-2
- ADOS-2 (Autism Diagnostic Observation Schedule, second edition) is a structured observation in which a trained professional uses play-based activities and conversation to see how a child communicates and interacts. It is widely used in UK autism assessments, but NICE says no single tool should be relied on alone to diagnose autism.
- Aided language modelling
- Aided language modelling means an adult pointing to words on a child's AAC system while talking, so the child sees how it is used, without asking them to copy. A 2018 review of 28 studies found it highly effective for both understanding and expression. Starting with one or two key words, modelled many times a day, is a common starting point.
- Alexithymia
- Alexithymia means difficulty noticing, naming and describing your own feelings. It is common but not universal in autistic people: a review of 15 studies, mostly of adults, found it in about half of autistic participants, compared with about 5% of others. So feelings tools often include body-based choices, such as 'my body feels fast', and an 'I don't know' option.
- Annual review
- An annual review is the meeting and check of an EHC plan that must happen at least every 12 months in England. Parents, the school, the council and relevant health and social care professionals must be invited, and the council must tell parents within 4 weeks of the meeting whether it will keep, change or end the plan.
- Area SENCO
- An area SENCO is a special educational needs co-ordinator employed by a council to support early years settings such as private nurseries, pre-schools and childminders. The SEND Code of Practice describes them giving day-to-day support to setting SENCOs, training staff and helping to plan children's move to school. Not every council uses the title, so ask your local early years or inclusion team.
- ARFID (avoidant/restrictive food intake disorder)
- ARFID (avoidant/restrictive food intake disorder) is an eating disorder in which a person avoids certain foods, eats very little, or both, because of the smell, taste or texture of food, fear after choking or being sick, or little interest in eating. The NHS says it is not about weight or body shape. ARFID-like eating is common in autistic children; a GP is the first step.
- ASD and ASC
- ASD and ASC are two names for autism. ASD (autism spectrum disorder) is the medical term used in the DSM-5 and ICD-11 manuals and on many NHS letters and reports. ASC (autism spectrum condition) avoids the word 'disorder', which many autistic people find inaccurate. Many autistic people simply prefer 'autism' or 'autistic'.
- Asperger syndrome
- Asperger syndrome is a name that was once given as a diagnosis to some autistic people. The National Autistic Society says it is no longer used as a diagnostic term, although some assessment tools that refer to it are still used. People who were diagnosed with it in the past may still use the name.
- Autism
- Autism is a lifelong difference in how a person's brain develops, affecting how they communicate, relate to other people and experience the world, including through their senses. The NHS says autism is not an illness, and the National Autistic Society describes it as a lifelong neurodivergence and disability. Every autistic person has their own mix of strengths and support needs.
- Autism levels
- Autism levels are the three DSM-5 support levels: level 1 'requiring support', level 2 'requiring substantial support' and level 3 'requiring very substantial support'. They come from the US manual. ICD-11, which NHS England guidance points to, has no levels, so a UK report may not mention one, and that does not mean anything is missing.
- Autistic burnout
- Autistic burnout is deep exhaustion that builds up from the effort of coping with daily life. The NHS says some autistic children become very exhausted from trying to cope, and calls this autistic fatigue or burnout. Children may need more rest, fewer demands and time to settle after school. Any loss of skills should still be checked by a GP.
B
- Behaviour that challenges
- Behaviour that challenges is the term used in NICE guidance for behaviour, such as hitting, biting, self-injury or breaking things, that puts a child or others at risk or makes daily life very hard. It is often a sign of distress, pain or an unmet need rather than being deliberate. Many families and the National Autistic Society prefer to say distressed behaviour.
- Blue Badge
- A Blue Badge lets a disabled person, or someone driving them, park closer to where they need to go. In England, since 2019, people with non-visible disabilities can qualify, for example a child who is a constant significant risk near traffic or has intense, overwhelming responses that cause a temporary loss of control. Councils decide applications and it can take 12 weeks or more. Scotland, Wales and Northern Ireland run their own schemes.
C
- CAMHS
- CAMHS (Child and Adolescent Mental Health Services) are NHS services that assess and support children and young people with mental health difficulties, such as anxiety. In some areas CAMHS also carries out autism assessments. Waits are often long: children still waiting for help at the end of 2023-24 had waited nearly six months on average.
- Carer's Allowance
- Carer's Allowance is a weekly benefit, £86.45 in 2026/27, for people who care for someone for at least 35 hours a week. For parents, the child must get DLA at the middle or highest care rate, and your earnings must be £204 a week or less after tax, National Insurance and allowable expenses. In Scotland, Carer Support Payment has replaced it.
- CEA Card
- The CEA Card is a UK cinema card that gives one free ticket for someone to go with a disabled person aged 5 or over who needs to be accompanied. It costs £6.50 a year, and evidence such as a DLA award can support an application. Cinemas must still make reasonable adjustments whether or not you have a card.
- Child Disability Payment (Scotland)
- Child Disability Payment is the Scottish benefit that replaced DLA for children in Scotland. It is for children who need extra care or help getting around because of a disability, and you can apply before your child has a diagnosis. The care component, from 3 months old, is paid at the same weekly rates as DLA: £30.30, £76.70 or £114.60.
