Methods, Curriculum Types, and State Requirements
Pathological Demand Avoidance Autism
Pathological demand avoidance or extreme demand avoidance is a proposed disorder, and proposed sub-type of autism spectrum disorder, defined by characteristics such as a demand avoidance—which is a greater-than-typical refusal to comply with requests or expectations—and extreme efforts to avoid social demands.
April is Autism Awareness Month
What is Pathological Demand Avoidance (PDA) Autism?
Pathological demand avoidance or extreme demand avoidance is a proposed disorder, and proposed sub-type of autism spectrum disorder, defined by characteristics such as a demand avoidance—which is a greater-than-typical refusal to comply with requests or expectations—and extreme efforts to avoid social demands.
Why does PDA Autism Demand Avoidance Happen?
It is evident that there is a strong correlation between persistent and pronounced demand avoidance and a strong desire for control. However, this connection is not fully comprehended and further investigation is required. Certain studies, although of low quality, have indicated that there is a link between this characteristic and the presence of anxiety as well as an intolerance of uncertainty. Individuals experiencing demand avoidance may be compelled by these factors, which are frequently observed in autistic individuals.
Educational Tips
Communication
- Use Clear and Simple Language
- Be Direct: Use straightforward language. Avoid idioms, metaphors, or sarcasm, as they may be taken literally.
- Be Specific: Give clear instructions and expectations. Instead of saying “behave,” specify what behavior you expect (e.g., “Please sit quietly”).
- Provide Visual Supports
- Visual Aids: Use pictures, charts, or written instructions to complement verbal communication.
- Visual Schedules: Create a daily schedule with images to help students anticipate what comes next.
- Give Extra Processing Time
- Pause: After asking a question or giving instructions, give the student extra time to process the information before expecting a response.
- Repeat if Necessary: Rephrase the question or instruction if the student seems confused, but avoid overwhelming them with too much repetition.
- Be Consistent
- Routine: Maintain a consistent routine to help students feel secure and understand expectations.
- Consistency in Language: To avoid confusion, use the same phrases or words for the same instructions or concepts.
- Minimize Sensory Overload
- Calm Environment: Reduce background noise and distractions when communicating.
- Non-Verbal Cues: Be mindful of your tone of voice and body language, as students with autism may be sensitive to these cues.
- Use Positive Reinforcement
- Acknowledge Efforts: Offer praise and positive reinforcement when the student follows instructions or communicates effectively.
- Specific Praise: Be specific about what behavior or action you are praising.
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