![]() In my coaching and co-coaching practice, I often focus on what Forbes terms “suspension of disbelief.” Humans have a tendency to assume that they can read the intentions of others by relating it to their own behaviours. If we continue on this path of monotony, and there are emotional experiences associated with it such as dread or boredom, the task then becomes a threat which the brain seeks to avoid at any cost.” If the PDA brain does the same thing over and over, it becomes monotonous and ends up being a demand which is where resistance comes in. Many of us work best for ourselves or in roles with varying tasks to keep the brain on its toes. It can’t be rewarded or punished away, which is why it’s best accepted as a neurobiology that requires radical acceptance. ![]() Directive, instructional language is to the PDA brain as peanuts are for the anaphylactic. Using language of possibility and choice rather than being too directive or instructional, and allowing the person to work in a collaborative, equal means so that respect and connection is paramount. Keeping an open mind, exploring possibilities and options with the PDAer, but mostly allowing for as much autonomy and opportunities for self-directed tasks and learning as possible. ![]() As humans, we tend to be completely fixated on behaviour-the outer expression of a person, and we make many assumptions about the behaviour without further exploration. PDA behaviour may "look" like the behaviour of another person but indicate something completely different. But even before that, suspension of disbelief. I asked Forbes what she thought we could do to better support PDA colleagues at work? She said “Understanding. Disability inclusion is not only about practical accommodations like ramps, video captions and quiet spaces, it must also be about changing attitudes that teach us to assume the worst when we find someone’s behavior challenging. It’s an aspect of the social model of disability that is so important to keep focus on. Many people go their lives not knowing they are PDAers and just label themselves as lazy, stubborn, defiant, insubordinate, pathological procrastinators and worse”. PDA expression can be anything from never placing ourselves in a position of vulnerability, to completely avoiding anything that is not on our terms. That is, how well understood, supported and accommodated a person is in their environment. She said “For many, it can be absolutely debilitating, but this is really in alignment with the social model of disability. Since Pathological Demand Avoidance in children is usually more noticeable and more widely discussed I wanted Forbes to share more about what PDA looks like in adults. ![]() For adults it is usually being called “controlling” or “lazy”.Īs a society we are too quick to assume negative motivation and will generally interpret a PDAers actions through a neurotypical lens, when in fact we should be offering acceptance and finding ways to work through it. For children this often comes in the form of being labelled “defiant” and the response is to try even harder to make them submit to an adults control. The chapter summaries and simple activities listed throughout make this a useful tool for busy teaching staff working with PDA pupils.Forbes makes an excellent point here about the misunderstandings that can occur when someone unfamiliar with PDA encounters it. It covers key issues for children with PDA, such as sensory issues, preferred language and phrasing of demands, social skills, and recognizing distressed behaviour. The activities presented aim to make children more comfortable and at ease, and therefore better able to learn. Beginning with an introduction to PDA and how it can affect the education experience, it is then followed by thoughtful, useful strategies school staff can implement to build a collaborative relationship with pupils and help them to thrive in the school environment. This essential guide for working with PDA pupils outlines effective and practical ways that teachers and school staff can support these pupils, by endorsing a child-led approach to learning and assessment. Teacher's Introduction to Pathological Demand Avoidance: Essential Strategies for the Classroom
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