Abstract Thinking
Who’s Adam?
Chapter 12 — At a Glance
The equation y = mx + b on the whiteboard in Ms. Lopez’s algebra class looked like a puzzle. Zak had trouble understanding what they all meant. “Today’s challenge,” said Ms. Lopez, “find the slope between two points: (2,3) and (4,7).”
“Slope just tells us how steep something is,” Ms. Lopez explained. “Think of climbing a hill — the steeper it is, the harder the climb.” Zak knew hills. He loved hiking with Uncle Ben, breathing in the fresh air, and pushing through the challenge together. But turning that feeling into a formula? That was different — the numbers were a fog.
Around him, all the other students’ pencils scratched against the paper, the sound only creating more of a sense of isolation. ‘Change in y over change in x,’ he repeated silently, the words Ms. Lopez had written on the board. Each word made sense alone — change, over, x, y — but together, they formed an impenetrable wall in his mind.
“Why does everyone else get this? Why can’t I make it make sense?” He gripped his pencil tighter. The familiar knot of anxiety twisted in his stomach — not from fear of the numbers themselves, but from how they were slipping through his grasp. Each time he tried, the abstract mathematical concepts dissolved like morning mist. The bell finally rang. Zak felt like he was set free from his mathematical prison. Uncle Ben was picking him up after school today — at least he had something to look forward to.
Consider abstract thinking as trying to build a bridge between what we can see and touch and ideas that exist only in our minds. For our neurodiverse children, abstract thinking is a challenge because it’s the ability to understand concepts that aren’t physically present — like time, metaphors, irony, cause-and-effect relationships, emotions, and often mathematical relationships.
While most children naturally develop this bridge-building ability, our children struggle to connect concrete experiences with abstract ideas. This is not a lack of intelligence — it is a neurological difference in how information is processed and generalized.
Research reveals abstract thinking in our neurodiverse children isn’t about “fixing” a deficit — it’s about understanding and providing the appropriate support for their way of thinking.1
- Children demonstrate significant improvements in mathematical understanding when abstract concepts are taught using concrete examples: visual aids, color-coded charts, measuring real objects, or using food to teach fractions.2
- Early intervention that focuses on connecting concrete examples to abstract concepts shows measurable improvements in problem-solving abilities.3
- Systematic instruction using visual and concrete supports can help our children build bridges to abstract thinking.4,5
- Children who received consistent support for abstract thinking showed better social understanding and better academic outcomes by age 15.6
Our role isn’t to rush this development but to provide the scaffolding our children need to build these crucial connections in their own time and way. Remember: difficulty with abstract reasoning does not reflect the limit of your child’s potential.
One of the most important distinctions for parents and educators to understand. Our children often struggle with abstract reasoning while excelling in abstract expression. These are different skills, and recognizing the difference changes how we see our children’s abilities.
| Aspect | Abstract Thinking / Reasoning | Abstract Expression |
|---|---|---|
| Definition | Ability to think about concepts without relying on specific examples | Communication style using non-verbal methods to convey emotions and ideas |
| Skills Involved | Pattern recognition, generalization, problem-solving | Use of color, form, line, texture, gestures, body language, vocal tone |
| Application | Mathematics, science, philosophy, social interaction | Creative expression, emotional communication, storytelling |
| For Neurodiverse Children | Often challenging — difficulty applying rules to different situations | Often a natural strength — may excel far beyond peers |
| Examples | Understanding metaphors, solving puzzles, identifying patterns in sequences | Painting, dancing, music, pantomime, non-verbal storytelling |
| Assessment | Raven’s Progressive Matrices, abstract reasoning tests | Creative portfolios, observational assessment |
Important for parents and educators: Our neurodiverse children often think outside normal limits in creative and expressive domains. They don’t need special training to do this — it comes naturally. Make room for this kind of thinking. It is not a consolation for abstract reasoning difficulties — it is a genuine cognitive strength in its own right.
The book covers three key symptom categories (marked below). This page gives you the full picture — eight categories of abstract thinking challenges commonly misunderstood as behavioral traits in our children. Always keep in mind: your child is not their symptoms.
Click each category. Book symptoms are marked.
