Bea Inclusive TV and Podcast
Last time I told you why I think that Lego® based Therapy training is necessary/crucial to organise and run your own therapy?
Today I will talk about Pathological Demand Avoidance.
In this episode of Bea Inclusive TV you will:
Find out what it is PDA and I will guide you on how to prepare yourself and where to find help if your school is looking after a child with PDA
Get the list of the literature on the topic and my recommendations.
Be able to use 3 simple strategies to effectively support children with PDA.
Find out who will get the Lego Duplo My First Car Creations and the Lego Mug
If you are new to me – my name is Bea and I’m advocating truly inclusive school provision. I support an eclectic and holistic approach and as the Autism Lead Practitioner, I was using many different interventions to suit my individual children need. One of the best therapies that I’m passionate about is Lego® based Therapy as I saw the effectiveness of this approach and the positive change in children and adults’ emotional and behavioural responses, language, communication and social skills.
So, here is me inviting you to follow my journey in creating truly inclusive provision that helps you to support children and develop your skills. Are you ready? Let’s go!
Let me start with saying that PDA is widely considered to be part of the autism spectrum or one of the autism spectrum conditions.
I was working in the mainstream school and I had 3 different children with PDA. Two boys and one girl. They all were similar, challenging for adults and different from one another, expressing different characteristics.
So, what are the characteristic features of the PDA profile?
Well, PDA is best understood as an anxiety-driven need to be in control and avoid other people’s demands and expectations so the main feature of PDA, that also gives the name to the condition, is:
Resisting and avoiding the ordinary demands of life
The demands could include suggestions that it’s time to finish or start the activity, to go to the assembly, time to eat, time to put the coat on, join the activity, etc. At times, any suggestion, comment or prise made by another person can be perceived as demand and cause an extreme level of anxiety that can lead to challenging behaviour and meltdown. They can also use straightforward refusal or outbursts of explosive behaviour and aggression.
Before they explode though they usually use many different types of social manipulation in an attempt to avoid the demands.
Usually, they will:
Try to distract.
Give you the excuse for “I can’t do it! I’m not here!”
Withdrawing into fantasy
Physical or verbal outbursts or attacks
Shouting, screaming, throwing things
The next feature of PDA is that they:
Appear sociable on the surface but lacking depth in their understanding.
Children with PDA usually seek out interaction and seem people orientated. They very often appear as overconfident socially which mask their difficulties with anxiety. They can be misleading and overpowering and my overreact. Children with PDA have difficulty seeing boundaries (especially between children and adult), accepting social obligation, and taking responsibility for their actions. They can become overfamiliar or bossy.
The next feature of the PDA is that children/people
Display excessive mood swings and impulsivity.
Children with PDA can suddenly switch from one mood to another and the emotions shown can be extremely dramatic and over the top. Children with PDA experience extreme difficulties with regulation their emotions and this switching of mood often seems to be driven by the child’s need to control and makes them unpredictable.
Let’s move to the next characteristic of PDA which is:
Being comfortable in role play and pretend.
Children with PDA are often highly interested in role play and pretend but they can be very controlling of the play of their peers or adults.
Lastly, children with PDA:
Displaying obsessive behaviour that is often focused on other people.
Children with PDA frequently have a strong fascination with pretend characters (Elsa) and scenarios or fixations which often revolve around specific individuals they interact with. This can result in blame, victimisation and harassment that cause problems with peer relationships.
Of course, there are more characteristics of the PDA and I suggest that if you have a child with PDA in your school then you must prepare your setting to deal with that child.
Dealing and supporting children with PDA is difficult for adults so I will tell you that my first strategy that will help you to be successful in supporting the child with PDA and this is:
To train your whole school in the PDA matter and choose the team that will be looking after the child carefully.
But Bea you will say why to train the whole school if I have only one child with PDA. Well from the SEND leader point of view, training one person is insufficient. The child will be getting from one class to another plus if other staff will not understand this condition, they may create more stress and anxiety for that child and themselves. So, if you are leading your school this way you will fulfil your duties to care about your staff and children safety and mental well-being. I’m telling you that supporting the child with PDA can be mentally difficult and you will have to work cooperatively as a team to help that child. Also, I promise you that all the skills and knowledge from the training will benefit all your children and improve your staff skills. Please do not overlook the well-being of staff who look after PDA child.
Next advice is to:
Consider a suitable and positive personality match to look after the child.
Somebody who: who is a great listener and can use body language to guide the child, knows how to use invitation approach, positive language, knows how to think and wonder aloud, use indirect communication, who is flexible and can make accommodations, can use socially complex language, use drama and role play, use novelty and variety, knows how to use distraction, planned-ignoring, who knows how to decrease anxiety, reduce possibilities of meltdowns and can deal with them, can use humour, allow plenty of thinking time and have always plan B
Please remember that sometimes is better to not react and the behaviour will improve. More control causing more anxiety! So, the less you react then the better it gets. Just be kind! Don’t take it personally!
My last advice is to:
Promote self-awareness, emotional well-being and social skills development
Use of yoga, pet therapy, mindfulness, lego therapy, drama. This way you can lower the anxiety and improve coping strategies.
There is plenty more to know about PDA to understand and help your child and tonnes of strategies that can help you and your child. I’m not able to squeeze everything in this episode but I promised you that I will guide you where to find more information.
So, let me give you book recommendations first.
As usual, there is plenty but my favourite and the first that I read:
Understanding the Pathological Demand Avoidance Syndrome in children – a guide for parents, teachers and other professionals
Collaborative Approaches to Learning for Pupils with PDA-strategies for education professionals.
The PDA Paradox by the Harry Thompson, author, public speaker, and PDA Expert by Experience.