Pathological Demand Avoidance: symptoms but not a syndrome

Green, Jonathan; Absoud, Michael; Grahame, Victoria; Malik, Osman; Simonoff, Emily; Couteur, Ann Le; Baird, Gillian

doi:10.1016/s2352-4642(18)30044-0

Cited by 42 publications

(52 citation statements)

References 32 publications

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“…As diagnostic categorisations started to be viewed as heterogeneous with regards to education support needs (Norwich and Lewis 2005;NCSE 2014), doubts emerged regarding the reliability and validity of disability categories and their use in resource allocation (Desforges and Lindsay 2010; Department of Education and Skills 2016). For example, 70% of young people diagnosed with autism were also diagnosed with at least one comorbid condition, while 41% were diagnosed with two, leading to significant diversity of presentation within the autism diagnosis (Green et al 2018). A lack of precision in the allocation of resources was seen to compound inequalities and waste within the system (Department of Education and Skills 2016).…”

Section: New Funding Model: Special Education Teaching Allocationmentioning

confidence: 99%

Special education reforms in Ireland: changing systems, changing schools

Kenny

McCoy

Mihut

2020

International Journal of Inclusive Education

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Ireland has a distinct and complex history regarding the education of persons with special educational needs (SEN) and in its approach to inclusion. Special and general education largely developed in parallel and separately. As recently as the 1990s, legal actions by parents seeking educational rights for children with severe disabilities prompted appropriate provision for these students and a shift towards inclusive schools. The Education for Persons with Special Educational Needs (EPSEN) Act set out important changes although not all implementedfollowed by a series of changes in resource allocation, culminating in the removal of the requirement for students to be diagnosed in order to access supports. International evidence suggests that resource allocation based on learners' profile and SEN diagnosis have been linked to the overidentification of SEN students. Ability to pay for private assessments has also been shown to exacerbate inequality in Ireland and beyond. We examine how Ireland's policy changes are impacting on schools and students, drawing on emerging evidence. We consider concerns over the adequacy of teacher professional development, the intended and potentially unintended consequences from a process of 'domestication' at the school level and ultimately whether the changes are accompanied by sufficient and appropriate accountability measures.

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Section: New Funding Model: Special Education Teaching Allocationmentioning

confidence: 99%

Special education reforms in Ireland: changing systems, changing schools

Kenny

McCoy

Mihut

2020

International Journal of Inclusive Education

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“…Many participating parents had a particular interest in extreme/"pathological" demand avoidance (PDA), a profile purportedly linked to anxietydriven avoidance of routine demands in ASD, which has stimulated considerable interest and debate in the UK (see e.g. Green et al 2018;. The PDA-concept involves a formulation of avoidance behaviour that emphasizes child anxiety as the driving factor and, therefore, likely impacts parental cognitions regarding what is at the root of their child's difficulties.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Parenting Goals: Links with Parenting Strategies in Caregivers of Children with Autism Spectrum Disorder

O’Nions

Happé

Segers

et al. 2020

Adv Neurodev Disord

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Objectives Parenting goals describe the outcomes that parents aim for when interacting with their child. They have received little attention in research with caregivers of children with autism spectrum disorder (ASD). The present study explored different types (dimensions) of parenting goals reported by caregivers of children with ASD, investigated links between these parenting goals and child characteristics, and explored whether parenting goals were linked to reported use of particular parenting strategies. Methods Data from 161 caregivers of children with ASD aged 7–18 years revealed two goal dimensions: “Norm Adherence Goals” (i.e. the perceived importance of the child cooperating with the parent, respecting their authority, and behaving well in public); and “Autonomy Support and Relationship Goals” (i.e. the perceived importance of promoting the child’s resilience, wellbeing, and the quality of the parent-child relationship). Results Parents who reported that norm adherence goals were particularly important to them were more likely to endorse parenting strategies such as setting rules, using rewards, and giving punishments. These parents also reported using less “Accommodation” (e.g. making allowances for their child, being flexible, avoiding triggers). Autonomy support and relationship goals were very strongly endorsed by nearly all parents, and we therefore could not find strong links between the importance of these goals and parenting strategies. Conclusion These findings suggest that parenting goals might be importantly linked to parenting strategies and could be considered in personalizing interventions in clinical practice. Given that parents’ cognitions about their child’s behaviour and their role as parents likely interact with and influence their parenting goals, we argue that future research should investigate parenting goals, cognitions, and behaviours in parallel.

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“…Often, behaviours perceived as challenging serve a purpose for the child or young person, such as producing sensory stimulation, attracting attention, and avoiding demands 3. Some behaviours may be a form of communication which needs to be understood.…”

Section: What You Should Covermentioning

confidence: 99%