PDA Society – Pathological Demand Avoidance

Things to consider when working with a child who has PDA:

• Environment - classroom environment can be really triggering so soft lighting, neutral colours, calm areas, calm boxes that all students can use is really helpful. All students to be made aware that they can use the calm areas etc. when they need it.
• Regular breaks - Students to be given the opportunity to have regular 5 minutes breaks.
• Interests - Lots of you spoke about finding out about the child's interests and using that to build relationships. Getting to know the students and what they like helps them to feel you know and appreciate them and are interested in them.
• Outside - Giving students the opportunity to go outside and/or use sensory circuits to regulate.
• Using 'we' language - Using 'we' rather than 'you' language can reduce demands. Helps the child to feel that they are not alone. Sometimes us having a go at things first to show the child that it is safe to do so. 
• Choices - Giving the child choices so that they feel in control.
• Visuals - We spoke about now and next boards. Visuals can also help to reduce lots of talking / being talked at for the child.
• Not taking things personally - We spoke about how intense it can be working with a child on a one-to-one basis. So having to remind ourselves that it is the child's way of communicating and it is not something we are doing wrong. 
• Regular breaks for TAs - We also spoke about working with different children so that we can have a break from the intensity of the one-to-one work. Some TAs work together supporting different children or have one child in the morning and one child in the afternoon. This can help reduce our own stress levels.
• Flexible - Realising that what works one day might not work the next and that it is okay to be flexible and try new things. Being flexible can be a real strength.
• The Relationship - Recognising the importance of building the relationship first and foremost. Sometimes we can feel there is a pressure to do more or show that we are doing more. When actually we are doing a lot in connecting and attuning to the child.  Also encouraging the child to build relationships with another child (maybe based on their own interests) - having a buddy so they don't feel so alone.
• Distractions/redirecting - We spoke about encouraging a child to use high fives instead of hitting others.  Also giving child fidget toys or a chew buddy when needed or using breathing exercises.
• Tone and expression - Talking to the child with a smile on our face so show our pleasure in communicating with them. Tone is important too. Not to have an over enthusiastic tone or an angry tone but to try to have a neutral/calming tone.

Some suggestions from a group discussion regarding a secondary student were:

• Brain break at the start of the lesson.

• To give the child some jobs to do in the lesson.

• To realise that some of his calling out is because he is struggling with the work but that he is also trying to seek connection.

• It might be the environment in the classroom (like a colour etc.) that is overstimulating him.

• He may need fidgets or music to help him focus - children with ADHD can listen when they have something to do.

• It would be useful to find out his special interests and adjust the work according to those interests.

• Staff (including teaching staff) to notice what he is doing well - at least find one positive each lesson and feed that back to him so he can start to see himself in a positive light.

• Potentially creating a positive book/way of recording positives that parent could also contribute to.