(REC) Practical Strategies for Individuals that fit the PDA Profile

Are you asking yourself often: Why are they saying no to things they like to do? Why won’t they choose any of the choices I am giving them, they like one of them?!

The biggest “aha” moment of my professional life was when I began to dive into the profile of “Pathological Demand Avoidance”, outlined by developmental psychologist Elizabeth Newson. By looking deeper than just the function of escape/avoidance, I was able to better understand that my learner’s heightened emotional response to ANY perceived demand was rooted in anxiety. Through defining the observable distress behaviors, I have been able to develop a repertoire of neurodiversity-affirming antecedent strategies and replacement behaviors.

Learning Objectives:

• Participants will define the characteristics and key features of the Pathological Demand Avoidance profile and its roots in anxiety, as described by developmental psychologist Elizabeth Newson.
• Participants will identify observable distress behaviors associated with PDA and explain how these behaviors differ from typical escape or avoidance functions.
• Participants will apply neurodiversity-affirming antecedent strategies and replacement behaviors to support learners with PDA in reducing anxiety and increasing engagement.

PRESENTER(S): Nicky Schneider

Nicola (Nicky) Schneider is a Board Certified Behavior Analyst (BCBA) and New Jersey Licensed Applied Behavior Analyst (LBA) with 20 years of experience working with neurodivergent individuals of all ages and skill levels. Nicky holds a bachelor’s degree in special education, a master’s degree in Applied Behavior Analysis, and a post-master’s certificate in Educational Administration. Nicky has served as a special education teacher, behavior analyst and supervisor in private and public schools, as well as a Clinical Director for insurance-based services. Nicky currently serves as a District Behaviorist for Pequannock Township Public Schools- working to infuse trauma-sensitive and assent-based practices into the classroom. In addition, Nicky provides mentorship, consultation and professional development to clinicians and schools who wish to dive deeper into neurodiversity-affirming practices. Nicky’s passion lies in empowering those she trains to encourage, support and learn from the individuals they serve. She believes that through genuine interaction, we can intrinsically create a foundation of mutual respect and cooperation. When Nicky is not supporting students, teachers or the PFA-SBT Community Facebook page, you can find her outdoors or spending time with her kitties and partner.