- Choice board
- A choice board shows a small number of real options as pictures, such as snacks, toys or activities, so a child can choose by pointing or handing over a picture. Offering real choices gives children some control, and in small studies choice-making reduced distressed behaviour. Including 'break' and 'help' on the board is a good idea.
- Clinical psychologist
- A clinical psychologist is a health professional trained to assess and support people's mental health, emotions, behaviour and development. A psychologist is part of the core team NICE recommends for a child's autism assessment, and clinical psychologists can also help with anxiety or distressed behaviour. Practitioner psychologists must be registered with the HCPC.
- Co-occurring conditions
- Co-occurring conditions are other conditions that often happen alongside autism, such as ADHD, anxiety, epilepsy, sleep problems, learning disability and gut problems like constipation. They are common: a review of 96 studies found ADHD in about 28% of autistic people. Pain or illness can show up as a change in behaviour, so health checks come first.
- Co-ordinated Support Plan (Scotland)
- A Co-ordinated Support Plan (CSP) is Scotland's statutory education plan for a child whose additional support needs come from complex or multiple factors, are likely to last more than a year, and need significant support from other agencies as well as education. Most children with additional support needs in Scotland are supported without one.
- Co-regulation
- Co-regulation is when a calm, trusted adult helps a child manage big feelings by lending them their own calm, through a steady voice, few words, closeness and comfort. Researchers describe parent and child co-regulation as a key way children develop self-regulation, although research with young autistic children is still limited.
- Community paediatrician
- A community paediatrician is a children's doctor who works mainly in local clinics rather than in hospital wards, and specialises in child development, disability and conditions such as autism. In many areas of England, community paediatric teams carry out autism assessments together with other professionals.
- Continence service
- A continence service is the local NHS team that assesses and supports children with bladder and bowel problems, including toilet training difficulties. Under national guidance, NHS continence products such as nappies or pads are not provided before age 5, and after that only following an assessment and at least 6 months of supported toilet training. Rules vary locally.
- Core vocabulary
- Core vocabulary is the small set of words people use most often in lots of situations, such as 'more', 'go', 'stop', 'help' and 'not'. AAC boards built on core words let a child say many things with a few words. In one study, keeping each symbol in a fixed place helped young children find words faster.
D
- Demand avoidance
- Demand avoidance means resisting or avoiding everyday requests and expectations, sometimes even for things a child wants to do. NICE lists an unusually negative response to other people's requests among possible features of autism in young children. Research links it closely to anxiety and a need for certainty and control. Low-demand, collaborative approaches are widely recommended, although evidence is limited.
- Direct payments
- Direct payments are money from the council, given instead of services, so a family can arrange support their child has been assessed as needing. Councils in England can make them, with consent, to a parent of a disabled child. Families can also ask the council for a personal budget for support in an EHC plan, which can include direct payments.
- Disability Access Fund
- The Disability Access Fund is a yearly payment, at least £975 per child in 2026/27, that councils in England pay to a nursery, pre-school or childminder for a child who gets DLA and uses funded early years hours. It goes to the setting, not the family. Settings usually identify eligible children through a parent declaration, and the setting or council may ask to see the DLA award letter.
- Disabled Facilities Grant
- A Disabled Facilities Grant is money from the council to make changes to a home so a disabled person can live there safely. GOV.UK says the grants cover autistic people, and parents' income is not taken into account for a disabled child under 18. The maximum is £30,000 in England, £36,000 in Wales and £25,000 in Northern Ireland. Do not start work before the council approves it.
- DLA (Disability Living Allowance)
- DLA (Disability Living Allowance) for children is a tax-free benefit for children under 16 in England and Wales who need much more care or supervision, or help getting around, than other children of the same age. It is not means-tested and you do not need a diagnosis to claim. In 2026/27 it is £30.30 to £194.60 a week. Scotland has Child Disability Payment instead.
- Double empathy problem
- The double empathy problem is the idea, proposed by Damian Milton in 2012, that misunderstandings between autistic and non-autistic people run both ways, rather than being a one-sided autistic difficulty. Some experiments support it, but a large 2025 replication did not repeat the finding that mixed groups pass on less information, so research is still developing.
- DSM-5
- DSM-5 is the American Psychiatric Association's diagnostic manual. For autism, it requires ongoing differences in social communication and interaction, plus at least two kinds of restricted or repetitive behaviours, interests or sensory differences, present from early childhood and affecting daily life. UK assessments use DSM-5 or ICD-11 criteria, or both.
E
- EarlyBird
- EarlyBird is a group support programme for parents and carers of young autistic children, developed by the National Autistic Society and run by licensed local teams. EarlyBird Plus is for families of children aged 5 to 10. Formats, age limits and whether a diagnosis is needed vary locally, so ask your autism team or search the National Autistic Society's services directory.
- EBSA (emotionally based school avoidance)
- EBSA (emotionally based school avoidance) describes a child who finds it very hard to go to school because of anxiety or other strong emotions, rather than choosing not to. It is not a term used in the Department for Education's statutory guidance, which talks about anxious feelings about school attendance and expects schools to offer support, make reasonable adjustments and consider a time-limited phased return.
