What is Persistent Drive for Autonomy (PDA)?
PDA stands for Persistent Drive for Autonomy or Pervasive Demand for Autonomy. You may also hear it called Pathological Demand Avoidance—a term first used in the 1980s by UK developmental psychologist Elizabeth Newson. While that original name is still used in research and global advocacy, many families and professionals now prefer the term PDA profile or Persistent Drive for Autonomy, because it emphasizes autonomy and agency rather than pathology.
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PDA is not a standalone diagnosis. Instead, it’s a profile—a specific way that neurodivergent traits can present, most often within autism. That means someone with PDA traits may also have sensory differences, autistic communication styles, or other patterns linked to autism, even if they don’t meet full diagnostic criteria.
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At its core, PDA is about how someone responds to perceived demands—not just tasks or chores, but anything that feels like an expectation. These demands may trigger intense distress, even when the child wants to comply or knows how to do the task. The more they feel out of control, the stronger this reaction may be.
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At The Neurodevelopmental Collective, we recognize PDA as a valid neurodivergent profile. We assess it as part of a comprehensive evaluation and offer support strategies aligned with your child’s unique regulation needs.
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How PDA Can Show Up
Children with a PDA profile often want connection, learning, and success. But when something feels like a “have to,” it can feel unbearable—even if it’s something they enjoy.
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PDA can show up as:
Refusing or avoiding even simple requests (like getting shoes), which may quickly feel like a power struggle.
Avoiding tasks through humor, distraction, negotiation, or pretending not to hear
Needing things to feel collaborative—not controlled
Masking or complying in one setting (e.g., school), then melting down at home
Seeming highly capable in some settings and shut down or reactive in others
Withdrawing or freezing when overwhelmed
Having strong ideas and preferences, and resisting being told what to do
These patterns are not about control—they reflect a child’s need to protect their autonomy when things feel unpredictable or overwhelming.
What’s Going On Underneath
When children with PDA feel a demand coming—even one that’s small, expected, or internal (like brushing teeth or starting homework)—their nervous system may respond with FFF: Fight, Flight, Freeze, or Fawn. This is not a choice. It’s a stress response.
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You might see:
Fight
yelling, hitting, “No, I’m not doing that!”
Flight
hiding, running away, shutting down
Freeze
blank stares, non-responsiveness, immobility
Fawn
appeasing others to avoid conflict, masking distress
These reactions often look like defiance or avoidance—but they are signs of a child who feels emotionally unsafe or out of control in the face of a demand.
PDA and Burnout: What’s Really Happening
Burnout happens when expectations stay high, but a child’s internal capacity is running low. This might look like:
Explosive outbursts after school or transitions
Seeming fine in one setting (like school) but unraveling in another (like home)
A sudden loss of skills or increased anxiety
Emotional exhaustion that doesn’t go away with sleep or downtime
It’s not about taking control—it’s about protecting a sense of autonomy in a world that often feels overwhelming or unpredictable.
Think of your child like a battery
Every demand—getting dressed, answering a question, switching activities—uses a bit of their battery. Some days, they start off with a full battery, and things go smoothly. Other days, they may wake up already running low—and even small requests feel like too much.
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When their battery drains completely, they may hit shutdown or meltdown mode—not because they’re unwilling, but because their system can’t recharge quickly enough
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Burnout is a signal that a child’s internal resources are depleted. Supporting autonomy, reducing pressure where possible, and offering connection helps them recover and recharge their system—and build resilience over time.
What Helps
Traditional behavior plans or sticker charts often backfire. They add pressure, can erode trust, and focus on surface behavior instead of underlying needs.
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Instead, support should be based on safety, collaboration, and connection:
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Collaborative & Proactive Solutions (CPS) by Dr. Ross Greene
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Co-regulation and autonomy support
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Previewing and narrating instead of directing
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Creative workarounds (e.g., turning a task into a game)
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Reducing unnecessary demands—but not going fully “no demand”
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Allowing choice wherever possible (small decisions can preserve autonomy)
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Rest periods and recovery when capacity is low
The Neurodevelopment Collective offers CPS-based therapy services. Learn more about our Virtual Therapy Services.
PDA as Part of Autism
Persistent Drive for Autonomy (PDA) is not a separate diagnosis. It is best understood as a profile within autism—a way some autistic traits show up in daily life. Children with a PDA profile may also experience sensory sensitivities, unique communication styles, strong interests, or a deep need for predictability.
PDA is often misunderstood as oppositional behavior. Sometimes it is even confused with Oppositional Defiant Disorder (ODD). We do not use ODD as a diagnosis at The Neurodevelopmental Collective because it overlooks what is really happening. PDA behaviors are not about being defiant. They are nervous system responses to feeling overwhelmed or losing a sense of control.
Seeing PDA as part of autism changes the story. It allows us to focus on safety, collaboration, and trust instead of punishment or compliance. It helps families and schools respond with empathy and flexibility. Most importantly, it affirms that children with PDA are not “difficult”—they are communicating what they need in the moment.
How The Neurodevelopmental Collective Can Help
We offer:
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Comprehensive evaluations that consider demand sensitivity and neurodivergent profiles
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Collaborative and Proactive Solutions (CPS)-based therapy
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Resources for school collaboration and accommodations (including for PDA)
You’re not alone—and your child’s unique brain deserves understanding and support.