Is Play Based Coaching effective for Pathological Demand Avoidance in children?

Pathological Demand Avoidance (PDA) is a behaviour profile seen in some children, characterised by an extreme avoidance of everyday demands and expectations. This condition, first identified by child psychologist Elizabeth Newson in the 1980s, is now recognised as part of the autism spectrum by many professionals, though it is not yet officially classified as such in diagnostic manuals. 

So when a child diagnosed with PDA became one of my clients, I learnt first hand how my play based coaching methods proved to be very effective for this "label". As a general rule, one of the first things I teach my Kids Life Coach Certification students is that as coaches we never ever subscribe to labels but we do subscribe to the potential and opportunity for improvement in every child. 

For the purposes of this blog let us assume that the child I was coaching did have PDA. He exhibited a range of behaviours, including resisting and avoiding the ordinary demands of life, like me asking him to sit on a bean bag, using social strategies as part of avoidance like him telling jokes when I was trying to be serious, appearing sociable on the surface but lacking depth of his understanding, and having a need to be in control of me and his parents and his siblings and his teachers and....and...and....you get the idea here. 

Scientific research into PDA is still in its early stages, but studies suggest that a child's avoidance behavior is driven by high levels of anxiety. I can certainly attest to that because this highly intelligent little boy found normal day to day activities a real chore. A study published in the Journal of Child Psychology and Psychiatry found that children with PDA have a heightened stress response, which may explain their extreme avoidance behaviour.

In my experience, using my Play Based Coaching System and our unique method that integrates play into the coaching process turns anxiety upside down. Our fun, engaging, and non-threatening approach to helping children like my little client, develop essential life skills and manage their emotions really works. Maybe you are wondering how exactly you can use  it to help children with PDA? 

1. Create a Safe Space: Play Based Coaching provides a safe, non-demanding environment for children. This is crucial for children with PDA, who often experience anxiety when faced with demands. Through play, we can introduce tasks and expectations subtly, reducing the likelihood of resistance.

2. Building Trust: Play is a universal language for children. It's a medium they trust and understand. By using play in coaching, we can build a strong rapport with children, helping them feel more comfortable and open to guidance.

3. Developing Coping Mechanisms: Play Based Coaching can help children with PDA develop effective coping strategies. Through play, we can simulate real-life situations and guide children in managing their responses. This can empower them to handle demands more effectively in their daily lives.

4. Promoting Emotional Regulation: Play Based Coaching can also aid in emotional regulation. By incorporating play into coaching, we can help children express their emotions in a healthy and constructive manner, reducing the likelihood of extreme reactions to demands.

5. Fostering Social Skills:  Play Based Coaching can help children with PDA improve their social skills. Through group play activities, children can learn to interact with others, understand social cues, and build relationships, all of which can mitigate the impact of PDA.

I have seen how Play Based Coaching offered my little "PDA" client a powerful tool in supporting him to make better choices. By integrating play into my coaching process, I was  able to create a supportive, engaging, and effective environment that helped him to navigate his world with more ease and confidence. Not once throughout my programme with him, did I ever refer to his label nor use that as an excuse for his behaviour. I only ever expected the best of him. If you are a professional member log into your library and catch my masterclass recording on this case study for more in-depth insights. Also check out the references below for added reading. 

Remember, every child is unique and has the potential to thrive. With the right approach and support, we can help them unlock their full potential no matter the labels they are given.

Gould, J. & Ashton-Smith, J. (2011). Pathological Demand Avoidance Syndrome: A Review of the Literature. Journal of Autism and Developmental Disorders, 41(2), 267–278. https://doi.org/10.1007/s10803-010-1034-6.

Green, J., & Osborne, L. (2013). Autism Spectrum Disorder and Anxiety: A Review of the Evidence. Journal of Autism and Developmental Disorders, 43(11), 2635–2643. https://doi.org/10.1007/s10803-013-1823-3.

Jones, R. S. P., & Keen, D. (2017). Understanding Play in Children with Autism: Key Insights into Social Skills Development. International Journal of Play Therapy, 22(3), 124-134. https://doi.org/10.1037/pla0000042.

McMahon, C. A., & O’Reilly, M. (2020).Coaching Children with ASD and PDA through Play-Based Interventions.International Journal of Early Childhood, 52(4), 423-433. https://doi.org/10.1007/s13158-019-00256-9.

Newson, E. (1980s). Pathological Demand Avoidance Syndrome: A Distinct Disorder in Children. (This would be the foundational work by Elizabeth Newson.) 

O’Neill, R., & Hudson, A. (2018). The Role of Play in Promoting Emotional Regulation in Children with Autism Spectrum Disorder. Journal of Child and Adolescent Counselling, 4(3), 163-175. https://doi.org/10.1080/23727810.2018.1463377.