- Echolalia
- Echolalia is repeating words or phrases heard before, either straight away (immediate echolalia) or later (delayed echolalia), such as lines from a favourite programme. It is now seen as often meaningful: a child may use an echo to ask for something, protest or keep an interaction going. Responding to the meaning is recommended, rather than trying to stop it.
- Educational psychologist
- An educational psychologist (EP) is a psychologist who works with children, families and schools to understand how a child learns and what support helps them at nursery or school. Schools may ask for an EP's advice when a child keeps making less progress than expected despite SEN support, and EP reports are often used as evidence in EHC needs assessments.
- EHC needs assessment
- An EHC needs assessment is the council's assessment, in England, of a child's education, health and care needs, to decide whether they need an EHC plan. Parents can ask for one themselves, and no diagnosis is needed. The council must decide whether to assess within 6 weeks, and if it issues a plan, the final plan must be issued within 20 weeks of the request, with some exceptions.
- EHCP (Education, Health and Care Plan)
- An EHCP (Education, Health and Care Plan) is a legal document in England for a child or young person aged 0 to 25 who needs more support than SEN support can provide. It sets out their needs, the outcomes sought and the support that must be provided, in sections A to K. In January 2026, 718,838 EHC plans were in place, and autism was the most common primary need.
- Elective home education
- Elective home education is when parents choose to educate their child at home instead of at school. Under the Children's Wellbeing and Schools Act 2026, parents of children at special schools in England will need council consent before removing them, once that part is in force. Pressuring parents to home educate under threat of exclusion counts as off-rolling in DfE guidance.
- Experts at Hand
- Experts at Hand is a Department for Education offer, being introduced from September 2026, that brings specialist support into mainstream nurseries, childminders and schools in England. Children do not need a diagnosis to benefit. The government says it does not replace existing legal duties or the support set out in a child's EHC plan.
- EYFS (Early Years Foundation Stage)
- The EYFS (Early Years Foundation Stage) is the statutory framework that sets the standards for learning, development and care for children from birth to 5 in England. It applies to nurseries, pre-schools, childminders, and school nursery and reception classes. It requires every setting to have arrangements to support children with special educational needs and disabilities, and to discuss any worries about a child's progress in the prime areas of learning with their parents.
F
- Family Fund
- Family Fund is a UK charity that gives grants to families on a low income who are raising a disabled or seriously ill child or young person. Families can be working or on benefits, and getting DLA does not decide eligibility. From 24 September 2026 to the end of March 2027, its England programme is open only to families applying for the first time.
- Focused interests
- Focused interests are topics or activities an autistic person cares about intensely, such as trains, dinosaurs or a favourite TV series. Many autistic people prefer this term to 'special interests', which some find patronising. In research reviews, building a child's interests into play and learning was linked with gains, and interests should never be taken away as a punishment.
- Functional assessment
- A functional assessment is a structured look at a behaviour to work out its triggers, its patterns, the need it meets and what follows it, so support can meet that need in a better way. NICE recommends support informed by a functional assessment when behaviour that challenges continues after health, communication and environmental causes have been checked.
- Functioning labels
- Functioning labels are terms that describe an autistic person as 'high' or 'low' on a single scale of ability. Many autistic people criticise them, and the National Autistic Society rejects the idea of a single more-or-less autistic scale, because each person has their own mix of strengths and support needs. Describing specific strengths and needs is clearer.
G
- Gestalt language processing
- Gestalt language processing is a popular idea that some children learn language in whole chunks, such as phrases from films, before breaking them into single words, usually linked to a six-stage protocol called Natural Language Acquisition. A 2025 systematic review found no studies testing it, and researchers dispute its theory and its claim that most autistic children learn this way. Responding to the meaning of echoes is still good practice.
- Graduated approach
- The graduated approach is the four-stage cycle of assess, plan, do and review that schools and nurseries in England use to deliver SEN support. Parents should be involved at each stage, and the plan should list the support, the difference it is expected to make and a review date. If progress stays limited, the next step can be an EHC needs assessment.
H
- Health visitor
- A health visitor is a specialist NHS professional who supports families with babies and children under 5, including a health and development check at around 2 to 3 years. For younger children, a health visitor can often make the referral for an autism assessment, and in many areas they can refer children to speech and language therapy.
- Heritability
- Heritability is how much of the variation in a trait across a whole population is explained by genetic differences. It is not the chance that a particular child will inherit something. Large twin and family studies estimate the heritability of autism at around 80%, meaning genetic differences explain most of the variation in autism across a population. Autism is not caused by parenting.
- Hidden Disabilities Sunflower
- The Hidden Disabilities Sunflower is a voluntary scheme: wearing a sunflower lanyard, badge or pin shows that you, or your child, have a disability or condition that may not be obvious and may need help, understanding or more time in shops, at work, on transport or in public places. It is not an official ID and does not give an entitlement.
- Hospital passport
- A hospital passport, or health passport, is a short document about a person that you take to health appointments, explaining how they communicate, their sensory needs, how they show pain, what upsets them and what helps. The National Autistic Society's free My Health Passport is endorsed by the Department of Health and NHS England.
- Hyperacusis
- Hyperacusis is reduced tolerance of everyday sounds, so ordinary noises seem much louder than they should and can even hurt. A 2021 review of 67 studies estimated that about 41% of autistic people have it at any one time, and about 61% at some point in life. Ear defenders can help in predictable loud places, ideally with a plan rather than all day.
