Pathological Demand Avoidance: What does the research say? Part II

Continuing the Conversation on Demand Avoidance

In my previous post, I discussed the basics of Pathological Demand Avoidance (PDA).

Pathological Demand Avoidance (PDA) is a relatively new term for service providers in the United States. PDA is a behavioral profile often manifesting as a strong resistance to everyday demands and expectations. 

Before we go any further, let's take a moment to better understand Demand Avoidance versus Pathological Demand Avoidance (PDA) (also known as Extreme Demand Avoidance and Pervasive Drive for Autonomy). 

Everyone experiences demand avoidance from time to time. Individuals may express demand avoidance by making excuses to avoid tasks, procrastinating on requests, changing the subject to distract from a demand, feigning illness to get out of something, strategically withdrawing from conversations when pressure is applied, or using passive-aggressive tactics to resist expectations; essentially, finding ways to sidestep requests or obligations that feel uncomfortable or overwhelming, even if they are not consciously trying to be defiant. These behaviors are usually not expressed through heightened, reactive emotions that may cause a disruption at home, at work, or in social life.

Pathological Demand Avoidance (PDA) often appears illogical or counter-productive, causing significant disruption to everyday functioning. Individuals expressing PDA behaviors may exhibit dramatic reactions to a request or a demand. The avoidance impulse can even stop individuals from doing things they enjoy. PDA is about avoiding the notion of a demand itself rather than avoiding the action. People avoid things that they feel they ought to do through their own personal expectations, not just things that have been asked of them.

Autistic young adults seeking employment have faced difficulties due to a number of factors such as locating & maintaining a job due to anxiety, decreased self-determination, interviewing challenges, access to transition services, lack of understanding in employers, and autism-related behaviors.   

Autistic young adults with a PDA profile may face challenges during transition to adulthood, particularly in accessing appropriate support services and achieving successful employment outcomes.

PDA Examples & Scenarios

A few examples of Pathological Demand Avoidance (PDA) behaviors an individual may exhibit include: Constantly resisting or avoiding everyday requests, using manipulative tactics to sidestep tasks, extreme procrastination, sudden mood swings when faced with demands, excessive need for control, difficulty with routine changes, appearing superficially sociable while lacking depth in relationships, and using elaborate excuses to avoid obligations, and/or stemming from an underlying anxiety about feeling controlled by others. 

Specific scenarios that might indicate PDA in an adult may include:

Work challenges 

• Consistently missing deadlines or finding ways to avoid completing assigned tasks, even if they are important. 

• Frequently changing jobs due to feeling overwhelmed by work expectations or authority figures. 

• Using elaborate excuses to explain why they cannot meet deadlines or complete tasks. 

Social situations 

• Canceling plans at the last minute, often due to perceived pressure or feeling like they are being "forced" to attend. 

• Appearing friendly and engaging but withdrawing when asked to commit to specific plans.

• Difficulty maintaining friendships due to unpredictable behavior or sudden changes in mood.

Daily life

• Refusing to do basic chores or self-care activities like showering or eating unless explicitly reminded multiple times.

• Engaging in lengthy negotiations or arguments to avoid doing something they are asked to do.

• Becoming highly agitated or emotionally distressed when presented with a direct request, even if it is simple 

Coping mechanisms

• Using humor or distraction tactics to deflect attention away from demands 

• Appearing overly agreeable initially but then finding ways to sabotage or undermine plans later on 

• Engaging in impulsive behavior to avoid focusing on responsibilities

What Does The Research Say?

Now, let’s dive into what current research reveals about this challenging area, and what it means for those who experience it, as well as those who support them.

Understanding the Nuances of PDA

Recent studies highlight that PDA isn't simply about being "defiant" or "non-compliant". It's rooted in anxiety and a need to control situations. Research shows that individuals with PDA often experience:

• Pervasive anxiety: This anxiety significantly impacts how they navigate daily life and demands.

• Bidirectional social challenges: Interactions with others can be particularly challenging.

• Difficulties negotiating life demands: The everyday expectations of life can become overwhelming.

• Extreme mood variability: Switching between seeming cooperative and highly resistant quickly.

One study found that individuals with PDA displayed comparable levels of autistic traits and peer problems to those with autism spectrum disorder (ASD). However, their emotional symptoms exceeded both the ASD group and a group with conduct problems and callous-unemotional traits. This underscores the intense emotional experience that underlies demand avoidance.

It's vital to move beyond labeling behaviors and instead try to understand the drivers behind them. What might look like stubbornness is often a response to feeling overwhelmed. One study highlighted the need for trust and safety in creating a supportive environment for those with PDA.

Implications for Transition Services and Beyond

Current research sheds light on areas that may be affected in young autistic adults with a PDA profile:

• Transition Services: For young adults on the autism spectrum, those with PDA traits may struggle with the transition to adulthood and independent living. Transition service providers should be aware of PDA, as this will help them support clients with or without a formal diagnosis.

• Employment: The ability to learn and use daily functioning skills are key to employment success, and this may be exacerbated by PDA traits. Additionally, autistic individuals may struggle with impression management during interviews, which can further impact employment outcomes. Transition service providers should focus on interventions that address self-determination, impression management, and strategies for effective job interviews.

