What is PDA
Pathological Demand Avoidance is a profile of ASD and ADHD. It occurs when the cognitive load becomes too much for the brain to keep up with, and so it “gives up” on tasks.
This “giving up” in high cognitive load periods is a normal response for the brain. What makes it pathologic in ASD and ADHD brains is that it is more likely to happen even for cognitive tasks that seem easy for neurotypical people, because the neurodivergent brain is already dealing with the cognitive load of higher sensitivity to sensory input and social cue processing. Social processing is not an automatic process in ND brains and so demands a higher cognitive load.
What does it look like in the classroom?
PDA can manifest as outright refusal to do a task, a shutdown, distraction, or even a polite avoidance or changing of the subject.
The avoidance behaviour is likely to start small, and escalate as pressure is increased. The mental processing of pressure to complete a task increases the cognitive load even further, making it even harder to overcome the cognitive barrier to completion.
How do you manage PDA in the classroom?
Strategies for PDA should focus on collaborative proactive solutions before the PDA even presents. Once PDA presents for a specific task, management should focus on reducing the cognitive load and distilling the learning task to its smallest key learning outcome.
Collaborative Proactive Solutions (CPS)
The CPS model is a strategy for reducing challenging behaviours by identifying skill gaps, and collaboratively finding a solution that redirects challenges positively. It can be implemented in the moment of a PDA response, but may also increase the cognitive load on a student so is best used before a challenge arises.
The first step in the CPS three-step model is Empathy. You should engage in an empathetic conversation about their experiences of learning and the classroom environment. The student should feel that their feelings are heard, and you will use this step to gather information about the skills and environment that your student finds challenging. Use your own observations too, as ASD students may not always be able to identify or verbalise the stimulus that contributes to their dysregulation. Make sure that the student feels you have empathy for them and use this opportunity to understand the depth of their cognitive load.
The next step is to Define the Problem. This is where you can help the student to understand how their experience is leading to a challenge, or a PDA response. You can describe your expectations and concerns, using a calm and warm tone, and being prepared to adjust your expectations in the next step. This step is meant to convey your perspective to the student, but you also need to be prepared to take in student perspective on the problem too. You need to come to a shared understanding of the current challenges and expectations in this step.
Finally, you will Invite Solutions from the student. In this step you will reflect back to the student the difficulties you heard from them in the first step of the process and ask them to suggest strategies, with your support and input, to help the student to engage regularly with tasks. This step should include considering the learning environment and changes that might be made to reduce the sensory processing load the student is experiencing. Solutions might include the use of earplugs, moving the student’s position in the room, closing blinds or turning off half the room lights, or an agreement on who the student sits next to. This also presents an opportunity to incorporate significant student choice into activities. Consider whether a student has a preferred mode of learning, or if you can incorporate a special interest or favourite theme into the student’s tasks.
Reducing cognitive load in the PDA moment
When introducing a task that is likely to be met with a PDA response, it can be helpful to explain the task and let the student think about the task rather than telling the student to DO the task. Use declarative, rather than imperative, language. Give the student time to look over the task without any pressure to attempt it. For big tasks or skills that a student doesn’t find a lot of success or satisfaction in, it can help for this introduction to happen a day or more before the actual task!
Consider your student’s immediate environment, and what cognitive load it presents for them. Is it loud and they might benefit from earplugs? Is it too bright for them and you could change their position in the classroom? Are they consuming a lot of energy trying to process social cues or behave correctly around nearby peers? Alternatively, would they find it easier to engage in some body-doubling with a helpful and engaged peer? These factors represent the background demand that ASD and ADHD students contend with daily and reducing the associated cognitive load can make it easier for students to engage in new learning.
Next, consider the executive function load required to complete the required task. You can do this by scaffolding the student to find the correct tools and materials needed (eg. workbook, pen, scissors), AND each of the steps required (eg. give only one instruction at a time). Even remembering to check back on instructions written on a board requires executive function which might need to be scaffolded.
Finally consider ALL the skills required to complete the task and begin removing those skills that are not core to the learning outcome. If reading is not core to the particular task, read the instructions to the student. If writing is not core to the task, offer the student a scribe or the option to type or use speech-to-text. The student may be quite capable of cutting out shapes, but if the task is to match the shapes, then removing the cutting part of the task may be enough reduction in cognitive load for the student to complete the core task. Be prepared to be more or less accommodating from day to day depending on your student’s capacity at any given moment in time.
Success in PDA learning
Teaching for PDA requires deep and thoughtful scaffolding, and distilling learning tasks to singular learning outcomes. At times you may not feel you are teaching at all. But for some students in some moments, picking up a pen to copy a note, or verbally solving a maths problem with a new skill, represents a success and a learning moment.
If you are looking for specific feedback to help you with PDA teaching strategies get in touch for a consultation.