Research shows difficulty understanding metaphors affects up to 85% of children with ASD and 67% of children with FASD.9
Our unique children can take words at face value. If someone says, “It’s raining cats and dogs,” they might glance outside, expecting animals to fall from the sky. Phrases like “You don’t know them from Adam” or “Beat around the bush” don’t come with built-in meanings — they sound strange, even confusing. Because they process language literally, these expressions can lead to misunderstandings and frustration in conversations.
- Takes idioms and sarcasm literally — a source of constant social confusion
- Misses the implied meaning of indirect requests or social suggestions
- Struggles with humor that depends on wordplay, irony, or implied meaning
- May ask “what does that mean exactly?” for common expressions that peers absorb automatically
Your teen might struggle to connect actions with consequences in ways that seem obvious to others. They may repeatedly forget homework, act impulsively, or not learn from past mistakes — not because they don’t care, but because their brains are working hard to process cause-and-effect relationships. They often focus on the immediate moment rather than anticipating future outcomes.10
- Repeats the same mistakes despite prior consequences — genuinely can’t connect past to present
- Struggles to anticipate how their actions will affect others or themselves
- Needs explicit, repeated reinforcement to recognize patterns over time (may take years)
- “If I do X, then Y will happen” doesn’t process as a self-evident connection
What helps: Create visual timelines, checklists, or real-world cause-and-effect examples. Show your child rather than tell them. Walk them through decisions step by step, reinforcing connections in ways their brain can process more concretely.
When our children struggle to see situations from different points of view, they seem stubborn, argumentative, or inflexible. They often insist on one “correct” way to do something and have difficulty understanding how others feel. This is because their brains are processing information in concrete or black-and-white ways. Research suggests perspective-taking and cognitive flexibility are among the most commonly impaired executive function skills in all four profiles.11
- Insists there is one right answer or approach, even when alternatives are presented
- Difficulty understanding how the same event can be experienced differently by different people
- May appear argumentative or dismissive when others disagree — not because they don’t care, but because multiple perspectives feel cognitively overwhelming
- Struggles to adapt when plans change — the “correct” version of events is hard to revise
- “What if” scenarios feel confusing or pointless — if it’s not real, why think about it?
- Difficulty imagining how a situation might unfold before it happens
- Planning for the future feels abstract and hard to engage with meaningfully
- May dismiss concerns about future consequences as irrelevant to the present moment
Support tip: “What if” conversations need scaffolding with concrete language, visual support, and real-life connections. Without this support, hypothetical scenarios may feel overwhelming or confusing.
- Rules learned in one context don’t automatically transfer to a new, similar context
- Struggles to adapt when the same rule means something different in a different setting
- May follow a rule rigidly when the spirit of it requires flexibility
- Context-dependent humor or social rules are hard to read — what was funny yesterday isn’t funny today in a different setting
- Symbols, abbreviations, and shorthand that represent abstract ideas may not connect automatically
- Mathematical symbols, musical notation, or figurative art may feel arbitrary without explicit instruction
- Theoretical concepts (“democracy,” “justice,” “fairness”) are hard to grasp without concrete anchors
- Scientific or philosophical abstractions may feel meaningless or overwhelming
Note: This symptom can overlap with perseveration (Chapter 10) but in the context of abstract thinking, the root is different — it reflects an inability to generalize a rule to new situations.
- Asks the same questions repeatedly across different settings because the answer doesn’t transfer automatically
- Struggles to apply a rule learned in one context to a new context (generalization failure)
- “You already know that rule” — but to them, each context feels like a genuinely new situation
- May require explicit re-teaching of the same principle in each new environment
- Problem-solving that requires moving between concrete evidence and abstract inference is genuinely difficult
- Decision-making that involves weighing intangible factors (“which choice is better for my future?”) may be inaccessible
- May default to the same solution regardless of context because the abstract distinction between situations isn’t visible
- Spontaneous generation of creative solutions to novel problems requires abstract flexibility they may not yet have
Symptoms by Profile
| Abstract Thinking Challenge | ASD | ADHD | FASD | Trauma |
|---|---|---|---|---|
| Struggles with metaphors, sarcasm, or figurative language | ✓ | L | ✓ | L |
| Difficulty grasping hypothetical or future-based thinking | ✓ | ✓ | ✓ | ✓ |
| Rigid thinking & difficulty seeing multiple perspectives | ✓ | L | ✓ | ✓ |
| Trouble with cause-and-effect reasoning | ✓ | ✓ | ✓ | L |
| Difficulty understanding flexible or context-based thinking | ✓ | ✓ | ✓ | ✓ |
| Challenges with symbolic or theoretical concepts | ✓ | L | ✓ | ✓ |
| Repetitive questioning & difficulty generalizing information | ✓ | L | ✓ | L |
| Struggles with problem-solving & abstract decision-making | ✓ | ✓ | ✓ | ✓ |
✓ = Common | L = Less common but possible
Helping your neurodiverse teen understand abstract ideas is like building a bridge. Our children need strong and clear steps to make the connection between what they see and do with what they need to think and understand. The fourth intervention below is a research-supported metacognition tool that helps your child become aware of their own thinking — one of the most powerful skills they can develop.
