How can a diagnosis be helpful: to assess my child or not?

laura on 30/03/2024

Image source: Photo by Sebastian Pandelache on Unsplash

 

Why an assessment may be helpful?

Is your child experiencing difficulties concentrating at school, establishing and maintaining friendships, or unable to meet their academic requirements? There may be more going on for your child than simply misbehaving or not fitting in. More often than not, children are disciplined for behaviours beyond their control leaving them feeling worthless and frustrated. An assessment gathers valuable information from parents, teachers, and your child, focusing on both your child’s strengths and challenges, creating a space to better understand who they are and how they learn best.

 

What is an assessment?

In the realm of child development and education, psychoeducational assessments serve as valuable tools in understanding your child’s cognitive, academic, social, and emotional functioning. These assessments can provide crucial insights into your child’s strengths, challenges, and learning style, aiding educators, parents, and healthcare professionals in tailoring support and interventions. However, like any tool, psychoeducational assessments come with both benefits and drawbacks that merit consideration.

 

But, I don’t want to ‘label’ my child!

Whilst it can be overwhelming and upsetting for parents to learn their child may be experiencing social, emotional, behavioural, or intellectual challenges, parents should not shy away from psychoeducational assessments. Understanding their child’s diagnosis is a tool for identification rather than a limitation, is important. Receiving a diagnosis can open doors to appropriate support services and interventions, empowering both the child and parent to navigate challenges effectively.

 

Are there different kind of assessments and why do I need them?

Cognitive assessments:

Designed to measure a child’s cognitive abilities, including verbal and non-verbal reasoning, memory and processing speed. These tests provide valuable information regarding a child’s intellectual strengths and challenges. For parents, understanding their child’s cognitive profile assists in making informed decisions around educational placement and/or interventions. As for teachers, it helps guide instructional strategies and accommodations tailored to a child’s learning style and abilities, providing further supports and scaffolding within the classroom.

 

Academic assessments:

Evaluates a child’s proficiency in different academic domains, including reading, writing, mathematics, and language skills. Achievement assessments help identify the presence of a specific learning disorder that may impact a child’s academic progression, such as dyslexia or dyscalculia. Results from an academic assessment allow for goal setting to help promote a child’s academic progress, which may include access to tutoring, educational support services, or guiding teachers to tailor their approach to suit the child’s individual needs.

 

Social-emotional assessments:

Examining a child’s social capabilities, emotional regulation, behaviour, and interpersonal relationships can help identify whether there are any underlying factors that may help explain and be contributing to a child’s behavioural challenges at home and/or school. For instance, the presence of anxiety, attention deficit hyperactivity disorder or autism spectrum disorder may be the reason a child is experiencing social and emotional difficulties across different contexts. For parents, these assessments provide insights about how to foster a child’s social-emotional development. Additionally, for teachers, it allows them to implement the appropriate classroom management strategies and create a supportive classroom environment for a child to flourish and develop positive social interactions and emotional well-being.

 

Adaptive functioning assessments:

Examining a child’s daily living skills, independence, and ability to function effectively in different environments (i.e., home and school) is valuable in helping determine the best way to promote independence, autonomy, and inclusion in daily activities. Parents will have the understanding and tools that will help inform decisions about support services and transition planning for adulthood.

 

Further information

[siteorigin_widget class=”SiteOrigin_Widget_Headline_Widget”][/siteorigin_widget]
[siteorigin_widget class=”WP_Widget_Media_Image”][/siteorigin_widget]

This blog was written by Nicole Gerson – Psychologist at YMM.

Nicole completed her Masters in Educational and Developmental Psychology at Monash University. She has a passion for conducting psychological and educational assessments to better understand an individual’s strengths and difficulties. Nicole works closely with clients to help develop targeted strategies and assist each client to reach their full potential.

