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Q&A - CAN PDA BE DIAGNOSED IN AUSTRALIA?

Although Pathological Demand Avoidance (PDA) is not listed in the current DSM-5 (Diagnostic and Statistical Manual), a PDA profile can be included alongside an Autism diagnosis to provide additional information. Keeping within the format of DSM-5 which encourages the use of relevant subtypes and specifiers to further clarify a disorder and allow for a more specific diagnosis. The following descriptors can be used to identify a PDA profile:
> Autism Spectrum Disorder (PDA profile)
> Autism Spectrum Disorder with a Pathological Demand Avoidance profile
Note: while we don’t align with the term disorder, this is often required in diagnostic reports.

PDA has been recognised in the Autism CRC (Cooperative Research Centre) National Guideline for the Assessment and Diagnosis of Autism Spectrum Disorders in Australia. This is a great step forward, encouraging clinicians to feel more confident in formally acknowledging the profile.

If your clinician has not listed a PDA profile with diagnosis as above or similar, raise this with them to ensure the signposting of appropriate therapies, interventions and supports. If your clinician is hesitant to list a PDA profile, please encourage them to reach out to PDA Australia for further information.

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Further information can be found in the PDA Society's 'Identifying & Assessing a PDA profile - Practice Guidance' at www.pdasociety.org.uk/what-is-pda-menu/identifying-assessing-pda/

Sound familiar? Unfortunately it is far too commonplace.

"Good afternoon, Mum, thanks for meeting with me,
I have concerns about your daughter, you see.
She's not like the others I'm teaching this year,
She's overly sensitive, bursts into tears
Over just about everything, silly old things,
Then she sticks to the classroom assistant and clings.
When we do group work she doesn't engage,
And I don't think she's writing like children her age.
She has the same discussions again and again,
And have you seen the funny way she holds a pen?
She's always the last to get dressed for PE
And the last out for lunch, break and assembly.
And she always looks lost like she's not really there,
She won't answer her peers, she's not very aware.
She won't pay attention and listen in lesson,
She's always preoccupied with her obsession.
She won't eat much lunch and she can't tie her shoes...
So tell me, Mum, what are you going to do?"

"Thank you Miss T, your report is fantastic!
It's abundantly clear that my daughter's Autistic.
The process will go smoothly if you share your view
So I'll need that in writing - an email will do.
As for support it's so easy to see,
Most of her mentioned needs are sensory.
The tears are caused by overload and frustration,
The writing and pen grip are proprioception.
The same can be said for her shoes and her dressing,
And as for the group work, it's very distressing!
Lunch is a barrage of sights smells and sounds,
It's so hard to eat with all of that around.
She shuts herself down out of self preservation,
She needs to be provided with regulation -
Sensory items and regular breaks,
If she can't eat lunch you should let her have shakes.
She needs support from an adult she can trust,
In tasks where she struggles she shouldn't be rushed.
If school can't provide these adjustments, Miss T,
We'll have to apply for an EHCP."

"Autism, Mum? What makes you think that?
I have no concerns, I just wanted a chat!
Your daughter is actually getting on well,
And meeting her targets, although she can't spell.
And once she's stopped crying she's totally fine!
She's just a daydreamer and that's not a sign!
The problems she does have need fixing at home,
Like teaching her how to get changed on her own
And ensuring she knows that she must eat her food
And reminding her that blanking her peers is rude.
I'm sure it is hard and I do feel for you,
I know of a parenting course you can do.
The provisions you list won't be necessary
Your daughter's support needs are quite ordinary!"

(C) Mana Avey of Neurodiversity Now

Welcome to Zest4! An “outside the box” targeted, safe, engaging and flexible approach to learning, and capacity building for your child/young person. Please email or message to arrange an appointment to discuss how I can assist your family.

Together we will look at your family and child’s specific needs and focus. This is not a “quick fix” approach… there is no such thing and I would never offer that… but in order to develop confidence and competency in specific areas takes patience and time…
My experience includes many years working with the NAS in London, children and young adults with anxiety, PDA, ODD, ADHD, ADD, Dyslexia and more…
I am excited to meet you and discuss how I might be able to assist. This is NOT just a tutoring service, I offer music, art, cookery classes, board game fun, for individuals and small groups (4 max) many areas of capacity building fun! I look forward to meeting you!