![]() ![]() ![]() Rewards need to be individualised, quick and personalised. Sometimes it is possible to disguise a demand by wrapping it in complex language and making suggestions which allow the individual with PDA to think that they are in control. But lots of individual’s with PDA like surprise and don’t like routine if too rigid or set by others. This will be dependent on the individual’s mood and anxiety levels. Try to find a balance between routine and spontaneity. Show empathy and sympathy: “I know you find maths really hard. “I am afraid you can’t go outside as its slippery and our Health and Safety rules forbid it” or “It’s the law” Have a sense of humour! Be prepared to take the mickey out of yourself too!!ĭe-personalise rules. offer to scribe, or finish things for them. Look for ways you can support so that work gets done, i.e. There will be days when anxiety is too high for an individual to comply with any demands. Use areas of interest to engage and motivate: Look for ways to weave hobbies and interests into work. Or send postcards home to celebrate success. Praise indirectly: Let them hear you talking about them in a positive way. Use challenges: I bet you can’t finish this work before me!” “Would you like to do X or Y first?” “Would you like to sit here or here to do your work?” This gives the illusion of control and lowers anxiety. Individuals with PDA can be hyper sensitive to tone of voice and facial clues, which can often cause them anxiety. Use phrases such as, “I wonder how we might…….”, “I wonder if anyone can do this?”īe aware of your facial expressions. Also remember that sometimes anxiety stops individuals with PDA doing the things they want to do as well as the things they don’t. If you always consider the anxiety rather than the behaviour you are more likely look for solutions and try to help. Remember that ANXIETY is what drives the behaviour of an individual with PDA. The following strategies can be helpful when supporting children with PDA: There is also a significant impact on the rest of the family when a child has PDA.Īlthough it is recognised by many as being an autism spectrum condition, individuals with PDA do not respond well to traditional autism strategies and far more flexible approach which allows the individual with PDA to believe they are in in control is far more effective. Often have sensory issues – noise, touch, brightness etcĬhildren with PDA are highly complex and often display behaviours which are very challenging to those around them. ![]() Unable to follow routines if set by others.Can behave very differently at school /college to home.Unaware of impact of behaviour on others.May have a panic attack or meltdown if highly anxious – these may result in aggression towards others.May take on the persona of others, i.e.Can be over familiar with adults and peers.Often hypersensitive to other’s voices, facial expression etc.Often more comfortable with adults than children.Parents often describe a “Jekyll and Hyde” personality.Obsessive behaviour, often focussed on people, either loving or loathing them.Language delay, often with good degree of catch-up.Comfortable in role play and pretend, sometimes to an extreme extent.Appearing sociable, but lacking depth in understanding.Resists and avoids the ordinary demands of life.These are the characteristics of Behaviour Associated with PDA Children with PDA often behave very differently in different settings and it is often hard for parents to get a diagnosis as many professionals are unable to diagnosis it without clear autistic traits. PDA is a complex autism spectrum condition which is best described as an “ Anxiety Based Need to be in control” Children with PDA still have significant difficulties associated with the Triad of Impairment, however, they are highly skilled at avoiding demands and masking their difficulties. Hope the strategies in this article helps….Thanks Concept training Limited. Increasingly Parent/Carers tell us of the difficulties they have managing their young person displaying PDA. ![]()
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