- Hypersensitivity and hyposensitivity
- Hypersensitivity and hyposensitivity are two kinds of sensory difference. Hypersensitivity means being much more sensitive than most people to a sense such as sound, light, touch or smell. Hyposensitivity means being less sensitive, so a child may not notice their name being called or may seek stronger sensations. The same child can be both, for different things.
I
- ICD-11
- ICD-11 is the World Health Organization's international classification of diseases, which NICE says the NHS adopted in March 2022. It describes autism through persistent differences in social interaction and communication and restricted, repetitive and inflexible behaviours, now including sensory differences. Instead of levels, it records whether a person has an intellectual disability and how much functional language they use.
- Identity-first language
- Identity-first language puts the identity first, as in 'autistic child', rather than person-first language such as 'child with autism'. A UK survey of 3,470 people found many autistic adults and parents endorse 'autistic', although no single term is accepted by everyone. NHS England and NICE now use identity-first language. As your child grows, follow their own preference.
- Individual Support Plan
- An Individual Support Plan (ISP) is a proposed digital plan, set out in the government's February 2026 Schools White Paper for England, that every nursery, school and college would have to write for each child with SEND. It is not law as of September 2026. The government says EHC plans will stay for children who need specialist support, and no changes to EHC plan support will begin before September 2030.
- Integrated care board (ICB)
- An integrated care board (ICB) is the NHS body in England that plans and pays for health services in a local area, including autism assessments. The government says ICBs decide how to manage demand, which is why waiting times and access to Right to Choose can differ from one area to another.
- Intensive Interaction
- Intensive Interaction is an approach in which a familiar adult follows a person's lead, joining in with their sounds, movements and actions to build shared enjoyment and early communication. It is often used with people who have profound learning disabilities or are autistic. It is widely used in the UK, but research is limited and a large UK trial is under way.
- Interoception
- Interoception is the sense that tells you what is happening inside your body, such as hunger, thirst, feeling hot or cold, needing the toilet, pain or illness. The National Autistic Society counts it as one of eight senses. Autistic children may notice these signals more or less than other children, which can affect eating, toileting and telling you something hurts.
- Intolerance of uncertainty
- Intolerance of uncertainty is a tendency to react strongly, in feelings, thoughts and behaviour, to situations that are uncertain or unpredictable. Research suggests it helps explain why anxiety is so common in autistic children. In a small trial, a parent group programme targeting it for children aged 4 to 7 showed early benefits, although the results were uncertain.
J
- Joint attention
- Joint attention is when two people share attention on the same thing and let each other know it, for example by looking, pointing or showing a toy. It usually develops towards the end of a child's first year. NICE lists reduced joint attention as a possible early feature of autism, and its guidance suggests play-based approaches that build it.
K
- Key person
- A key person is the named member of staff that every child in a nursery, pre-school or childminding setting in England must be given under the EYFS. They get to know the child and family, and should help the family engage with more specialist support if it is needed. The SEND Code of Practice says the key person usually stays responsible for working with a child with SEN day to day.
- Key word signing
- Key word signing means signing only the most important words in a sentence while saying the whole sentence aloud, in the usual English word order. Makaton and Signalong are key word signing systems; British Sign Language is a separate, full language. Small studies with autistic children show no harm to speech and some gains.
- Key worker
- A key worker is one named professional who co-ordinates a child's care and support and is the family's main point of contact. NICE says every autistic child should have a case manager or key worker to manage and co-ordinate treatment, care, support and the move to adult services. Ask your autism team who yours is.
L
- Learning disability
- A learning disability, often called an intellectual disability in research and in the US, means a person has more difficulty learning, understanding and managing some everyday tasks than most people of the same age. The NHS says some autistic people have a learning disability and some do not. In US data on 8-year-olds, 39.6% of autistic children with IQ data had an intellectual disability.
- Local Offer
- The Local Offer is the information every council in England must publish about services it expects to be available for children and young people with special educational needs or disabilities, including education, health and care provision and travel to school. Search for your council's name and 'Local Offer' to find it.
- Low arousal approach
- The low arousal approach is a way of responding to distress by lowering demands, speaking calmly and quietly, giving space and keeping surroundings predictable, instead of confronting or controlling the person. It was developed by Professor Andrew McDonnell and is widely used in UK services, but no controlled trials in autistic children were found.
M
- Makaton
- Makaton is a communication programme that uses signs and symbols alongside speech, with signs used in spoken word order to give extra clues about what is being said. It is widely used in UK nurseries and schools. Controlled research with autistic children is limited, but signing alongside speech has not been found to stop children talking.
- Mandatory reconsideration
- Mandatory reconsideration means asking the Department for Work and Pensions to look again at a benefit decision, such as a DLA award, if you think it is wrong. You usually need to ask within one month of the date of the decision, and you must do this before you can appeal to a tribunal.
- Masking (camouflaging)
- Masking, also called camouflaging, is when an autistic person hides or makes up for autistic traits to fit in, for example by copying other people or holding back stims. Autistic adults describe it as exhausting, and in adult studies it is linked to poorer mental health. Children who mask may seem settled at school but need time to recover at home.
