The PDA Accommodations Library
While general autism accommodations often focus on structure, routine, and clear instruction, PDA accommodations must prioritize autonomy, flexibility, and anxiety reduction.
In many cases, standard autism strategies (like rigid visual schedules or reward charts) can actually trigger PDA anxiety, making the behavior worse.
I. Language & Communication
1. Use of Declarative Language
Staff will predominantly use declarative language (statements of fact, observations, or 'I wonder' statements) rather than imperative language (direct commands, questions, or demands).
Often relies on clear, direct commands (e.g., 'Put on your coat').
Direct commands trigger the threat response. Declarative language invites collaboration without pressure (e.g., 'I notice it’s cold outside; I’m going to grab my coat').
Reduces the perception of a 'demand,' lowering cortisol levels and allowing the student to initiate the action themselves, preserving autonomy.
2. Depersonalized Demands
When rules must be enforced, attribute the 'demand' to an inanimate object, a sign, or 'the system' rather than the teacher's personal authority.
It removes the interpersonal power struggle. The teacher remains an ally rather than an enforcer.
3. Extended Processing Time (Wait Time)
After presenting an idea or option, staff must wait (sometimes 10+ seconds) without repeating the prompt or adding pressure.
Often used for cognitive processing.
Used for emotional processing. The child needs time to quell their initial 'No!' fight-or-flight reflex before they can logically consider the request.
II. Schedule, Structure & Flexibility
4. Visual 'Menus' Instead of Rigid Schedules
Instead of a fixed timeline (9:00 Math, 9:30 Reading), provide a 'Menu of Tasks' that must be completed by the end of a block, allowing the student to choose the order.
Thrives on rigid, predictable 'First/Then' schedules.
Rigid schedules feel like a cage. 'First/Then' is often perceived as a threat/bribe. Choice provides the necessary sense of control.
Maintains academic expectations while granting the necessary autonomy to lower anxiety.
5. The 'Opt-Out' or 'Safe Exit' Clause
The student is explicitly allowed to opt out of an activity or leave the room to a designated safe space without asking for permission (e.g., using a pass system) if they feel a meltdown approaching.
May need permission/prompting to take a break.
The requirement to ask for permission is a demand in itself. Knowing they can escape often reduces the anxiety enough that they don't need to.
Reduces the feeling of being trapped, which is a primary trigger for PDA panic/meltdowns.
6. Novelty & Interest-Led Modifications
Allow the student to incorporate intense interests into non-preferred tasks (e.g., writing a math problem about Minecraft characters).
Interests are often used as a reward for finishing work (First work, then Minecraft).
Interests are used as a bridge to start the work. Rewards generally do not work for PDA students because the pressure to 'earn' the reward ruins the motivation.
III. Behavioral & Social Approaches
7. Collaboration Over Compliance
(Low Arousal Approach)
The IEP goals prioritize emotional regulation and trust over immediate compliance. Staff are trained to drop demands when the student shows signs of distress.
Often uses ABA (Applied Behavior Analysis) or compliance training.
Compliance-based approaches (ABA) are frequently contraindicated for PDA as they increase trauma and masking. The focus is on co-regulation.
8. Indirect Praise
Avoid 'Good job!' or 'I'm so proud of you!' directly to the child's face immediately after a task. Instead, praise the object ('That drawing has great colors') or let them overhear you praising them to another adult later.
Often responds well to enthusiastic verbal praise and reinforcement.
Direct praise can feel patronizing or like a 'manipulation' to get them to do it again, triggering anxiety about future expectations.
Allows the child to feel pride without the pressure of external validation.
9. Peer Body Doubling / Parallel Work
Allowing the student to work alongside a teacher or peer who is doing their own work, rather than the teacher 'hovering' to supervise.
'Body doubling' provides social motivation without the direct pressure of being watched or critiqued.
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