What LCs need to know about PDA learners
PDA'ers are competent and capable when their nervous systems are regulated. They are often very bright or gifted. Usually they have special interests and are often socially motivated.
SelfDesign K-9 offers an excellent learning environment for PDA'ers.
Home education strategies
What is PDA?
How does it show up?
PDA Info sheet
PDA for teaching professionals
What you might notice (or hear about) as an LC
If you support neurodivergent learners, you are likely to be working with ND parents. You may notice that executive functioning tasks may be difficult for the parent.
- not responding in a timely manner to communication, deadlines, etc.
- follow through on tasks when setting up support providers may be wobbly.
You may notice communication differences in writing and speaking.
Extreme social anxiety & situational mutism
Difficulty with classes, lessons, structured learning
Difficulty with daily routines, tasks, and pleasurable activities
These kids often are late diagnosed ASD because they are "hard to spot"- high masking, often "too social to be Autistic"
⚠
PDA & ASD profile from PDA UK
⚠ may have previous or current diagnosis of ODD or Conduct Disorder or Generalized Anxiety
A PDA profile of autism means that individuals share autistic characteristics …
currently defined as “persistent difficulties with social communication and social interaction” and “restricted and repetitive patterns of behaviour, activities or interests” present since early childhood to the extent that these “limit and impair everyday functioning” (according to the Diagnostic and Statistical Manual Fifth Edition (DSM-5))
often including a different sensory experience in relation to sight, smell, taste, touch, hearing, vestibular, proprioception and interoception.
… and in addition:
have a need for control which is often anxiety related
are driven to avoid everyday demands and expectations (including things that they want to do or enjoy) to an extreme extent
tend to use approaches that are ‘social in nature’ in order to avoid demands
present with many of the ‘key features’ of PDA rather than just one or two
tend not to respond to conventional parenting, teaching or support approaches
Parent's words to LC's
Extreme separation anxiety- may not be able to be without parents for even short amounts of time. Parents are usually the external regulation system for child. May seem co-dependent.
Refusal or extreme difficulty to engage in any parent/adult directed learning ⚠ activities like Core Compentency Reflections can be nearly impossible for PDA learner
Refusal to leave the house
If they've come from a school environment, they(parents and kids) likely have school-based trauma
Typical parenting techniques (and ABA style intervention) don't work and usually exacerbate child's disregulation Parents have likely been blamed for their poor parenting. Parents maybe very averse to getting support providers in place due to this
Child may want to do activities & lessons etc but are unable.
You may see numerous "wasn't the right fit" or stops and starts.
Finding & keeping support providers can be a gargantuan task!
Parents may be using "low demand approaches" which to the untrained eye may look like "noodle" or permissive parenting.
Low Demand
PANDA
parental burnout
Learning is going to look even more different than maybe expected as an LC for a self-directed online school. It will likely have an unschooling vibe, with peaks and troughs of activity.
There may be challenges related to academic performance that are hard to tease apart from other possible learning challenges. This will require creative support and flexibility.
Parents of PDA students may be excited about subscriptions and the like, but find their student does not engage with any of them, or the reverse, engagement may kick off at an unexpected or inconvenient time (eg past deadlines).
what works once may not work a second time
extreme screen/technology use- PDA'ers often find that digital experiences are the only activity that help them stay regulated.
PDA: Pathological Demand Avoidance
Pervasive Drive for Autonomy
Observing for Learning
Parents may find it difficult to provide deep Observing for Learning because their PDA'er may not be able to engage in reflection or discussion about their learning.
Parents need to use copious amounts of social/relational currency to "get their kid to do things"
Learners may refuse entirely to participate in Observing for Learning. Even knowing that there is an Observing for Learning or DC may cause meltdown/disregulation
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It takes strength and dedication.
The domino effect for all, especially the student can be devastating.
Without effort of educating LC self on PDA will bring more than failure.
There are groups/ dedicated to supporting and understanding the ins and outs of the intricate PDA mind.
Read EVERYTHING you can about PDA.
Commit to the school year with the PDAer. If the ability is not their for this necessary dedication, this will not only disrupt the students flow of learning, it will also shatter every morsel of their confidence that all have worked years to help build.
The PDAer must trust.
Build rapport no matter how long it takes with caregiver and if lucky enough to engage with the student build rapport as well.
Suggest retaining support when LC feels most defeated especially when they are doing their utmost when things don't go as planned.
Help them through that process and watch your students soar. In their own time. Their own way.
Without emotional well-being there is no moving forward.
All of these things and more must be and are of utmost importance in a necessary de-escalation process especially if they are 1st year SelfDesign students.
Know that most PDA students are utilizing SelfDesign as they've likely experienced brick & mortar school trauma (among other traumas, low self-esteem, a strong drive for autonomy).
Remember there is a lesson in everything we or our child processes daily.
Understand that protocol on the caregiver's end, cannot always follow through as expected.
Keep in mind a PDAer can, may & will feel threatened if there caregiver is on a call, zoom or other form of communication with LC.
Keep in mind what works once, may not work the next time.
LET THE CHILD LEAD. Use subtle guidance. Never say "no". Never say they "must".
It's the only way for success for all involved.
-when they feel exhausted in changing their lens...keep at it. It's not easy and takes patience (likely more than with any other client?)
Advice for LC's learning about the PDA experience.
variable and inconsistent "performance levels" or engagement in preferred activities
Using LI budget with fall-centric planning can be tricky
IEP budget
many PDA learners can not use traditional learning materials and rely heavily on resources such as subscription kits
Many PDA'ers love games and with support enjoy playing. Being able to purchase games with IEP budget would be beneficial
perfectionism
reluctant to need help to learn even when self-directed
very sensitive to even perceived correction/criticism
Low arousal learning
strewing
game based learning
informal & conversational
interest-based
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Children with PDA profiles have unique learning styles. Their profiles are often spiky, making traditional methods and curriculums ineffective. These methods often trigger high levels of anxiety and stress, shown through stress behaviours like resistance, defiance, or aggression.
Instead, they need self-directed education prioritizing nervous system safety, connection, respect, and regulation. Letting go of rigid standards and embracing a flexible, individualized approach is crucial. As Naomi Fisher emphasizes, "These children open up new ways of living and challenge us to do better."
Educators should strive to learn about neurodiversity and the neurodiversity movement, understanding that these children are not defined by deficits but by their unique wiring, which requires a different approach to learning and living.
Parental Support
Parents of children with PDA profiles play a central role in providing emotional support to their children and creating opportunities for self-directed learning. Often, they are the only person a child will interact with, and the child may project a lot of anxiety onto their primary support person. This can obviously be an emotionally taxing responsibility.
As online teachers, you can be a valuable part of their support network. Practice radical acceptance by acknowledging the challenges they face. When parents are raising children with high levels of anxiety and stress, the parents will also likely be experiencing high levels of anxiety and stress - due to neuroception and attachment. I want you to please be sure to believe in their efforts and capabilities and offer your time to listen without providing advice. Small gestures of support can go a long way in building a village of support.
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