What is PDA?
Understanding Pathological Demand Avoidance
(Pathological Demand Avoidance/Persistent Drive for Autonomy)
PDA is an acronym that stands for Pathological Demand Avoidance, or as many prefer, Pervasive Drive for Autonomy. PDA was identified in the UK in the 1980s by Elizabeth Newson and has recently received more attention in the US and Canada since PDA North America was established in March 2020. Many view it as a profile of autism, with some recent studies linking it to ADHD as well as other neuro-developmental conditions. We are hopeful for more high quality, peer-reviewed, unbiased research to better understand PDA.
PDA children and adults avoid everyday demands using ‘social strategies’ as part of the avoidance, have a strong need for autonomy and control, require unique supports and are socially oriented. These highly stress-prone individuals are often not recognized as autistic, are deeply misunderstood and in need of support.
Many families, educators, and therapists are unfamiliar with PDA, and it is often misunderstood or misdiagnosed. Since PDA is not recognized as a distinct diagnosis in the DSM-5 or the ICD-11, many professionals lack awareness or a clear understanding of it.
Our free 10-page guide on PDA aims to provide a deeper insight into PDA and offer practical strategies for supporting and accommodating individuals who experience it.
We view PDA as a nervous system difference. We believe the strategies outlined in the 10-page guide can be effective for anyone with a sensitive nervous system, not just PDA individuals.
PDA Traits
High anxiety and a fundamental need for control
Resisting and avoiding the everyday demands of life like eating, drinking, sleeping, toileting
Using social strategies as part of everyday avoidance (“My legs don’t work!”)
Avoidance even of things they like and want to do
Experiencing changes in mood and impulsivity due to hyper-vigilance, sensitivity, andintensity of emotions
Lower thresholds of tolerance for everyday tasks/activities
Appearing sociable but lacking some understanding or skills in navigating situations orrelationships
Rewards and consequences feel like pressure, and generally backfire
Difficulty complying with requests of others
Enjoying pretending and role play
Not appreciating hierarchy or age differences
Seeming very interested in social interactions
Sometimes acting very differently in different environments
Appearing dominating and controlling, especially when feeling anxious
Charismatic and engaging when they feel secure and in control
Seeming callous, but feel deeply but may be oblivious of their impact on others
Sensory differences
Lack of Interoceptive awareness
Obsessive traits (PDAers obsessions are often on people vs. things) and can have strong interests
May focus on details instead of the big picture, including less important details
Struggles with emotional regulation anxiety
Often does not mind eye contact
Behavior is communication
Many PDAers have adaptive social skills with blind spots
Enjoy spontaneity
Dislike most routine
Rewards, including praise, can feel threatening
PDAers can be unorthodox and imaginative
May have expressive empathy
Triggers can be both predictable and unpredictable
Things we believe about PDA:
Not all demand avoidance is PDA
PDA is currently not a stand-alone diagnosis (Haire, 2024)
PDA people share similar characteristics but each person is an individual and it’s not a one-size-fits-all approach
There are internalized & externalized presentations of PDA
Approaches rooted in behaviorism do not work for most PDAers and can make things worse (time outs, rewards and consequences, etc.)
PDAers’ sensitive nervous systems can easily go into fight, flight, fawn or freeze states
PDA individuals frequently ‘mask’ to fit in or feel safe, therefore teachers and professionals can easily miss that they need support, especially in educational or diagnostic settings
Avoiding demands is not a choice for individuals on the profile. It is a matter of “can’t,” not “won’t”