To learn more about Nicole, check out the “Our Team” page on our website! https://yourmindmatters.net.au/our-team/

 

Pathological Demand Avoidance (PDA): What is it? And how can we support individuals with a PDA profile?

laura on 06/03/2024

Image source: https://sunshine-support.org/resources/#infographics

What is Pathological Demand Avoidance

Pathological demand avoidance, or Pervasive Drive for Autonomy (PDA)*, is an anxiety-driven need for control and resistance to demands/expectations that threaten a sense of autonomy. Whilst everyone experiences demand avoidance at times (e.g., refusing to complete homework or household chores), for individuals with PDA, everyday demands such as “put on your shoes” or “take a shower” can cause significant anxiety and evoke extreme emotional reactions (panic attacks or meltdowns). In fact, individuals with PDA may resist demands even if it’s something that they enjoy or want to do. It is the expectation, rather than the nature of demands, that leads to a perceived lack of control. Thus, demands that may trigger PDA include:

  • Direct Demands: Instructions e.g., Brush your teeth, put your shoes on, do your homework, corrections, or discipline.
  • Indirect Demands: Praise, discussions/comments about the future, transitions, social expectations.
  • Internal Demands: Hunger, thirst or needing to use the bathroom.
  • Wants/desires: Hobbies/interests, special occasions.

*Pervasive drive for autonomy is the preferred name for many within the autistic community.

So, how do we identify individuals with a PDA profile?

Core Features of a PDA Profile

At present, PDA is not included in the International Classification of Diseases (ICD-11) or the Diagnostic Statistical Manual (DSM-5-TR) as a formal diagnosis. Rather, PDA is currently considered a profile of autism characterised by:

  • Resistance/avoidance to ordinary demands of life and use of “social strategies” to regain autonomy:
    • PDAers may employ various social techniques as a means of avoiding demands, including:
      • Distraction: Giving compliments, changing the subject, feigning injury, mimicking.
      • Excuse Giving: “My legs don’t work”, “I can’t hear you”, “I’m blind.”
      • Refusal: “NO!” “I can’t do that.”
      • Withdrawing into fantasy: “I’m a dinosaur.”
      • Controlling the actions of others around them: “You do it”, suggesting alternatives.
    • These behaviours can often be misinterpreted by others as manipulative. When distraction, control and avoidance strategies fail, anxiety levels are heightened, and distress escalates, which can lead to aggression (hitting, kicking, biting), elopement, or self-harm. It is important to note that these behaviours are not deliberate; rather, PDAers experience panic and a fight/flight/freeze/fawn response.

Image by https://www.thinkpsychologists.com.au/blog/pda-pathological-demand-avoidance/

  • Surface social communication abilities:
    • PDAers may present with less obvious differences in social communication and understanding than other autistic children. They may have strong verbal fluency and exhibit more eye contact. However, they may also struggle with understanding social hierarchy, e.g., wanting to be co-teachers or co-parents, and have a preference for being in control during play.

Other key characteristics include:

  • Intense emotions or mood swings
  • Comfort in role-playing and storytelling
  • Intense focus on interests, often directed at other people

Pathological demand avoidance can present differently depending on the setting and an individual’s capacity for demands at any one time. In school, a PDA child may refuse to start tasks or engage in distracting behaviours to avoid work. At home, they may have frequent meltdowns about routine tasks such as taking a shower or getting dressed.

So, how can we support individuals with PDA?

Strategies to Support PDA Children

It is important to understand that PDA behaviour is driven by anxiety and that PDAers respond to demands as if they are a direct threat to their safety or well-being. Thus, low arousal approaches that reduce anxiety and provide a sense of control are essential for supporting PDAers. The Pathological Demand Avoidance Society recommends an approach that is flexible, based on trust, and collaborative. This is called the PANDA approach, as outlined below.

Image by PDA Society UK

  • Pick Your Battles:
    • Minimise non-essential rules and agree on non-negotiable boundaries – Ask yourself what rules are important for the child, family or class. Prioritise rules as high, medium or low priority.
    • Allow for some choice/control by providing two options or allowing “no” as a response.
    • Provide explanations.
  • Manage Anxiety:
    • Recognise and respond to the child’s cues that they are becoming overwhelmed or stressed.
    • Reduce uncertainty.
    • Treat distressed behaviours as panic attacks and support throughout
    • Recognise that when in a heightened state, a child is not fully in control of his or her behaviour, as the emotion centre of their brain takes over.
  • Negotiate/Collaborate:
    • Keep calm
    • Proactively negotiate
  • Disguise Demands:
    • Reframe requests – Instead of using words such as “need”, “must” “wont” “can’t” or “it’s time to” try using phrases such as “is it okay with you” “how do you feel about”, “I wonder.”
    • Use declarative language, e.g., “The clothes are on the bed.”
    • Disguise demands as challenges – “I bet I can get my coat on first”.
    • De-personalise the request, e.g., “it’s the school rules.”
  • Adapt:
    • Use humour, novelty, distraction, and roleplay.
    • Be flexible and have a plan B.
  • Be cautious with rewards or praise:
    • Rewards charts can create additional demands if the original demands are not achieved. Instead, try providing spontaneous rewards.
    • Praise or encouragement can be perceived as a demand; instead, try providing praise indirectly or focusing on the process. When offering encouragement, provide choices or exit strategies.

