First identified in the 1980s as pervasive developmental disorder, PDA is characterised by an intense resistance to everyday demands, due to high anxiety and a need for control, rather than deliberate naughtiness or defiance.
Children with PDA use a range of strategies including distraction, tantrums, and mood swings and will need help and support in managing anxiety.
The signs of PDA
The main symptoms of PDA are obsessive resistance to demands, and these can include:
- Refusing to do what is asked of them
- Making excuses
- Distracting or changing the topic
- Bombarding with repetitive noises or question
- Complaining of physical impairments
- Physical outbursts or meltdowns
Children with PDA can often appear charming and sociable on the outside but will struggle with social interaction on a deeper level. They may also demonstrate excessive mood swings and be unpredictable in their behaviour.
A pupil with PDA can become deeply immersed in imaginative play and this offers them that sense of control that they crave, and a way to process their feelings.
Supporting a child with PDA in the classroom
Supporting a PDA child requires a range of approaches that help to manage their anxiety, while maintaining a calm environment.
- Use indirect language: Avoid direct commands like “you need to” or “do this now.” Instead, use softer phrases such as “I wonder if we could…” or “Can you help me with…?”
- Provide choices: Giving the child a sense of control by offering limited, pre-approved choices, such as “Do you want to wear the blue jumper or the grey one?” can help classroom staff to manage conflict or refusal
- Use humour and distraction: Lightening the mood helps prevent a situation from escalating while keeping the child focussed
- Build trust and a strong relationship by working with the child to find solutions and negotiate tasks. Be flexible with your approach
- Stay calm and non-confrontational, especially during a meltdown, which can look like a panic attack
- Minimise demands: Reduce the number of overall demands, including uniform or homework
- Offer a calm space: Provide a safe, quiet area where the child can go when they feel overwhelmed
- Be aware of potential triggers and plan ahead
- Be flexible with expectation and adapt traditional structures and reward systems so they meet the child’s needs and focus on what is most important
- Use visual supports: Written requests or visual prompts can help depersonalise a demand. Ask the child to show you how to perform a task to give them control
- Collaborate regularly with parents and other professionals to share strategies that work best for the child
- Support each other as staff members – a “tag team” approach can prevent a single adult from being overwhelmed
*For more information go to: https://www.autism.org.uk/advice-and-guidance/topics/behaviour/demand-avoidance