- Mediation certificate
- A mediation certificate is a document from a mediation adviser that you need before appealing to the SEND Tribunal about most EHC decisions in England. Mediation itself is optional: if you do not want it, the adviser must issue the certificate within 3 working days. You then have 2 months from the council's decision, or 1 month from the certificate if later, to appeal.
- Melatonin
- Melatonin is a hormone involved in the body's sleep cycle, and it is also a prescription-only medicine in the UK for sleep problems. NICE says it should only be considered for autistic children if problems continue after a sleep plan has been tried, and only after advice from a specialist paediatrician or psychiatrist. The UK-licensed children's product is prolonged-release, so ask the prescriber or a pharmacist before changing how it is taken.
- Meltdown
- A meltdown is an intense, involuntary response to feeling completely overwhelmed, when a person temporarily loses control of their behaviour. It can involve shouting, crying, kicking or lashing out. The National Autistic Society says a meltdown is not a temper tantrum or naughty behaviour. What helps is safety, space, quiet, few words and time to recover.
- Minimally speaking
- Minimally speaking describes a child or adult who uses a small number of spoken words or phrases, or cannot rely on speech alone to communicate. There is no agreed definition; research often uses fewer than 30 functional words. Research estimates that about 25% to 30% of autistic children stay minimally speaking into school age, although many late talkers do go on to use phrases.
- Multidisciplinary assessment
- A multidisciplinary assessment is an autism assessment carried out by a team of different professionals, which NICE says should include a paediatrician or child psychiatrist, a speech and language therapist and a psychologist. It combines a developmental history, observation, nursery or school reports and a physical examination. NHS England estimates it takes about 13 hours of clinician time.
N
- Neurodivergent
- Neurodivergent describes a person whose brain develops or works differently from what is typical, such as an autistic person or a person with ADHD. The NHS says autism is often called a type of neurodivergence. The word for people who are not neurodivergent is neurotypical.
- Neurodiversity
- Neurodiversity is the idea that human brains naturally vary, so autism, ADHD and other differences are part of that variety. The Royal College of Speech and Language Therapists describes it as the many ways people experience and interact with the world because of differences in their brains. The idea does not deny disability: it still recognises that autistic people can have real support needs.
- Neurodiversity-affirming
- Neurodiversity-affirming describes support that accepts autism as part of who a child is while still recognising disability and support needs. It changes the environment, teaches skills the child needs or wants, respects stims and different ways of communicating, and does not try to make a child seem less autistic. Autistic adults ask for early support that is play-based and hears the child's voice.
- Neurotypical
- Neurotypical describes a person whose brain develops and works in the typical way, meaning they are not autistic or otherwise neurodivergent. In a 2023 survey of 654 autistic adults, 'neurotypical people' was among the most popular terms. It is a neutral alternative to calling non-autistic people 'normal'.
- NICE
- NICE (the National Institute for Health and Care Excellence) writes guidance on what good care should look like in the NHS in England. Its main autism guidelines for children are CG128 on recognition, referral and diagnosis, and CG170 on support and management. NICE recommendations are not guarantees, and many services currently miss standards such as starting an assessment within 3 months of referral.
- Non-speaking
- Non-speaking describes a person who does not use spoken words to communicate, or uses very few. It does not mean they cannot understand or have nothing to say, and many communicate through signs, pictures, typing or AAC. Some families and services still say non-verbal, but non-speaking is increasingly used because not speaking is not the same as not understanding.
- Now and Next board
- A Now and Next board is a simple visual support with two spaces: a picture of what is happening now and a picture of what comes next. It helps make the next step predictable. It works best when 'next' is achievable, sometimes something the child has chosen, and when it is never used as a threat.
O
- Occupational therapist
- An occupational therapist (OT) helps people take part in everyday activities such as dressing, eating, play and school, and for autistic children often assesses sensory needs and suggests changes. You can be referred on the NHS by your GP or another professional, or through education or social services. All OTs must be registered with the HCPC.
- One-page profile
- A one-page profile is a short, positive summary of a child on a single page: their strengths, what matters to them, how they communicate and what helps them. Families share it with nurseries, schools, clubs and new professionals so people can understand and support the child well from the start.
- Open referral
- An open referral is a referral for an assessment that has been accepted but not yet completed. NHS England publishes counts of open referrals for suspected autism: in June 2026 there were 294,792, covering all ages, and 86.8% had been open for 13 weeks or more. These are official statistics still in development, and they leave out community paediatric services, where many children are assessed.
P
- PACT (Paediatric Autism Communication Therapy)
- PACT (Paediatric Autism Communication Therapy) is a UK programme in which a therapist uses video of parent and child play to help parents notice and respond to their child's communication. In a UK trial of 152 children aged 2 to 4, parents became more in tune and children started more interactions, with some effects lasting years, but language did not change. Availability varies.
- Parent carer forum
- A parent carer forum is a local group of parents and carers of disabled children and young people that works with the council, education and health services to improve local support. The National Network of Parent Carer Forums links forums across England. Joining is a way to meet other parents and have a say in local services.
