Episode 10 - Pathological Defiant Disorder and Conduct Disorder (Double episode)

Episode 10: Supporting Students with Pathological Demand Avoidance (PDA) & Conduct Disorder

Introduction

Welcome back to Think Different Teach Better. In this episode, we will be focusing on supporting students with Pathological Demand Avoidance (PDA) and Conduct Disorder. If you listened in last time, you’ll remember we discussed Oppositional Defiant Disorder and trauma. Today’s two-part mini-episode will help distinguish these two behavioural profiles—what they mean and how we can best support students, both in school and at home.

Mini‑Episode 10A: Supporting Students with Pathological Demand Avoidance (PDA)

Segment opener

Let’s begin with Pathological Demand Avoidance (PDA), first described by Elizabeth Newson in the UK to capture children who strongly resist everyday demands—not out of defiance, but because they perceive requests as threats to their autonomy (podcasts.apple.com, en.wikipedia.org).

What PDA looks like

Children with PDA often experience intense anxiety at the prospect of complying—whether that’s beginning homework, following routine tasks, or even simple instructions. The resistance is driven by fear and a need for control, not wilful non-compliance (verywellhealth.com, en.wikipedia.org).

They might mask refusal with strategies like negotiation, role-play, or seeming compliance—sometimes quite socially adept—making PDA easy to misinterpret as ODD or deliberate defiance.

Underlying factors

It helps to understand PDA neurologically: everyday demands can trigger a fight-flight-freeze stress response, especially in autistic or ADHD-identifying individuals. Core features include emotional lability, intolerance of uncertainty, and a strong drive for autonomy (verywellhealth.com).”

Support strategies

Rather than rule-based or consequence-focused approaches, PDA responds best to a low-demand, low-arousal environment:

• Use indirect, choice-filled language: ‘When you’re ready…’, ‘Would you like to…?’
• Build routine collaboratively and invite agency.
• Avoid labelling behaviour as naughty—it’s anxiety-based, not oppositional (verywellhealth.com).”

Real-life illustrations

For instance: a student who refuses homework. Instead of insisting with ‘Do it now,’ you might say: ‘Let’s decide together when feels right for that—maybe after a drink?’ It reduces perceived pressure. Another student might interrupt you; instead of demanding they stop, invite them: ‘Would you like to share that after this activity?’ It creates breathing space.

Segment summary

To sum up: Pathological Demand Avoidance is a stress-based avoidance strategy, not sheer defiance. Supportive practice means offering autonomy, reducing demand-load, and working with PDA-informed educators like Kirsty Forbes or Raelene Dundon when possible.”

Mini‑Episode 10B: Supporting Students with Conduct Disorder

Segment opener

Next we move into Conduct Disorder, a categorically different profile — so let’s explore what it looks like and how we can respond effectively.”

Defining Conduct Disorder

Conduct Disorder, defined in the DSM‑5, involves ongoing patterns of behaviour violating social norms: aggression, theft, bullying, truancy, lying or property destruction. It’s not driven by internal fear, but by externalised trait-driven behaviour.

Presentation in students

These students may exhibit persistent aggression, bullying peers, stealing or skipping school. It often cooccurs with ADHD, especially where impulsivity is a factor. Neurologically, differences in emotional regulation and social reward systems can underlie repeated behaviour despite consequences.”

Support & intervention strategies

“Dr Nigro from Psychology Unplugged emphasises the importance of clear structure:

• Functional behaviour assessment to understand triggers
• Cognitive Behavioural Therapy (CBT) to support emotional regulation
• Social skills training and restoration-focused discipline (repair rather than punish)
• Consistent school-family collaboration to maintain unified support systems.

You need to get professionals involved and work as team with them and the parents.

Importance of early intervention

If left unaddressed, Conduct Disorder may escalate into adulthood issues—such as antisocial personality traits, legal consequences or relationship breakdowns. Early and broad support systems are key.

Illustrative case reflection

Imagine a student repeatedly bullying others. Instead of repeated suspension or exclusion, a more effective response may involve a social skills group, personalised impulse-control coaching, and restorative justice approaches to help rebuild relationships with peers. Again, being pre-emptive and proactive are key and work so much better than being reactive – i.e. suspension and explosion.

Segment summary

In summary: while students with Conduct Disorder may display outwardly defiant or aggressive behaviour, the root cause lies in externalised behaviour traits—not internal autonomy anxiety like PDA. Support means structure, restorative practice and behavioural therapy—not pressure reduction or autonomy framing.

Episode 10 Wrap-Up

Episode 10 covered two distinctly different profiles: Pathological Demand Avoidance (PDA) versus Conduct Disorder. Understanding the difference is critical—what comforts and supports one student may inadvertently trigger anxiety in another. Recognising these distinctions helps tailor school and home environments for better outcomes.

In our next episode, we will summarise Season One of Think Different Teach Better. As always, feel free to send us your questions to thinkdifferentteachbetter@gmail.com or Instagram message us @thinkdifferentteachbetter or share topic ideas and strategies, and thanks for listening. Take care!”