​Meltdowns, shutdowns, and sudden loss of skills are often seen as signs of failure or “behaviour problems.”

But what if they’re actually signs of a nervous system that has been pushed too hard for too long? Many autistic people and families recognise this experience, even if they haven’t always had the words to describe what’s happening underneath.

Before we dive into these terms, let's talk about language. Thirty years ago (when I was university) we were taught to say "person with a disability" as the least offensive way to describe a person.  It was a step up from terms that were used at the time. 

In its work, Autism CRC uses the terms autistic person, person on the autism spectrum, or person on the spectrum. Using identity-first language (autistic person) reflects the understanding that autism is a core part of identity and aligns with the preferences of many autistic individuals, including those working within Autism CRC’s national network. While language preferences are personal and varied, research and autistic-led organisations show a strong preference for identity-first language among autistic adults.

You might have come across terms like autistic burnout, masking, interoception, or monotropism and wondered why there suddenly seems to be a whole new language to learn. It may feel like these words appeared out of nowhere but they have grown out of research, clinical practice, and—most importantly—the lived experiences of autistic people trying to explain what life feels like from the inside.

Having this shared language helps shift the focus away from “behaviour” and toward nervous system needs, energy limits, and safety. It helps us notice when someone is overwhelmed rather than oppositional, exhausted rather than unmotivated, or self-regulating rather than “stimulating for no reason.” When we understand what’s really going on, we can offer support that reduces harm and burnout, rather than adding more pressure.

As an occupational therapist, I’m always learning. If these terms are new to you, I’d love for you to learn alongside me.

​Neurodiversity-Affirming Practice
An approach that respects neurological differences as natural variations of human diversity, rather than deficits to be fixed.

• Focus on support, access, and accommodations, not normalization
• Value autistic communication, regulation, and play styles
• Reduce masking and harm
• Prioritise felt safety, autonomy, and consent
• Incorporate lived experience alongside evidence-based practice

Core Identity & Frameworks
Autistic / Autistic Person
Uses identity-first language to recognise autism as an integral part of a person’s identity, not something separate from them.
Neurodivergent
A term for people whose neurological development or functioning differs from societal norms (e.g. autistic, ADHD, dyslexic).
Neurotypical
Describes people whose neurological development aligns with dominant social expectations. It indicates difference, not superiority.
Neurodiversity Paradigm
A framework that views neurological differences as natural human variation rather than deficits to be cured.
Autistic Joy
Deep enjoyment, regulation, or wellbeing experienced through interests, routines, sensory experiences, or authentic connection.

Stress, Burnout & Energy
Autistic Burnout
A state of physical, emotional, and cognitive exhaustion caused by prolonged stress, sensory overload, masking, and unmet support needs. May include skill loss and increased sensitivity.
Spoon Theory
A metaphor describing limited daily energy. Each task uses a “spoon,” and once spoons are gone, functioning becomes difficult.
Atypical Burnout
Burnout that does not follow the typical workplace model. It may include skill regression, increased autistic traits, shutdowns, meltdowns, reduced speech, or executive functioning collapse. Rest alone is often insufficient—support needs must change.

Attention, Thinking & Executive Skills
Monotropism
An autistic attention style involving deep focus on a small number of interests or tasks at a time.
Executive Function
Cognitive skills that support planning, initiation, emotional regulation, flexibility, and working memory.
Monotropic Split
When attention is forced to split between competing demands (e.g., sensory input, social interaction, instructions), causing stress, overload, or shutdown. The brain is pulled away from its focused channel, which can feel disorienting or exhausting.
Monotropic Spiral
A cycle where stress or overload narrows attention even further, reducing flexibility and increasing distress. As capacity drops, demands feel heavier, which further intensifies focus or shutdown—creating a self-reinforcing spiral.

Nervous System Responses
Meltdown
An involuntary nervous system response to overwhelming sensory, emotional, or cognitive load. Not a tantrum or behaviour choice.
Shutdown
A nervous system response involving withdrawal, reduced speech, or reduced movement to conserve energy and cope with overload.
Allostatic Load
The cumulative wear on the body from prolonged stress and adaptation demands.
Meerkat Mode (Hypervigilance)
A state of constantly scanning the environment for safety or unpredictability. The child or adult may seem tense, alert, or unable to relax. This uses a lot of energy and often develops in overwhelming environments.
Stimming (Self-Stimulatory Behaviour)
Stimming refers to repetitive movements, sounds, or actions that help a person regulate their nervous system, manage sensory input, express emotion, or maintain focus. Common examples include hand-flapping, rocking, pacing, tapping, humming, or repeating words or phrases.

Stimming is a natural and meaningful form of self-regulation. It can support calm, concentration, communication, and emotional safety, and should not be discouraged unless it is unsafe or harmful.