Three Foundation Steps (Apply These Before Any Intervention)
“What If” Conversations: A Simple Shift That Opens Doors
Swap Why for What IfOpen-ended questions help our children better absorb an abstract idea and reduce their anxiety. The “what if” question creates a safe space for them to think and explore their thoughts, instead of feeling like they need to “get it right.” This helps them to be more flexible in their thinking and storytelling skills — a key to problem-solving and emotional growth. By making small shifts in how you ask questions, you bridge the gap between concrete and abstract thinking.15
If your teen struggles with “why” questions — like tests or demands for explanations they can’t easily express — swap “Why?” for “What If?” to spark curiosity, creativity, and problem-solving without pressure.
How to Use “What If” Conversations- Make it fun and low-stakes first: “What if animals could talk? What would your dog say?”
- Encourage problem-solving: “What if you lived underwater? How would you get around?”
- Build storytelling skills: “What if you had a superpower? How would you use it to help others?”
- Connect to real life: “What if you could change one thing at school? What would it be?”
- No wrong answers, no wrong questions. Reassure them that it’s about thinking, not “getting it right.”
- Encourage deeper thinking: When they answer, ask “And then what would happen?” to keep them engaged.
- Make it feel like play. If they feel relaxed and free to explore, they’ll be more willing to engage in abstract thinking.
Note: These types of questions help stretch our children’s imagination — not to be confused with confabulation (covered in Chapter 11). “What if” conversations are explicitly framed as creative thinking, not factual recall.
Outdoor Activities to Enhance Abstract Thinking
Map & CompassBeing in the great outdoors can provide the perfect place for practicing abstract thinking through concrete experiences. Physical activity and outdoor learning environments can enhance cognitive function and learning retention for our children’s differences in processing information.16 Structured outdoor activities provide opportunities for concrete experiences that support abstract concept development. (For your little ones, encourage their teachers to extend recess, not take it away for “behaviors.”)
- Physically go to a location to use a map and compass to help your teen connect real-world landscapes with abstract symbols. Say, “See this stream on the map — this squiggly line represents the actual creek we’re going to be walking along.”
- Challenge your teen to estimate the distance between two landmarks: “How many steps do you think it would take to get to that tree from here?” Compare the guess with the actual distance using the map’s scale — simple, concrete, and interactive.
- Ask abstract questions: “Where do you think the trail will lead if we keep following this path?” Then walk that path together to verify.
- Use pattern recognition in nature: “Look at how the leaves arrange themselves. Can you find the pattern(s)?”
Just like Zak learned from Uncle Ben (in the story below), your child will realize that abstract thinking is like navigating a trail — you don’t always see the destination, but with practice, you can get there step by step.
Progress isn’t always linear. Celebrate every small victory. Remember, what may work for your child today may not work tomorrow. The goal is not mastery of the activity — it’s the repeated experience of moving between concrete and abstract.
Analogical Bridging: Teach Through Comparison
Metacognition ToolAnalogical reasoning — the ability to understand that “A is to B as C is to D” — is one of the most powerful bridges between concrete and abstract thinking. Research shows that explicitly teaching children how to use analogies (not just exposing them to analogies) significantly improves abstract reasoning in neurodiverse learners. When children understand the structure of comparison, they gain a transferable metacognitive tool: the habit of asking “What is this like that I already know?”
Thirteen-year-old Alex couldn’t understand fractions. Numbers above and below a line meant nothing. His dad sat down with him and a pizza.
