Support Children With PDA and ODD: Challenges and Insights (Episode 280)

SUPPORTING CHILDREN WITH pda and ODD
CHALLENGES AND INSIGHTS

Mother Shares Lived Experience

Discussed in this Episode:

✅ Avoiding triggering words by using alternative language
✅ Creating before school transition routines (5-minute basketball/scooter time)
✅ Providing food and drink immediately after school for regulation
✅ Allowing comfortable clothing adjustments (thongs for after school)
✅ Using “loving push” approach without excessive pressure
✅ Offering choices while providing clear direction
✅ Creating safe spaces from emotional release
✅ Making accommodations for sensory challenges (headphones for music class)
✅ Using gradual exposure through bathroom visits without pressure
✅ Decorating bathroom with special interests (diggers on walls)

Pathological Demand Avoidance (PDA) in the Classroom: Understanding and Teacher Strategies for Educators

More information & Enrol now in 2 Hour PDA Course

More information & Enrol now in 2 Hour PDA Course

Download ‘Laura Kerbey’s 10 top tips for supporting students with pda’

10-Top-Tips-for-Supporting-Students-with-PDA copy

CLICK HERE To Download!

“PDAers need to be given autonomy as they need to feel that they are self driven. We need to let them be self driven, and there to support and guide when the need it.”

More information & Enrol now in 2 Hour PDA Course

For more tips, check out the ‘PDA and ODD Hub‘ for more resources you can use in the classroom

Click Here

Great Resources to Understand and Support children with PDA

Sue Larkey Books

Showing 16–21 of 21 resultsSorted by popularity

_{Are you?}

_{Passing on a student with Neurodiversity to another educator next year}
_{Do you know a student who will be changing teachers, classrooms, or school settings in 2026}
_{Planning your staff, classes for 2026}

_{Now is the time to prepare for 2026.
By joining my course, you will get the knowledge, skills and strategies to set yourself and your students up for success in 2026.

If there's even a remote possibility of having a child with Neurodiversity in your classroom next year, join me to prepare now.

Training in the first term often presents challenges:}

_{Don't want a day out for training when setting up class at the start of the year.}
_{Students with neurodiversity may start off dysregulated because the necessary structures and strategies are not yet in place.}
_{Educators find themselves playing catch-up while addressing 'behaviours'.}
_{Many educators feel overwhelmed.}