- Parent carer needs assessment
- A parent carer needs assessment is a council assessment in England of a parent's own needs as the carer of a disabled child, including their wellbeing and whether they can keep providing care. Under section 17ZD of the Children Act 1989, the council must carry one out if it appears you may need support or if you ask. Carer's assessments are free.
- Part-time timetable
- A part-time timetable is an arrangement where a child of compulsory school age attends school for only part of the week. Statutory guidance in England (July 2026) says it is only for very exceptional circumstances in the child's best interests, should have the parent's agreement, regular reviews and an end date, and should not be used to manage behaviour.
- PDA (pathological demand avoidance)
- PDA (pathological demand avoidance) is a term for a pattern of extreme avoidance of everyday demands, often described as driven by anxiety. The PDA Society describes it as a profile of autism, but PDA is not a diagnosis in the international or American medical manuals, and NICE lists demand avoidance only as one possible sign of autism. Reviews rate the research as low quality, so it remains disputed.
- PECS (Picture Exchange Communication System)
- PECS (Picture Exchange Communication System) is a structured programme in which a child learns to hand a picture to a person to ask for something, then builds up to sentences, answering questions and commenting over six phases. It was developed in 1985, and PECS is a registered trademark. In a UK school trial, early gains were not maintained 10 months later.
- Personal budget
- A personal budget is an amount of money identified to pay for some of the support in an EHC plan in England. Parents can ask the council to prepare one when a plan is being made or maintained, and the council must then do so. Part or all of it may be paid as a direct payment.
- PIP (Personal Independence Payment)
- PIP (Personal Independence Payment) is the disability benefit for people aged 16 and over, which replaces DLA for young people. Shortly after their 16th birthday a young person on DLA is invited to claim PIP, and DLA stops if they do not apply by the date given. PIP is tax free and not affected by income or savings.
- Portage
- Portage is a home-visiting educational service for preschool children with additional needs and their families. The disability charity Scope suggests contacting Portage as one of the things you can do before a child has a diagnosis. Availability varies between areas, so check your council's Local Offer.
- Positive behaviour support (PBS)
- Positive behaviour support (PBS) is a person-centred approach to understanding why a person is distressed or at risk of harming themselves or others, and changing their surroundings and support so their needs are met. It emerged in the 1980s partly in response to punishment in intensive ABA. It is mostly used with people with learning disabilities, and the National Autistic Society says more research is needed.
- Post-diagnostic support
- Post-diagnostic support is the help a family should get after an autism diagnosis. NICE says this includes discussing the findings in person, a written report, a follow-up appointment within 6 weeks and information about local support, and its quality standard adds a named key worker and a personalised plan. In practice, it varies widely between areas.
- Prevalence
- Prevalence is how many people in a population have a condition, or a diagnosis, at one time, often given as a percentage or a '1 in' figure. It is different from incidence, which counts new diagnoses over a period. Autism prevalence figures vary depending on whether they count recorded diagnoses, children identified in school records or estimates of everyone who is autistic.
- Profound autism
- Profound autism is a descriptive term proposed by the Lancet Commission on autism (published December 2021) for autistic people who need 24-hour support and have little or no spoken language, a severe learning disability, or both. It is not a formal diagnosis and its authors say no one has to use it. Supporters say it highlights unmet needs; autistic-led groups have criticised it as a new functioning label.
- Proprioception
- Proprioception is the body-position sense: knowing where your body is and how it is moving in relation to other things, without looking. The National Autistic Society lists it among eight senses. A child who seeks lots of heavy pressure, squeezes or crashing into cushions may be looking for more of this input, which can be calming.
R
- Reasonable Adjustment Digital Flag
- The Reasonable Adjustment Digital Flag is a national marker on a person's NHS record in England that shows the reasonable adjustments they need, such as a quiet space or a longer appointment, wherever they are seen. All publicly funded health and social care services in England must be able to read, write and share it by 30 September 2026. Your GP practice is a good place to ask.
- Reasonable adjustments
- Reasonable adjustments are changes that schools, health services, shops and other providers must make under the Equality Act 2010 so a disabled person is not at a substantial disadvantage, such as a longer appointment, a quiet waiting area or information in pictures. Service providers have to think about them in advance and cannot charge the disabled person for them.
- Regression (loss of skills)
- Regression means losing skills a child previously had, such as words, social responses or movement skills. Any loss of skills should be checked by a GP promptly. NICE says children under 3 who lose language or social skills should be referred to the autism team, and those over 3 who lose language, or of any age who lose movement skills, to a paediatrician or paediatric neurologist first.
- Restrictive intervention
- A restrictive intervention is an action that restricts a child's movement or freedom, such as holding them (physical restraint) or keeping them apart from other people in a place they cannot leave (seclusion). Since 1 April 2026, new guidance and regulations set out when schools in England, including maintained nursery schools, may use them and how they must be recorded and reported. Private nurseries and childminders follow the EYFS rules on physical intervention.
- Restrictive interventions
- Restrictive interventions are actions that restrict a person's movement or freedom, such as physical restraint or seclusion. Guidance for schools in England, in force from 1 April 2026, says restraint should be avoided where possible and should never affect a child's airway, breathing or circulation, and each significant use of force must be reported to parents in writing, ideally the same day.