“See this whole pizza? That’s 1 — the whole thing. Now I cut it into 4 equal slices. Each slice is one-fourth of the pizza.” He wrote “1/4” next to a slice. “Now — how many slices would you eat?” “Two.” “So you eat two-fourths. That’s the same as half the pizza — see?” He folded the box to show 2 of 4 slices = one half.
The next week, Alex asked about a math problem with percentages. His dad said: “Think about the pizza. A percentage is just like asking: out of 100 slices, how many are yours?” Alex lit up. “Oh — so 50% is like 50 slices out of 100. Half the pizza!” The bridge had been built.
- Find the familiar anchor. Before introducing the abstract concept, ask: “What is something you already know really well?” Use their interests and strengths (video games, animals, sports, cooking) as the anchor. Their domain knowledge is the bridge material.
- Name the structure of the comparison. Explicitly say: “This new thing works the same way as [familiar thing] — let me show you how.” Don’t assume they see the connection automatically. State it plainly. Draw it if helpful.
- Test the analogy together. After explaining the connection, ask: “Does this make sense? Where does the comparison break down?” This is the metacognitive step — teaching them that analogies have limits, and that noticing those limits is a sign of good thinking.
- Build a personal “Bridge Book.” Keep a simple notebook where your child records analogies that worked: “Fractions = pizza slices,” “Slope = steepness of a hiking trail,” “Democracy = the class voting on a field trip.” This becomes their personal abstract thinking reference — a tool they can return to and build on.
- Math: Fractions = pizza slices · Slope = steepness of a hiking trail · Variables = mystery boxes with unknown contents
- Social concepts: Fairness = everyone gets the same size slice · Consequences = dominoes falling in sequence
- Emotions: Anger = a pressure cooker that needs a release valve · Anxiety = a fire alarm that’s too sensitive
- Time: A year = a video game that restarts at a certain point every time
The metacognitive habit to build: Teach your child to ask themselves, “What is this like that I already know?” before giving up on an abstract concept. This one question — practiced across many situations — is the foundation of analogical reasoning.
Think It Out Loud: The Think-Aloud Method
Metacognition ToolOne of the most honest things we can say about abstract thinking is this: our children often don’t know what they don’t know. The Think-Aloud Method addresses this directly — it makes invisible thinking visible. When a parent, teacher, or mentor speaks their thought process out loud while working through a problem, they give the child a front-row seat to what metacognition actually looks, sounds, and feels like. Research shows that Think-Aloud instruction significantly improves problem-solving performance in students with learning differences, particularly in mathematics and reading comprehension. For our children, who struggle to generalize abstract rules, hearing how someone else navigates confusion provides a living model they can imitate and eventually internalize. Co-creating strategies this way — helping your child discover what works for them through shared, spoken reasoning — builds both autonomy and self-regulation over time.16a
Fourteen-year-old Maya had been staring at the same word problem for twenty minutes. Her mom sat down beside her without saying “Let me help you.” Instead, she just started thinking out loud.
“Okay, I’m reading this problem. I don’t fully understand it yet, so I’m going to read it again, slowly. The first thing I notice is there are two numbers here — 36 and 4. I’m going to circle those so I don’t lose them. Now I’m asking myself: what is this problem actually asking me to find? Hmm. It says ‘how many groups.’ Okay — that word ‘groups’ makes me think of dividing, not adding. Let me try that.”
Maya watched her mom. A few seconds later, she said, “Wait — can I try? I think I circle the numbers first.” She picked up her pencil. The thinking was no longer invisible — it had been given a voice, and Maya borrowed it until she found her own.
Research from FASD and ASD intervention programs has formalized the Think-Aloud Method into a simple three-part loop called FAR: Focus (understand the task before starting), Act (carry out a plan while narrating it), and Reflect (review what worked and what didn’t). Practice this loop together as a family. When you model it regularly, your child’s brain learns to run this loop internally over time.
How to Use Think-Aloud at Home- Model first — don’t wait for them to be stuck. Pick an everyday task (cooking, reading a map, planning a schedule) and narrate your thinking out loud as you do it. Say things like: “I’m not sure about this yet, so I’m going to slow down…” or “Something feels off here — let me re-read it.” Let them hear what uncertainty sounds like, and that it’s normal.
