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Blogs in this series of 7 – Supporting students with Pathological Demand Avoidance (PDA)

Blog 1: Understanding Pathological Demand Avoidance (PDA) in the classroom
Blog 2: Understanding the chemical changes that occur in a person with PDA.
Blog 3: Creating a PDA-Friendly Classroom Environment
Blog 4: Communication Strategies for Students with PDA
Blog 5: Personalized Learning Plans for Students with PDA
Blog 6: Building Resilience and Independence in Students with PDA
Blog 7: Empowering Control: A Story of Success with PDA in the Classroom

Blog 1 of 7: Understanding Pathological Demand Avoidance (PDA) in the Classroom

Pathological Demand Avoidance (PDA) is a profile characterised by an extreme avoidance of everyday demands due to high anxiety levels and a need to control. Understanding PDA is crucial for creating a supportive learning environment for affected students.

‘’Educational and management approaches effective for PDA reportedly differ from those for 'typical' autism spectrum disorders (ASD), and include novelty, humour and flexibility.’’ (Elizabeth O’Nions, 2015)

Pathological Demand Avoidance (PDA) is most commonly associated with autism, but there are other conditions and factors that can exhibit similar demand-avoidant behaviours in young people.
These include:
• Anxiety Disorders

o Generalised Anxiety Disorder (GAD): Persistent and excessive worry about various aspects of daily life can lead to avoidance of demands that trigger anxiety.
o Social Anxiety Disorder: Fear of social situations can result in avoiding demands that require social interaction.

• Attention Deficit Hyperactivity Disorder (ADHD)

o Executive Function Deficits: Difficulties with organisation, focus, and completing tasks can lead to avoidance of demands due to frustration or feeling overwhelmed.
o Impulsivity and Inattention: Struggling to adhere to structured demands can result in avoidance behaviours.

• Oppositional Defiant Disorder (ODD)

o Oppositional Behaviours: Persistent patterns of defiant, disobedient, and hostile behaviours towards authority figures can include avoiding demands.
o Power Struggles: Frequent power struggles with adults and peers can lead to a habitual avoidance of demands to maintain a sense of control.

• Trauma and Attachment Disorders

o Post-Traumatic Stress Disorder (PTSD): Trauma can cause children to avoid situations that remind them of past trauma, including everyday demands.
o Reactive Attachment Disorder (RAD): Early experiences of neglect or abuse can result in difficulties with authority and avoiding demands as a means of exerting control.

• Learning Disabilities

o Dyslexia, Dyscalculia, and Other Learning Disabilities: Frustration and anxiety about academic tasks that are challenging can lead to avoidance of demands related to schoolwork.

• Sensory Processing Disorder

o Sensory Overload: Children who are hypersensitive to sensory stimuli may avoid demands that they find overwhelming or uncomfortable.

• Mood Disorders

o Depression: Lack of motivation and feelings of helplessness can lead to avoiding demands due to a lack of energy or interest.
o Bipolar Disorder: Fluctuations in mood can result in periods where demands are avoided due to either depressive episodes or manic behaviour

• Conduct Disorder

o Antisocial Behaviours: Persistent patterns of violating social norms and the rights of others can include avoiding demands, especially those imposed by authority figures.

Key Points:
• Definition and Characteristics of PDA: PDA manifests as resistance to everyday demands, often leading to social and educational challenges.
• Importance of Early Identification: Recognising PDA early helps in implementing effective strategies that can support the student’s educational journey.

Practical Steps:
 Build a Trusting Relationship: Establish a strong, positive relationship with the student to reduce anxiety.

o Example: Spend time with the student one-on-one, engaging in activities they enjoy, and showing genuine interest in their thoughts and feelings. For instance, if a student enjoys drawing, you can sit with them during free time and draw together, fostering a sense of connection and trust.

Research Link: "The value of rapport in managing challenging behaviours in students with PDA cannot be overstated" (O’Nions et al., 2016).

 Flexible and Negotiable Demands: Offer choices and negotiate tasks to give students a sense of control.

o Example: Instead of saying, "You need to finish your maths worksheet now," you might say, "Would you like to start with the first five problems now or after our break?" This approach reduces the perceived pressure and gives the student some control over the task.

Research Link: "Flexibility and choice can significantly reduce anxiety and opposition in students with PDA" (Milton, 2012).

 Collaborative Problem-Solving: Work together with the student to identify triggers and develop coping strategies.

o Example: If a student consistently avoids participating in group activities, sit down with them and discuss what aspects of group work they find challenging. Together, develop a plan that might include allowing them to start with a smaller group or giving them a specific role they are comfortable with.

Research Link: "Collaborative approaches are essential in reducing demand avoidance in children with PDA" (Stuart et al., 2020).

In the next blog, we will be considering the seemingly extreme overreactions, of a person with PDA.

Think about this question, a question posed to me by a NHS consultant who specialised in diagnosing and supporting young people with PDA. If when you opened your classroom door you came face to face with a Grizzly Bear, what would be a reasonable response?

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Believe in teaching.

As the schools come to the end of this term many will be relieved. Others will be facing change with senior school or college being the next steps

Please do chat to Linda Baker of Believe: Home Tutoring for KS1 and KS2 not only is she great at home tutoring and building confidence to learn within the current education system she is amazing at creating step by step plans to develop confidence.

If you want to learn more about how to create new neuropathways to help with retaining and recalling information give me a bell.

If you want to learn more about how to create new neuropathways to help with retaining and recalling information give me a bell.

Purpose, persistence and a burning desire is how we help children to achieve. Quote from, 'Rossie Stone who is dyslexic, ''Set me up for success and believe and I will find my own way to learn."

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Help them build purpose, persistence and a burning desire. They will do the rest.

Neurosmart children are too intelligent to retain and recall knowledge without purpose, persistence and a burning desire.

See neurodiversity, whether dyslexia, dyspraxia, ADHD or autism as attributes. Thinking and learning differently is a good thing. It allows for innovative ideas, lateral thinking and creative and original thought.

advocacy If your child is struggling to read through phonics then learn how to use morphology to teach them meaning. Meaning provides context for them to hook blending and decoding to.

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Rossi Stone gives inspirational speech at the Dyslexia Virtual Conference 2023 - Core skills and creativity: Engaging dyslexic learners with literacy.

Revisiting his journey of discovery to find the way he learns. Valuing the need for learning to be fun.

He used comic drawing to revise.

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KS2 Curriculum Learning Support | For Ages 9 - 12 | Dekko Comics Designed for KS2 level education, Dekko Comics reduces motivational barriers to reading and learning for children aged 9 - 12. Browse our comics now.