- Right to Choose
- Right to Choose is the legal right in England to choose which NHS-funded provider carries out certain assessments, including autism assessments, which can mean a shorter wait. From late 2025, several integrated care boards paused or restricted new Right to Choose referrals, although the government said in May 2026 that the legal right itself has not changed. Ask your GP what applies locally.
- Rumble stage
- The rumble stage is the build-up before a meltdown, when a child is becoming overwhelmed. The National Autistic Society gives examples such as pacing, asking the same question again and again, rocking or becoming very still. Spotting it early gives you a chance to reduce demands, noise or other triggers and to offer calming things before distress peaks.
S
- Scripting
- Scripting is using remembered lines from films, books, songs or everyday life, sometimes to communicate and sometimes for comfort or rehearsal. It is a form of delayed echolalia. A script can carry a real message, for example 'Do you want a biscuit?' meaning 'I want a biscuit', so it helps to notice when and why your child uses it.
- Selective eating
- Selective eating means eating only a limited range of foods, often with strong preferences about texture, colour, brand or foods not touching, sometimes described as eating only 'beige' food. A review found autistic children have about five times the odds of feeding problems. Pressure can make it worse, so see a GP if you are worried about growth or diet.
- Self-injurious behaviour
- Self-injurious behaviour means a person hurting their own body, for example head-banging, hitting or biting themselves, or pulling their hair. The National Autistic Society says harm is not the intent: it is often a way of coping with or communicating pain, distress or a need. A 2020 review found it in about 42% of autistic people. Always check for pain or illness, and get medical help for any head injury.
- Self-regulation
- Self-regulation is a person's ability to notice and manage their own feelings, energy and behaviour, for example by moving, breathing slowly, stimming or taking a break. It develops gradually, usually after lots of co-regulation with trusted adults. Autistic children may self-regulate in ways that look different, such as stimming, which autistic adults describe as calming.
- SEN Inclusion Fund (SENIF)
- The SEN Inclusion Fund (SENIF) is money councils in England hold to help early years providers support children with special educational needs, including low-level or emerging needs, who take up funded early education, whatever the number of hours. From 2026 to 2027 it should not be used for children in reception classes. Each council publishes how settings apply, and most of the money is paid as top-up grants.
- SEN support
- SEN support is the extra help a nursery, school or college in England gives a child with special educational needs from its own resources, without an EHC plan. It follows a cycle of assess, plan, do and review, agreed with parents and co-ordinated by the SENCO. A child does not need a diagnosis to get SEN support.
- SENCO
- A SENCO (special educational needs co-ordinator) is the person in a school or nursery who co-ordinates support for children with special educational needs. In England, mainstream schools must have a SENCO who is a qualified teacher. The SENCO is usually the first person to talk to about SEN support. In Wales, the similar role is called ALNCo.
- SEND
- SEND stands for special educational needs and disabilities. A child has special educational needs if a learning difficulty or disability means they need extra or different help to learn. SEND does not depend on a diagnosis. Wales uses the term additional learning needs, and Scotland additional support needs.
- SEND Code of Practice
- The SEND Code of Practice (0 to 25 years) is the statutory guidance, published in January 2015, that councils, schools, nurseries and health services in England must have regard to on special educational needs and disability. It explains SEN support, the graduated approach, EHC needs assessments and plans, and parents' rights. As of September 2026, it still applies while reforms are proposed.
- SEND Tribunal
- The SEND Tribunal is the independent First-tier Tribunal in England that hears appeals by parents and young people about EHC needs assessments and plans, and disability discrimination claims against schools. For most EHC appeals you need a mediation certificate first. Of the appeals the tribunal decided in 2024/25, 99% went mostly in the appellant's favour.
- SENDIASS
- SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service) is the free, impartial local service in England that gives families information and advice on SEND, including SEN support, EHC needs assessments, exclusions and tribunal appeals. Local names vary, and the Council for Disabled Children's website has a finder for your local service.
- Sensory avoiding
- Sensory avoiding means keeping away from sensations that feel too strong or unpleasant, often because a child is over-sensitive to them. Examples include covering ears at hand dryers, refusing some clothes or food textures, or avoiding crowded, bright or noisy places. Changing the environment, and preparing a child for loud or busy places, often helps.
- Sensory integration therapy
- Sensory integration therapy, best known in its Ayres Sensory Integration form, is an occupational therapy approach that uses play-based sensory and movement activities to help a child process sensory information. Evidence is mixed: small trials report gains on individual goals, but the largest UK trial, of 138 children aged 4 to 11, found no benefit over usual care.
- Sensory overload
- Sensory overload is when there is more sensory input, such as noise, light, crowds or touch, than a person can cope with, leading to intense distress. Signs can include covering ears, running away or hiding, crying or shouting, more stimming, or going very quiet. The National Autistic Society notes it is not a clinical term, but autistic people widely use it.
- Sensory processing differences
- Sensory processing differences are differences in how a person notices and reacts to information from their senses, such as sounds, lights, textures, smells, tastes, movement and body signals. A child can be over-sensitive to some things and under-sensitive to others. Research suggests between about half and almost all autistic people have them, and they are part of the autism diagnostic criteria.