Resources

If you’d like to learn more about PDA and how it presents, please see the following:

Websites

Books

  • Understanding Pathological Demand Avoidance Syndrome in Children: A Guide for Parents, Teachers, and Other Professionals by Phil Christy, Margaret Duncan, Ruth Fiddler, and Zara Healy.
  • Me and My PDA: A Guide to Pathological Demand Avoidance for Young People by Gloria Dura-Vila and Tamar Levi.
  • The Educator’s Experience of Pathological Demand Avoidance by Laura Kerbey

If you’re noticing patterns of demand avoidance in your child or would like some help supporting individuals with a PDA profile, please feel free to contact our admin team on 9802 4654.

[siteorigin_widget class=”SiteOrigin_Widget_Headline_Widget”][/siteorigin_widget]
[siteorigin_widget class=”WP_Widget_Media_Image”][/siteorigin_widget]

This blog was written by Michaela Hughes – Psychologist at YMM.

Michaela has a special interest in working with children and young people with a range of neurodevelopmental disorders including Autism Spectrum Disorders (ASD), ADHD, Intellectual Disability and Language Impairment.

Michaela believes in a warm, empathetic, and collaborative approach to the therapeutic process and that treatment should be tailored to the client’s individual needs. She strives to adopt a client-centred approach, drawing on a range of evidence-based treatments including cognitive behavioural therapy, play-therapy and mindfulness-based therapy.

To learn more about Michaela, check out the “Our Team” page on our website! https://yourmindmatters.net.au/our-team/

Learning Assessments: What, When, Why and How?

laura on 06/02/2023

Photo by Michał Parzuchowski on Unsplash

 

Has it been suggested that your child undergo a learning assessment? Are you unsure what a learning assessment involves or achieves? Your Mind Matters Psychology Services is here to help!

 

What are Learning Assessments?

Learning assessments, also referred to as educational or psychoeducational assessments, are assessments that explore an individual’s achievement in different areas of academia. It is a process of gathering information (in a standardised manner) to better understand an individual’s learning profile and factors that may be affecting their ability to learn. This information can then be used to inform how to help young people learn and develop their skills to their full potential.

 

When Should Learning Assessments be Completed?

There are many reasons why a learning assessment may be needed. Often, a teacher may recommend a learning assessment due to certain difficulties observed in a student’s academic performance. A paediatrician may refer a young person for a learning assessment because of behavioural concerns reported in the classroom. Parents/guardians may be querying why it is so difficult for their child to learn to read, write and/or complete maths problems. A young person may have concerns about their grades.

 

Ultimately, there is no ‘right’ time to undertake a learning assessment. However, the earlier difficulties can be identified, the earlier necessary supports can be put in place. Learning difficulties are associated with low self-esteem, and emotional and behavioural difficulties (Alesi, et al., 2014; Klassen et al., 2013). Therefore, earlier intervention can help mitigate these challenges and improve long-term outcomes for many individuals (Skues & Cunningham, 2011).

 

Why Undergo a Learning Assessment?

The benefits of completing a learning assessment can include:

  • Obtaining a better understanding of a young person’s cognitive and academic strengths and weaknesses.
  • Learning how to best support a young person’s learning through tailored strategies and recommendations.
  • Determining whether a young person has a learning disability, such as a Specific Learning Disorder (SLD) with impairment in reading (dyslexia), written expression (dysgraphia) and/or mathematics (dyscalculia).
  • Understanding if a young person is being academically challenged at school.
  • Making informed decisions regarding a young person’s education, including school placement and applying for special considerations (e.g., extra time on exams).
  • Supporting the development of a young person’s self-esteem and confidence by providing them with an opportunity to gain insight into their learning profile (and potential reasons behind their difficulties).

