Pathological demand avoidance (PDA) is a behaviour profile within the autism spectrum characterised by an extreme avoidance of everyday demands and expectations. This can present unique challenges for pupils, educators, and parents alike.
Individuals with PDA experience an overwhelming need to avoid everyday demands and expectations due to high anxiety levels. This is not just about wanting to do things their own way or being strong-willed; it is about an intense anxiety that drives them to feel they must be in control of their surroundings and interactions to avoid any demands they perceive – from simple daily tasks to specific educational activities.
Key features of PDA
- Extreme avoidance: This is the hallmark trait of PDA. Individuals go to great lengths to avoid demands, employing strategies that might include distraction, negotiation, or even meltdown.
- Social strategies: Pupils with PDA may seem socially adept, using their skills to side-step demands. For instance, a child might compliment a teacher excessively to avoid a task or distract peers with humour during class work time.
- Mood swings and impulsivity: Individuals with PDA may experience sudden and dramatic shifts in mood, especially in response to feeling controlled or pressured.
- Obsessive behaviour: While individuals with autism spectrum conditions might display interests that are specific and intense, those with PDA may exhibit obsessive behaviour more focused on people or manipulation of social contexts rather than objects or specific subjects.
- Resistance to typical autism management strategies: Traditional strategies used for autism spectrum conditions, such as structured schedules or clear expectations, may not work as effectively for someone with PDA. They might perceive these as demands, triggering their avoidance and anxiety.
- Anxiety a core issue: All behaviours associated with PDA, from avoidance to mood swings, stem from a profound underlying anxiety. Understanding that these reactions are anxiety-driven rather than wilful non-compliance is key to providing appropriate support and compassion.
Pupils with PDA may face several challenges, including resistance to following typical school routines, leading to conflicts, social isolation due to struggles with peer relationships, anxiety and stress, particularly when feeling pressured, disengagement from learning, and challenges with executive functioning skills, affecting organisation and task completion.
Support strategies in school
Creating an educational environment to support pupils with PDA requires a multifaceted approach, blending understanding, patience, and innovative strategies. Here are some suggestions that can work well.
Adapted demands: Tailoring expectations to the individual’s current state is crucial. This involves not only modifying the demands but also altering their presentation. For instance, framing tasks as games or challenges can make them more appealing. Also, breaking down tasks into smaller, manageable parts can help reduce the pupil’s anxiety and make demands feel more achievable.
Positive relationships: Establishing a bond based on respect and understanding is key. This could involve spending time getting to know the pupil’s likes and dislikes and incorporating their interests into the learning process. A relationship where the pupil feels valued and understood can significantly lower their barriers to engagement.
Flexible environment: Beyond just physical space, this involves adapting the learning approach to suit the pupil’s needs. This might mean allowing them to work in different postures or locations, using technology to assist learning, or adjusting the classroom layout to reduce stressors.
Emotional regulation: Providing tools and strategies for self-regulation can empower pupils. Techniques such as mindfulness, breathing exercises, or having a personal “calm down” kit can be beneficial. Additionally, teaching the signs of escalating anxiety and strategies to cope can help pupils being to learn to manage their emotions more effectively.
Creative engagement: Link content to the pupil’s personal interests to capture attention and facilitate learning. This makes education more accessible and less threatening, reducing the likelihood of avoidance.
Structured choices: Providing options gives pupils a sense of autonomy. However, it is crucial these choices are structured so the pupil does not feel overwhelmed. Limit choices to two or three options to simplify decision-making.
Low-arousal approaches: Keep the classroom atmosphere tranquil to help pupils with PDA stay calm and focused. This includes minimising noise, reducing visual clutter, and using soft lighting when possible.
Collaboration with parents: Foster a team approach by maintaining open lines of communication with the family. Sharing insights and strategies between home and school can provide a consistent approach to support.
Incremental exposure: Gradually introduce new demands or changes in routine to avoid overwhelming the pupil. This can involve introducing new activities for short periods and slowly increasing their duration as the pupil becomes more comfortable.
Encouraging independence: While providing support, it is also important to encourage self-reliance and problem-solving skills. Guiding pupils to come up with their own solutions can boost their confidence and reduce reliance on avoidance behaviours.
Final thoughts
By understanding and accommodating the unique needs of pupils with PDA, educators can create a more inclusive and supportive educational environment. It is about adapting our approach to meet them where they are, rather than where we expect them to be.
- Dr Pooky Knightsmith is a passionate ambassador for mental health, wellbeing and PSHE. Her work is backed up both by PhD in child and adolescent mental health and her own lived experience of PTSD, anorexia, self-harm, anxiety and depression. Contact Pooky via www.pookyknightsmith.com and find her previous contributions to Headteacher Update via www.headteacher-update.com/authors/dr-pooky-knightsmith
Headteacher Update Summer Term Edition 2024
- This article first appeared in Headteacher Update's Summer Term Edition 2024. This edition was sent free of charge to UK primary schools in May 2024. A free-to-access digital edition is also available via www.headteacher-update.com/content/downloads
Further information & resources
- The PDA Society: www.pdasociety.org.uk
- Autism Education Trust: www.autismeducationtrust.org.uk
- National Autistic Society: www.autism.org.uk