- Name the three steps out loud. When working through a problem together, use the FAR words explicitly: “First let’s Focus — what is this actually asking us to do?” Then, “Let’s Act — what’s our first move?” Then, “Let’s Reflect — did that work? What did we learn?” Repetition across many situations teaches the structure, not just the solution.
- Invite them in, don’t put them on the spot. After modeling, try: “Can you tell me what you’re thinking right now?” or “What would you try next?” If they don’t know, that’s okay — model again. The goal is not a correct answer but the habit of narrating thinking before, during, and after a task.
- Celebrate the process, not just the outcome. When your child says “I don’t get this,” respond with: “Good — noticing you don’t understand something is the first step. Let’s slow down and think out loud together.” This reframes confusion as a metacognitive signal, not a failure signal. Grounded in a biblical lens of honesty and grace, this is how we build children who trust their own minds.
- Before starting: “What do I already know about this? What am I being asked to figure out?”
- While working: “This doesn’t look right to me — I’m going to try a different approach.” · “I’m slowing down here because this part is tricky.”
- After finishing: “Did that make sense? What would I do differently next time?”
- When modeling confusion: “I’m not sure what this means yet — I’m going to pause and think it through instead of guessing.”
For parents of children with FASD or trauma histories: The Think-Aloud Method is especially powerful because it externalizes the thinking process that these children cannot yet access internally. Their brains are not broken — they haven’t had enough exposure to what regulated, step-by-step thinking sounds like. Your voice becomes their scaffold until their inner voice is strong enough to carry them.
The metacognitive habit to build: Teach your child to pause before, during, and after any challenging task and ask three questions: “What do I need to do?” “How am I doing?” “Did it work?” These three questions — borrowed from the FAR framework — are the foundation of metacognitive self-monitoring. They can be written on a card, posted on the wall, or set as a phone reminder. Start small. Repeat often. Trust the process.
Highlighted Intervention: Outdoor Activities — Map & Compass
“Rough day?” Uncle Ben asked as Zak climbed into his truck. He noticed Zak looked stressed. “We’re learning about slopes in Ms. Lopez’s algebra class. She said slopes are like climbing hills, but I don’t understand what she means.”
Uncle Ben paused and then smiled. “I think it’s time for a different kind of lesson, Zak. How about we go home and get your hiking boots? I have something I want to show you.” At home, he laid out a topographical map on the kitchen table. At first, the map’s swirling contour lines and symbols overwhelmed Zak, much like the math equations did at school. But Uncle Ben had a way of breaking things down.
“See this blue line?” he pointed to a winding mark on the map. “That’s Cooper Creek right there. These symbols tell us a story — they’re just using a different language.” Over the next few weeks, their hikes became regular adventures in connecting the concrete to the abstract. Uncle Ben taught Zak how to use the compass, showing him how invisible magnetic forces could guide their path. “East is always where the sun rises. The compass just helps us stay true to that path.”
On one particular day, Uncle Ben presented Zak with a challenge. “Today, we’re heading to Thompson’s Ridge. We need to get there by noon for the best view. Think you can figure out our route?” Zak felt a little anxious, but the map’s symbols had become a language he was learning. “If we take this trail,” Zak traced the line with his finger, “it’s steeper but shorter.”
“Good job, Zak!” Uncle Ben cheered as they set off with focus. “You did it! We reached the top of the ridge in good time. This view is always amazing.” What had been an impenetrable wall of abstract symbols on a whiteboard had become a language Zak could use to find his way through the world.
Sometimes the gap between how we communicate and how our children hear us is invisible — until a moment makes it suddenly very visible.
A few years back my wife and I were taught an unexpected lesson. Our son had a prank played on him — some friends called while disguising their voices and convinced him he was in trouble with a gang — a risky prank that could have ended badly for our son’s friends.
Later, when my wife and I sat down to talk with him about being safe, she used what we consider a common phrase. She told him, “You need to be careful because you don’t know them from Adam.”
Our son just looked at us, completely puzzled, and asked, “Who’s Adam?”
That’s when it clicked for us. What we saw as a simple way to explain danger, he took literally. While most kids can take a saying like that and understand what it means in different situations, our son — like many of our kids — needs things explained more directly. It showed us that skills like problem-solving or reading social situations don’t come naturally to him. We realized we needed to break things down into clear, specific steps and teach him how to use what he learns in one situation and apply it to others.
