What is PDA?
Formally known as Pathological Demand Avoidance, but preferred by the autism community as Persistent Drive for Autonomy, PDA is a profile of autism. While autism presents uniquely in each individual, a profile can help us understand certain ways a person may be impacted by autism and supports that may be helpful for them.
People with PDA experience anxiety when presented with demands that challenge their autonomy.
Characteristics of PDA include:
Resistance and avoidance of everyday demands
Need to be in control and avoid being controlled by others.
Uses social strategies as part of their avoidance
Often focused on other people or can be focused on performance demands (due to acute anxiety)
tend not to respond to conventional parenting, teaching or support approaches
overly emotional responses (ie. crying, anger, etc.) to small events or demands
PDA at School
Traditional teaching strategies tend to be ineffective for autistic students who fit the criteria for PDA. The entire school day is centered around rules, expectations, demands, procedures, and following directions by teachers and other figures of authority. Students have very little input or control in what their day looks like, what they are learning, or how they learn. For many students, neurodivergent and neurotypical alike, school routines provide predictability which gives children a sense of security. For PDA students, however, they are experiencing constant threats to their autonomy and control, which triggers their anxiety and their fight/flight/freeze responses.
When a PDA student refuses to comply to their teacher's instruction, it is not a matter of "they won't do it." The reality is they can't comply. The student is not intentionally misbehaving, being rude, or being difficult. When a demand is placed their brain uses protective strategies to avoid the demand in order to gain control over the situation. This also means that reward systems and consequences commonly used in classrooms will be ineffective for this student. Their need for autonomy is their number one priority-- they are not driven by a reward and are not concerned with the consequence of their behavior when they are experiencing this.
Of course, rules are a part of life, often serve an important purpose, and students do need to participate at school in order to learn. However, teachers need to be flexible and accommodate the PDA student's neurological needs by adjusting their communication strategies and teaching methods in order to successfully connect with the student and make learning meaningful for them.
Using PANDA Strategies in the Classroom & at Home for PDA Children
***Strategies are not meant to be manipulative. Do not lie when managing demands, etc. Strategies are meant to reframe your thinking as the teacher/caregiver/authority figure and adjust your language in a way that is easier digested by the child***
Pick battles
Priorities: which demands are necessary and which can be avoided for now?
Using indirect language, humor, and games to obscure demands Use indirect praise and affirmation
Enable choices and flexibility
Provide reasoning behind demand
Anxiety management
Reduce uncertainty
Recognize anxiety or other challenges
Plan in advance
Negotiation and collaboration
Remain calm
Remain fair
Disguise and manage demands
De-personalizing requests
Attributing the origin of the request to another authority
Attributing requests to other factors such as health and safety
Declarative statement: A statement that observes.
Instead of "get in line" --> "I noticed it is time for lunch."
Instead of "why..." --> "I wonder..."
Adaptation
Being flexible and creative
Individualize instruction using the child's interests, strengths, and a high degree of choice so the student has a sense of control over their learning
Make learning and tasks fun and/or meaningful
One Step at a Time
As with anything, be mindful that you cannot learn everything all at once. Your support of your child or student with PDA will improve over time and with practice. Give yourself some grace as you learn to better connect with PDA children. Take time to reflect after a behavior or refusal occurs and ask yourself what you did well and what you will do differently next time.
No matter what, remember demand refusal and related challenging behaviors are never the result of poor parenting or bad teaching. It is important to remember that Persistent Drive for Autonomy is a profile of autism based in anxiety and a need for autonomy or control. Behaviors or levels of demand avoidance may not be the same at home versus school. Neurodivergent students often mask their traits and support needs for their emotional safety at school. Types and frequency of demands are also very different at home and school.
Frequent communication and collaboration between school and caregivers will ensure as their needs or circumstances change, everyone who cares for the child is up to date on how to best support them.
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