 

How are Learning Assessments Completed?

Learning assessments can vary depending on the individual, their needs and referral reason; however, the typical process includes:

  1. An initial intake interview with parents/guardians and the young person (if appropriate), where detailed information about the young person’s development and learning history is gathered by the psychologist.
  2. The assessing psychologist may also want to collect information from other professionals involved in the young person’s care such as teachers, doctors, school counsellors, speech pathologists, etc., as this can help provide an understanding of the young person’s functioning in different environments.
  3. A cognitive assessment, where the young person works individually with the psychologist to complete a range of tasks, including questions, puzzles, and memory activities. This assessment will provide information about how the young person thinks, solves problems, processes information and remembers.
  4. An academic assessment, where the young person works individually with the psychologist to complete a range of reading, writing, mathematics and oral language tasks.
  5. A written report that includes all of the assessment results, as well as recommendations for intervention and/or support.
  6. A feedback session, whereby the psychologist will explain the outcomes of the assessment to the parents/guardians and young person (if appropriate). This session also provides clients with the opportunity to ask the psychologist any questions about the results or steps moving forward.

 

In addition to the assessment of cognitive and academic abilities, learning assessments at Your Mind Matters Psychology Services can also include the exploration of other factors related to learning such as attention, motivation, affect, and behaviour.

 

What now?

If you have queries or concerns regarding your child’s learning, or if you would like further information regarding learning assessments (including availability), please contact Your Mind Matters Psychology Services at (03) 9802 4653. Our team of psychologists are passionate about uncovering young people’s learning potential and discovering ways to help them achieve it!

 

References

Alesi, M., Rappo, G., & Pepi, A. (2014). Depression, anxiety at school and self-esteem in   children with learning disabilities. Journal of psychological abnormalities, 1-8. http://dx.doi.org/10.4172/2329-9525.1000125

Klassen, R., Tze, V., & Hannok, W. (2013). Internalizing Problems of Adults With Learning Disabilities. Journal of Learning Disabilities, 46(4), 317–327. https://doi.org/10.1177/0022219411422260

Skues, J., & Cunningham, E. (2011). A contemporary review of the definition, prevalence, identification and support of learning disabilities in Australian schools.  Australian  Journal of Learning Difficulties, 16(2), 159–180. https://doi.org/10.1080/19404158.2011.605154

 

 

[siteorigin_widget class=”SiteOrigin_Widget_Headline_Widget”][/siteorigin_widget]
[siteorigin_widget class=”WP_Widget_Media_Image”][/siteorigin_widget]

This blog was written by Tayla Chellew – Psychologist (Educational and Developmental Psychology Registrar) at YMM.

Tayla is currently completing her PhD in Educational and Developmental Psychology at Monash University. She has experience working with individuals across the lifespan, including children, adolescents, adults and their families. Tayla enjoys supporting young people with emotional and behavioural difficulties, and has a special interest in neurodevelopmental disorders, such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD).

To learn more about Tayla, check out the “Our Team” page on our website! https://yourmindmatters.net.au/our-team/

 

A Neurodiversity-Affirming Approach: What Is It and How Can It Support Your Child(ren)?

laura on 17/01/2023

Image source: https://www.onwardsandupwardspsychology.com.au/post/understanding-neurodiversity

 

What Is Neurodiversity?

 

In recent years, the neurodiversity movement has become increasingly prominent. Coined in the 1990s by Australian sociologist Judy Singer, the concept of neurodiversity acknowledges and embraces neurological differences i.e., variations in the way in which individuals interpret, process, and learn information. Neurodiversity can be broken down into two subgroups of individuals: those who are neurotypical and those who are neurodivergent.

 

Neurotypical describes individuals who think and process information in ways “typical” for their culture.