— JoelDeveloping a basic understanding of these regions will help you better advocate for your child’s needs when talking with doctors, therapists, teachers, or social workers.
From the Book
Parieto-Temporal Cortex
The Pattern Recognition Center
Its Role: Helps your teen recognize patterns and make broader connections across different types of information.20
Four Main Areas of the Parieto-Temporal Cortex:
- Multisensory Integration — combines sensory inputs to form coherent patterns (e.g., recognizing a face involves integrating visual features)25
- Language Processing — particularly in the left hemisphere, decodes written and spoken language and recognizes phonetic patterns26
- Spatial Awareness — the parietal lobe contributes to understanding spatial relationships and recognizing environmental patterns27
- Memory Patterns — the temporal lobe stores memory patterns accessed to recognize familiar objects, sounds, or experiences28
- ASD: May miss social patterns that help build abstract understanding21
- ADHD: Could struggle to maintain focus long enough to see patterns22
- FASD: Often needs more repetition to recognize patterns23
- Trauma: Might show inconsistent pattern recognition abilities24
General Left Hemisphere
The Logic Center
Its Role: Processes logical thinking and language-based reasoning. Helps sequence abstract information in a linear, step-by-step way — the foundation of mathematical reasoning, rule-following, and argument structure.30
- ASD: May show atypical processing patterns, particularly in language-based abstract tasks31
- ADHD: Could struggle with organizing sequential steps in abstract reasoning32
- FASD: Often needs explicit steps broken down into concrete components33
- Trauma: Might show inconsistent activation during complex reasoning tasks34
Temporal-Parietal Junction (TPJ)
The Perspective Processor
Its Role: Crucial for abstract social understanding and perspective-taking — the ability to mentally model what another person knows, believes, or feels. This is the neural basis of empathy and social abstract reasoning.
- ASD: Often shows reduced activation during social perspective-taking tasks37
- ADHD: May struggle with maintaining attention to subtle social cues38
- FASD: Often has difficulty with abstract social concepts39
- Trauma: Might show altered processing of social information and altered trust-based social modeling40
Additional Brain Regions — Website Expanded Content
Prefrontal Cortex
The Abstract Concept Regulator
Its Role: Governs working memory for abstract concepts, cognitive flexibility, and inhibition of concrete-only thinking. The ability to reason “what might be true” rather than only “what is literally true” depends heavily on prefrontal regulation.
- Difficulty holding abstract rules in mind when applying them to a new situation
- Struggles to inhibit the first (literal) interpretation when an abstract one is needed
- Cognitive flexibility needed for perspective-taking and metaphor understanding is reduced
Anterior Cingulate Cortex (ACC)
The Error Detection & Flexibility Hub
Its Role: Monitors for cognitive conflict (literal vs. abstract), detects when the current interpretation is wrong, and triggers a mental shift to a more flexible approach.
- Stays locked in a literal interpretation long after the context suggests a different one is needed
- Difficulty recognizing that a rule or strategy isn’t working in the current context
- Frustration and shutdown when abstract problems don’t yield to the expected concrete approach
Default Mode Network (DMN)
The Mind’s Abstract Workspace
Its Role: Supports simulation of hypothetical situations, mental time travel (imagining the future or past), perspective-taking, and the construction of abstract narratives. The “what if” thinking that is so hard for our children relies heavily on DMN function.
- ASD: Atypical DMN connectivity affects social imagination and perspective-simulation
- ADHD: DMN may be overactive at inappropriate times and underactive during tasks requiring imagination
- Difficulty mentally simulating future scenarios or others’ inner states
Hippocampus
The Analogical Reasoning Foundation
Its Role: Enables relational memory and analogical reasoning — connecting what your child already knows to new abstract concepts. This is the neural foundation of the Analogical Bridging intervention (Intervention 3).