- Sensory seeking
- Sensory seeking means actively looking for more of a sensation, such as movement, pressure, sound or texture, often because a child is under-sensitive to it. Examples include spinning, crashing into cushions, making noises or touching lots of things. It usually meets a real need, so the aim is to offer safe ways to get that input rather than to stop it.
- Short breaks (respite)
- Short breaks, often called respite, are time away from caring while someone else looks after your child, from a few hours of activities to overnight stays. Councils in England must provide a range of short breaks, including day, overnight, evening, weekend and holiday options, and publish a short breaks services statement that explains who is eligible.
- Shutdown
- A shutdown is a quieter response to overwhelm, when an autistic person freezes, withdraws, stops talking or seems unable to move or respond. Autistic adults describe it as feeling stuck, like a computer crashing. A child in a shutdown is not ignoring you or being fine. Quiet, time and no pressure to talk are sensible responses.
- Signalong
- Signalong is a key word sign-supported communication system based on British Sign Language and used in spoken word order, for people with communication difficulties including autistic people and people with learning disabilities. It is run by a UK charity. As with any signing, it works best when the people around the child use it too.
- Speech and language therapist
- A speech and language therapist (SLT) supports children with understanding, talking, social communication and ways of communicating such as AAC. In the UK, 'speech and language therapist' and 'speech therapist' are protected titles, so therapists must be registered with the HCPC. About 66,700 children and young people were waiting for NHS speech and language therapy in England in April 2026.
- Speech-generating device
- A speech-generating device is a tablet app or dedicated device that speaks words aloud when a person presses pictures, words or letters. It is one kind of high-tech AAC. In a trial of 61 minimally speaking children aged 5 to 8, starting with a device alongside play-based teaching increased spontaneous communication more than spoken-language teaching alone.
- SPELL framework
- The SPELL framework is the National Autistic Society's approach to supporting autistic people, standing for Structure, Positive, Empathy, Low arousal and Links. It focuses on predictability, understanding what gives a person joy, calm and empathetic support, preventing overwhelm and helping people connect. It is widely used in UK schools and services but has not been formally evaluated.
- Spiky profile
- A spiky profile is an uneven pattern of abilities, where a person is much stronger in some areas than in others, for example advanced reading or vocabulary alongside difficulty with everyday social or movement skills. NICE lists an unusual profile of skills and difficulties as one feature that can support recognising autism.
- Statement of special educational needs (Northern Ireland)
- A statement of special educational needs is the legal document in Northern Ireland that sets out a child's needs and the support the Education Authority must provide, similar to an EHC plan in England. New SEN regulations, including a shorter 22-week assessment timescale, were due to start in September 2026 but were delayed as of June 2026.
- Stimming
- Stimming, short for self-stimulating behaviour, means repeated movements or sounds such as hand-flapping, rocking, spinning, humming or touching textures. Autistic people describe it as a way to stay calm, focus, cope with overwhelming surroundings or show joy. The NHS and the National Autistic Society say harmless stimming does not need to be stopped; only stims that cause injury need a safe alternative.
- Suspension and permanent exclusion
- Suspension and permanent exclusion are the formal ways a school in England can send a child away for disciplinary reasons: a suspension is for a fixed period, and a permanent exclusion means the child cannot return. Under guidance in force from 26 July 2026, sending a child home for disciplinary reasons, even for part of a day, is a suspension that must be formally recorded, and excluding a child because the school feels it cannot meet their SEN is unlawful.
T
- Transition
- A transition is a change from one activity, place or stage to another, from switching off the TV for tea to starting school. Transitions are often hard for autistic children. Research shows warnings alone often do not help, so it works better to show what comes next with pictures and, where possible, to give something worth moving to.
V
- Vestibular sense
- The vestibular sense is the sense of balance and movement, which keeps your body balanced and tells you how you are moving. The National Autistic Society counts it among eight senses. Some autistic children seek lots of movement, such as spinning or swinging, while others find some movement uncomfortable.
- Visual supports
- Visual supports are pictures, photos, symbols, objects or written words that help a person understand what is happening, what comes next or what they can choose. They include Now and Next boards, visual timetables, choice boards and timers. They are among the best-researched autism supports, and NICE lists them as a standard adjustment. They should inform a child, not force compliance.
- Visual timer
- A visual timer shows time passing in a way a child can see, such as a sand timer or a coloured disc that shrinks. It can help a child understand how long something will last or when a change is coming. Warnings alone often do not make leaving a favourite activity easier, so pair a timer with a clear picture of what comes next.
- Visual timetable
- A visual timetable is a row or list of pictures, symbols or words showing the order of activities in part or all of a day. It helps a child know what to expect and see changes before they happen. Starting with a few steps, letting the child mark each one as finished, and including enjoyable things and rest all help.
W
- Wandering
- Wandering, also called elopement or bolting, is when a child leaves a safe place or the person looking after them without warning. In a large US survey, 49% of parents said their autistic child had tried to leave a safe place at least once after age 4. If a young child is missing, call 999 straight away: you do not have to wait 24 hours.
Y
- Young carer
- A young carer is someone under 18 who helps look after a family member who is disabled or ill, which can include a brother or sister. In England, the council must carry out a young carer's needs assessment if it appears they may need support, or if the young carer or a parent asks. Siblings doing care tasks that an adult should do may be young carers.