Pathological Demand Avoidance, or PDA as it is more commonly known, is a neurological condition. Currently, most professionals work alongside the premise that if a person has a PDA profile they will also be autistic.
The National Autistic Society believe that it is hard to be sure of statistics regarding how many people have PDA because “there is no data to reliably indicate how common it may be.”
Although we cannot make precise conclusions from current statistics, we do know that PDA exists within the autistic SEND community and displays a range of possible behaviours, some of which are:
- Demands & Avoidance – PDAers (as they are known) may not respond to any demands.
- Autonomy – a need to be in control of their world. This may appear obsessive in nature.
- Anxiety & Dysregulation – anxiety can rise if a child can’t control their world; a period of dysregulation/impulsivity may follow.
- Role-play – self-expression via role-playing activities.
Children with PDA almost always need an alternative to the mainstream setting that can be provided by trained and empathic educators.
Author Laura Kerbey of PAST (Positive Assessments Support and Training) gives solid tips to teachers about how to teach a child with PDA. She says, “We need to develop a deep understanding of children with PDA. There is nothing wrong with these children. Their environment is wrong.”
Before looking at education strategies, it is important to grasp that the idea of ‘learning’ can trigger anxiety in a PDAer. They are not programmed to receive structured information, so it helps to use learning methods that are alternative to the mainstream.
Laura adds, “Sometimes you must unlearn a previous teaching mindset. Then offer them autonomy and let them choose, for example letting them decide what activity they would like to begin with.”
Strewing is a perfect example; to leave various activities, toys or equipment around the room, inviting children to play with whatever they choose. No introduction to the items is needed.
How Can A Teacher Communicate Effectively With A PDAer?
Communication is paramount and will be a testament to what a PDA child can achieve.
Laura believes that through communication we can create a deep connection with PDAers. “Establish a connection and trust with a PDA student. When you are honest and 100% authentic with your pupil they will appreciate it. Sharing will normalise their experience. You can’t rush the connection with a PDAer – it takes as long as it takes.”
Knowing a child’s interests lets an educator into a PDAer’s world, helping them factor appropriate content into lessons.
Laura advises, “Find their special interest and create learning from it. Talk to them about their interests…Minecraft, Dungeons and Dragons…anything. Listen and learn from them and then reciprocate. Say phrases like ‘Oh, I don’t know about that. Shall we look it up?’”
Due to their demand avoidance, a PDAer may frequently refuse demands such as, ‘Shazia, please finish your painting and wash your hands for lunch.’
Shazia may indeed be extremely hungry. However, on hearing the demand, she becomes anxious and unable to progress. Stuck with this feeling, and becoming hungrier, a potential period of dysregulation may follow.
“PDA children feel heightened anxiety sometimes” adds Laura. “We need to tap into that and be aware. PDAers desperately want to do certain things but may feel they can’t. It is important to understand this.”
It is advisable to communicate a suggestion, not a demand. Alternatively, present a choice, for example, ‘I wonder if we should tidy up a bit and wash our hands for lunch’. Or, ‘Maybe it’s time to tidy up or wash our hands.’
Children with PDA often gravitate towards trivial, goofy behaviour. “When you get it right,” states Laura, “these children are so creative, imaginative and funny.”
Role-playing allows movement and fun which are important functions for a PDAer, permitting space to playfully interact and improvise, assisting social skills, physical growth and development.
A sillier slant on lessons can also be incorporated through sensory activities such as slime, sand, mud, rice or other textures. However, some PDAers are sensory avoidant, so that also should be considered.
What Else Can A Teacher Incorporate Into Their Planning?
Regardless of the techniques an educator adopts, there will be occasions when a child experiences increased anxiety. Flexibility will be key in these situations, as we must realise that no matter what we plan, there may be times when dysregulation occurs.
In such circumstances, a step back can help. When a PDAer has heightened anxiety, it may be unlikely that any other input will help. A safe area to allow movement/rest and processing could be best.
An awareness of the following can improve the all-round experience between PDAer and teacher:
- The need for regular liaison with family members to alert educators to new information about the child.
- A child with PDA may resort to masking techniques to camouflage high anxiety and/or sensory overload.
- The value of reassurance. Extending support after a period of dysregulation can be very comforting. Not a lot needs to be said, just a few words to indicate your ability to empathise.
Teaching a child with PDA is doable, but we need to reset our programming to grasp the mindset of a PDAer and embrace their day-to-day experience.
Please note: The information provided within this blog, by SENsational Tutors, is for general information purposes only. We appreciate that every person is unique and any advice/experiences mentioned within the content of each blog may not be reflective of your own personal experience. All information on the site is provided in good faith and is for educational informational purposes only. It is not a substitute for professional advice. Before taking any actions based upon such information, we encourage you to consult with appropriate professionals.”