- Difficulty transferring a learned rule to a new but similar situation
- Each new context may feel as novel as the first time, even when the structure is familiar
- Analogies and metaphors that rely on prior knowledge may not activate the right memory connections automatically
Quick Reference: All 7 Brain Regions at a Glance
| Brain Region | Function in Abstract Thinking | Common Challenges | Most Impacted in |
|---|---|---|---|
| Parieto-Temporal Cortex — In Book | Pattern recognition & multisensory integration | Missing the bigger picture; difficulty seeing connections across examples | ASD, ADHD, FASD, Trauma |
| General Left Hemisphere — In Book | Logic & sequential reasoning | Trouble organizing abstract steps; difficulty with language-based reasoning | ASD, ADHD, FASD, Trauma |
| Temporal-Parietal Junction — In Book | Perspective-taking & social abstract reasoning | Difficulty imagining others’ viewpoints; rigid social interpretation | ASD, ADHD, FASD, Trauma |
| Prefrontal Cortex | Abstract concept regulation & working memory | Can’t hold abstract rules in mind; reverts to literal interpretation | ASD, ADHD, FASD, Trauma |
| Anterior Cingulate Cortex | Error detection & cognitive flexibility | Stuck in literal interpretation; can’t shift to abstract approach | ASD, ADHD, FASD, Trauma |
| Default Mode Network | Hypothetical simulation & perspective modeling | Difficulty with “what if” thinking; limited social imagination | ASD, ADHD, Trauma |
| Hippocampus | Relational memory & analogical reasoning | Rules don’t transfer across contexts; analogies don’t activate | FASD, Trauma, ASD |
Of the 10 brain domains covered across this book, the following 7 directly impact abstract thinking. Each one shapes how your child processes concepts that can’t be seen, touched, or immediately experienced. Click each domain to understand how it connects to abstract reasoning and what you can do to provide effective support.
The neuroanatomy domain is like a unique computer setup — while most computers come with standard hardware configurations, your child’s system has its own custom wiring and processing patterns. When moving from concrete to abstract concepts, it’s like trying to convert a simple document into a complex 3D model. The basic information is there, but the processing needs differ. By starting with hands-on experiences, we’re providing the right “file format” their brain can readily process before attempting more abstract conversions.
- The physical structures, patterns, and functions of brain regions affect how abstract information is processed.
- Help your child build a better understanding through physical experiences and concrete examples before introducing abstract concepts.41,42,43,44
Cognition is the engine that drives how your child understands, processes, and applies information. When it comes to abstract concepts like time, emotions, metaphors, or consequences, this engine may misfire or stall. Instead of seeing patterns or deeper meanings, your child may get stuck in black-and-white or overly literal thinking.
- Abstract thinking challenges — such as imagining future outcomes — can lead to misunderstandings, frustration, or rigid conclusions. “What if” questions can be helpful when scaffolded with concrete language, visual support, or real-life connections.46
- Your child may struggle to grasp idioms, analogies, sarcasm, or symbolic meaning. This is common in teens with neurodevelopmental or trauma-related differences.47
- Using concrete language, visual models, and repeated examples helps bridge literal understanding and more abstract reasoning.48
Think of your child’s language processing like a bridge-builder working between two different worlds — the concrete world they can see and touch, and the abstract world of ideas and meanings that need translation. Just as a bridge needs both strong foundations and careful design, your child’s brain works to connect literal understanding with abstract meaning. Often, our children need extra support beams — careful guidance when crossing from the familiar concrete territory into the more abstract realm of idioms, metaphors, and complex concepts.49,50
- Language processing affects the understanding of abstract and figurative expressions.
- Your child may take idioms literally and/or struggle with abstract vocabulary.
- When vocabulary operates at a literal level, social interaction, academic instruction, and humor all become harder to navigate.