Social Understanding & Communication
Double Empathy Problem
The mutual misunderstanding that occurs between autistic and non-autistic people due to different communication and social styles.
Gestalt Language Processing (GLP)
A language development style where language is learned in meaningful chunks rather than single words.
Echolalia
Meaningful repetition of language used for communication, processing, or regulation.
Selective / Situational Mutism
Context-dependent inability to speak due to anxiety or nervous system shutdown (not a choice). “Sometimes speaking” or “non-speaking” are also used as descriptors.

Masking, Demands & Autonomy
Masking
The conscious or unconscious suppression of autistic traits to meet social expectations. Long-term masking increases stress and burnout.
PDA (Pathological Demand Avoidance / Pervasive Drive for Autonomy)
An autistic profile characterised by an anxiety-based need to avoid demands and protect autonomy. Avoidance reflects nervous system distress, not defiance. You can read more about PDA here. 

In full transparency, AI was used to assist with the collation of these definitions and reference list below.  If you would like a copy of the definitions in a handout format, you can access this HERE. This handout would be suitable to share with parents, educators and other health professionals to assist with them understanding Autistic Language.​

​Did you know all of these definitions? Do you use them? 

As an OT, learning the language autistic people use to describe their experiences has been a key part of moving toward neurodiversity-affirming practice. When I understand concepts like burnout, masking, or double empathy, I’m less focused on fixing behaviour and more focused on what a nervous system is communicating. That shift changes everything. It helps me to get curious, and ask, “What support would make this feel safer or easier right now?”

If this language is new to you, that’s okay. Neurodiversity-affirming practice isn’t about getting it perfect — it’s about listening, learning, and being willing to see things differently. Start small. Stay curious. Even small shifts in understanding can make a meaningful difference for autistic people, families, and for us as practitioners too.
​
Until next time,
Cindy
​xx

Let's get started with 2026! 

In Australia, January is the "calm before the storm" as we anticipate the beginning of the school year (usually late Jan/early Feb).  I've been enjoying a wonderful summer break but it is time to get organised.  I've been decluttering and organising my office - you can see some of the results over on IG and FB as I share a tour of my office across a series of videos.  I'll share a close up here on my website in the near future but you can get a head start HERE (IG) or HERE (FB). 

I've turned my attention to getting organised with my clients for 2026.  If you have been following me for a while, you will know that I give out workbooks to each child that I see.  For each new year and each new OT child; I provide a workbook to record things we do each week.  We may draw or write directly into the book.  I use scrapbooks that are larger than A4 as we also paste in craft activities or worksheets. This book also works as a communication tool with parents when they are not present for sessions and can be sent home with homework. 

I enjoy designing new covers and the children whom I have seen over multiple years look forward to seeing what the design is for the year. Mr Z and Mr A have been with me for 7 years now (yes, that's a LONG time).  This year, I have decided to add some additional pages that can be used in flexible ways such as an "all about me" record, positive affirmations, steps to achieve a goal, drawing, etc.   

Additionally, a start of the year means that a review with families and teachers is needed to set or confirm goals. My resources this year include some planning pages to ask parents and teachers about their priorities. 

You can obtain the 2026 client resources (scroll through the slideshow below for a closer look) at the YKOT shop for FREE. You can also still access previous OT workbook covers. 

But wait, that's not all!

I'm also getting myself organised with a small update to my therapy planner.  This year I've created some pages including a "multi client" planner page... often I set out for the day as a mobile therapist and plan for the whole day. I bring a limited number of toys, games, resources and have an overall plan as to how I will us them. Most of the time, I have some children working on the same goals so it's easier for me to plan across the day (or even week). 

The other addition that I've included this year is a "client planner page".  I couldn't think of a better name but basically this is my to-do-list for all clients, mostly for the beginning of the year.  I might include things like - create workbook, email/phone/meet parents, confirm goals, check funding,  review consent forms, contact school, complete school paperwork, etc. 

The 2026 planner contains neutral interior papers. It is undated and you can print the pages on demand. 

• 1 quote page
• Therapist details
• Important contacts
• Yearly overview
• Therapeutic use of self-reflection
• Personal reflection
• CPD record
• Supervision records x 2
• Daily, weekly, monthly schedules
• Client list
• Client attendance
• Client planner page
• Goal tracker
• Session planner x 3
• Waiting list and Intake form
• To do list
• Projects page
• Resource wish list
• Notes pages: dot grid, blank, lined
• 2026 Calendar page (with Australian holidays)

I know that I may be in the minority here with a paper planner, however you can also use ADOBE to insert information on the PDF file.  Scroll through the slideshow below to see the contents of the planner. 

Are you ready for 2026?

What do you have planned? Do you have any professional development goals? How will you achieve occupational balance? 

Are you a parent/teacher who wants to know about something in particular (if so, I'm impressed if you have made it through this article but you can download the free resource to use with your child too)?

Make sure you download the FREE client resources and check out the therapy planner too. 

I would love to know how you use the "flexible pages" or if you want to share any of your answers to the questions. Let me know by tagging @yourkidsot on social media or email me [email protected].

Until next time,
Cindy