 

Neurodivergent refers to individuals whose brain functioning differs from what is considered “typical.” This encompasses people with a range of conditions including:

  • Autism Spectrum Disorder
  • Attention/Deficit-Hyperactivity Disorder
  • Dyslexia
  • Tourette’s
  • Dyspraxia
  • Other neurological conditions

 

Image created by Jillian Enright. Source: https://medium.com/neurodiversified/what-is-neurodiversity-b0e6e902ef9a

 

 

So, what does it mean to be neurodiversity affirming?

 

A Neurodiversity Affirming Approach

In contrast to a deficits-based approach which focuses on “fixing” the impairments associated with neurodevelopmental conditions, a neurodiversity-affirming approach acknowledges that all neurotypes have unique strengths, interests, and support needs. Moreover, this approach highlights the role of the environment and societal barriers in further exacerbating challenges faced by neurodivergent individuals.

 

Traditional therapeutic approaches to working with neurodivergent individuals have focused on encouraging individuals to mask neurodivergent traits such as reducing stimming behaviours or forcing eye contact and mimicking neurotypical styles of communication. However, emerging evidence suggests that these practices can lead to shame, anxiety, depression, and reduced self-worth (Sedgewick et al., 2021). Rather than perpetuating the idea that neurodivergent individuals need to mask certain characteristics, neurodiversity-affirming practice seeks to understand and inform individuals about differences and provide adaptations and supports that affirm neurodivergent identities. Subsequently, this can lead to self-advocacy regarding accommodations within the classroom or workplace and help cultivate a sense of self-esteem.

 

So, what does this look like in therapeutic practice?

 

Neurodiversity-Affirming Therapy

The goal of neuro-affirming therapy is to embrace the uniqueness and strengths of neurodivergent children and provide them and their families with the skills, tools, and strategies to allow for improved participation within the home, school, and play environments. This may involve:

  • Seeking to understand the needs of neurodivergent children from their perspective and adapting the environment to meet these needs.
  • Understanding and respecting neurodivergent communication styles.
  • Understanding and accommodating individual sensory needs.
  • Encouraging neurodivergent rather than neurotypical listening skills.
  • Assisting in developing self-advocacy and problem-solving skills.
  • Teaching children to better understand the emotions, behaviours, and communication of other people around them, so they can better choose how they want to respond.
  • Validating children’s feelings, helping them recognize their triggers, and assisting in identifying calming strategies.
  • Recognizing the need for processing time and safe spaces.
  • Encouraging safe self-regulation skills, including stimming.
  • Adopting neurodiversity affirming language

 

Neurodiversity affirming therapy does not involve:

  • Promoting masking, loss of autonomy, or loss of personal agency.
  • Eliminating stimming behaviours.
  • Developing goals that seek to “cure” neurodivergent behaviours.

 

Neurodiversity Affirming Resources

If you’d like to learn more about neurodiversity or the neurodiversity-affirming approach, please see the following:

 

Resources for Children/Adolescents:

Books

 

Resources for Adults:

Books

 

Podcasts/Videos:

 

If you’re interested in seeking out neurodiversity-affirming support for yourself or your child or you’d like to know more information, please feel free to contact our admin team on 9802 4654.

 

References

Sedgewick, F., Hull, L., & Ellis, H. (2021). Autism and masking: How and why people do it, and the impact it can have. Jessica Kingsley Publishers.

[siteorigin_widget class=”SiteOrigin_Widget_Headline_Widget”][/siteorigin_widget]
[siteorigin_widget class=”WP_Widget_Media_Image”][/siteorigin_widget]

This blog was written by Michaela Hughes – Psychologist at YMM.

Michaela completed her Masters of Educational and Developmental Psychology at Monash University, and her Honours  at the University of Melbourne.

Michaela has a special interest in working with children and young people with a range of neurodevelopmental disorders including Autism Spectrum Disorders (ASD), ADHD, Intellectual Disability and Language Impairment.

Michaela believes in a warm, empathetic, and collaborative approach to the therapeutic process and that treatment should be tailored to the client’s individual needs. She strives to adopt a client-centred approach, drawing on a range of evidence-based treatments including cognitive behavioural therapy, play-therapy and mindfulness-based therapy.

To learn more about Michaela, check out the “Our Team” page on our website! https://yourmindmatters.net.au/our-team/

 

Copyright © 2025 All Rights Reserved, Web Design by Sites n Stores