While most people’s memories are like books stored on clear, labeled shelves, your child’s library might sort things in its own unique way. Each memory is still there — it’s just filed differently than you might expect. Sometimes, finding the right “book” of past experience to help with a new situation can be challenging. Just as a skilled librarian helps visitors find connections between different books, we can help our children build bridges between their stored experiences and new learning opportunities.51,52
- Memory systems affect how past experiences inform abstract concept development.53
- Your child might have trouble applying past learning to new abstract situations.54
- Help your child create clear connections between stored experiences and new abstract concepts.55
The executive function domain is like an office manager trying to organize a complex project with a unique filing system. Just as the manager needs to coordinate different departments, deadlines, and resources, your child’s brain works to organize thoughts, plan steps, and manage abstract ideas. Sometimes, your teen’s manager might need extra tools — like a busy office needs calendars, checklists, and reminder systems. When abstract concepts feel like scattered papers on a desk, creating clear step-by-step systems makes organizing these ideas more manageable.56,57
- Planning ahead with abstract goals requires holding a “future state” in mind that doesn’t yet exist — this is cognitively demanding for all four profiles
- Shifting between different abstract perspectives or problem-solving strategies requires strong executive flexibility
- External structure compensates for the internal management gaps: timelines, decision trees, step-by-step frameworks
Attention works like a camera trying to focus on a moving object. Just as a photographer adjusts settings to get a clear picture, your child’s brain works to “capture” and hold onto abstract ideas. But focus can shift — jumping between details and big-picture concepts, like a camera zooming in and out. Giving our children a clear reference point is like using a tripod, which can help them steady their mental focus.58,59
- Abstract concepts require sustained attention to hold in mind — the moment focus shifts, the concept dissolves
- Distracting sensory input competes with the mental resources needed to process abstract ideas
- The “concrete anchor” from Intervention 2 (Map & Compass) provides an external focus point that supports sustained attention to an abstract concept
Your child’s emotions work like a music soundboard at a concert — blending different feelings at different levels. A sound engineer adjusts the dials to keep the music balanced, just like your child’s brain tries to manage emotions while thinking through big ideas. But when things get hard, one emotion like frustration can become too “loud,” making it hard to think clearly. A safe, supportive space is like a quiet recording studio — the stillness helps fine-tune emotions without extra stress.60,61
- Frustration with abstract concepts can quickly overwhelm the emotional system, causing shutdown before the concept has a chance to develop
- Anxiety about “getting it wrong” (particularly common in perfectionist profiles) blocks the cognitive risk-taking that abstract thinking requires
- When their emotions are balanced, their brain can better process abstract concepts without feeling overwhelmed
Additional resources are available on our website. Log in and navigate to Chapter 12 to access printable Bridge Book templates, figurative language libraries, “What If” conversation starter cards, and the topographical map activity guide.
In the next chapter, we’ll examine the Core Conversation: Cause & Effect — Does What I Do Matter? Understanding how our children process the link between their actions and outcomes is the next essential piece of this journey.
Continue to Chapter 13 →What else could this be? A cloud, a ship, a tall tree — imagine, then see.Chapter 12 · Embracing Hope · Carl Young & Joel Sheagren · © 2025 Embracing Neurodiversity LLC
“Abstract reasoning isn’t the only kind of brilliance — it’s just the one schools keep mistaking for magic.”— Carl & Joel
1–6. Research cited in: Abstract thinking, support, and outcomes. Embracing Hope, Ch. 12.
7. Abstract reasoning in mathematics, science, philosophy, and social interaction. Embracing Hope, Ch. 12.
9. Metaphor comprehension in ASD and FASD: 85% and 67% prevalence. Embracing Hope, Ch. 12.
10. Visual and concrete supports for cause-and-effect reasoning. Embracing Hope, Ch. 12.
11. Perspective-taking and cognitive flexibility as most commonly impaired executive skills. Embracing Hope, Ch. 12.
15. Shifts in question type (why vs. what if) and abstract thinking. Embracing Hope, Ch. 12.
16. Physical activity and outdoor environments enhancing cognitive function. Embracing Hope, Ch. 12.
16a. Think-Aloud protocol and metacognitive strategy instruction for students with learning disabilities. Raihan, M.A. (2011). Think-aloud techniques in metacognition. JELS, 25(2). | CanFASD (2020). Metacognitive training interventions and FASD. | GoFAR: Focus-Act-Reflect metacognitive control strategy (PubMed: 26503069). | Lenartowicz et al. (2024). Training of awareness in ADHD. JPBS.
17. Brain regions working together for abstract idea formation. Embracing Hope, Ch. 12.
18–28. Parieto-temporal cortex research on pattern recognition. Embracing Hope, Ch. 12.
29–34. Left hemisphere research on logic and sequential processing. Embracing Hope, Ch. 12.
35–40. TPJ and perspective-taking research. Embracing Hope, Ch. 12.
41–61. Brain domains and abstract thinking. Embracing Hope, Ch. 12.