• Assessment Tools: It is useful for providers to have reliable tools to identify PDA traits. For example, the Extreme Demand Avoidance Questionnaire—Adult version (EDA-QA) is a self-report measure that can be used in initial assessments.

• Intervention: A need for effective intervention and support strategies. Interventions that support trust and safety are highly individualized and flexible. These interventions should also include assessments and interventions to target underlying anxiety.

Looking Ahead

Current research highlights the need for increased awareness and understanding of demand avoidance. It is important to recognize that:

• Behaviors are not random; they are often an attempt to cope with overwhelming situations.

• A focus on anxiety can significantly help.

• Individualized, flexible support systems are the most effective.

• Low demand parenting, education, and work environments assist in gaining the trust and self-determination often lacking in individuals exhibiting PDA behaviors.

Current studies also highlight a need for more research into effective interventions for PDA, and on how PDA impacts life outcomes. This is particularly important during transitions, such as from high school to adulthood and employment. 

What are your experiences with demand avoidance? Share your thoughts in the comments below!

My next blog post will highlight a scale that measures PDA traits in children aged 5 to 17 years old. I will also talk about a scale that measures PDA traits in adults.

References

Egan, V., Bull, E., & Trundle, G. (2020). Individual differences, ADHD, adult pathological demand avoidance, and delinquency. Research in developmental disabilities, 105, 103733. https://doi.org/10.1016/j.ridd.2020.103733

Kenny, N., & Doyle, A. (2024). A phenomenological exploration of the lived experience of adults experiencing pathological demand avoidance. Neurodiversity, 2. https://doi.org/10.1177/27546330241277075

O’Nions, E., Viding, E., Greven, C. U., Ronald, A., & Happé, F. (2014). Pathological demand avoidance: Exploring the behavioral profile. Autism, 18(5), 538-544. https://doi.org/10.1177/1362361313481861

Scott, M., Milbourn, B., Falkmer, M., Black, M., Bӧlte, S., Halladay, A., Lerner, M., Taylor, J.L., & Girdler, S. (2019). Factors impacting employment for people with autism spectrum disorder: A scoping review. Autism, 23(4), 869-901. https://doi.org/10.1177/136236131878778

White, R., Livingston L., Taylor, E., Close, S., Shah, P, & Callan, M. (2023). Understanding the contributions of trait autism and anxiety to extreme demand avoidance in the adult general population. Journal of Autism and Developmental Disorders, 53(7), 2680–2688. https://doi.org/10.1007/s10803-022-05469-3

Demand Avoidance: What is it & how could it be pathological? Part I

 

What is it?

Pathological Demand Avoidance (PDA) is an extreme reaction or response to being asked or told to engage in everyday, routine demands and expectations. Many research scholars and lay people, alike, argue over what term should be used to describe the behaviors of people who automatically, and many times, reactively, demand autonomy & control of their environment. Some of the other terms I have come across are extreme demand avoidance, pervasive demand avoidance, and persistent drive for autonomy. There continues to be a debate over the proper terminology for these behaviors.

Terminology Origins & Meanings

Demand avoidance is something many people engage in when they are not interested in doing something OR when they simply want to complete a task at their own pace. Many of us, like to have freedom to complete routine tasks and expectations when & how we want to complete them. However, there are some people who experience extreme avoidance to a everyday commands and requests. 

Elizabeth Newsom coined the term "Pathological Demand Avoidance" in the 1980s. Back then, there were people on the autism spectrum, service providers, researchers, and scholars who criticized this term selection. Despite the criticism, the term "Pathological Demand Avoidance" helped doctors, psychologists, and teachers who encountered the "pathological" degree of demand avoidance better explain how it differs from "demand avoidance". This distinction between demand avoidance and pathological demand avoidance helped in taking the blame away from parents for the behaviors of the "unsocialized" child.

People with a Pathological Demand Avoidance (PDA) profile respond in an extreme manner when asked or told to complete a task or behave in a specific way. Pathological Demand Avoidance (PDA) behaviors may be expressed in the following ways: 

• push back, resistance, or meltdowns (intense & emotional feelings & behaviors that may lead the individual to cognitive perseverations) when coping with everyday routine tasks
• increased levels of anxiety-riddled expressive behaviors even when the individual is able to 100 percent complete the asked or commanded task
• displays difficulty being taught by others even when they want to learn the subject or a talent or skill---they prefer to teach themselves or learn on their own
• traditional methods to engage or include people with a PDA profile are not effective (e.g., positive praises & reward system--the strengths of these usually fade away quickly, punishment, and bribing)
• the I do, We do, You do teaching method is effective for only a short period of time
• difficulty with attention when asked to engage or conform to something that is not-of-interest
• impulsive behaviors that direct the person away from expectations, commands, or tasks
• after the individual is provided time to cope with or manage their anxiety over a command, they complete the task without issues
• an individual with a Pathological Demand Avoidance (PDA) profile may carefully and effectively take control of an uncomfortable situation in a way that relieves them of having to deal with conflict or engaging in the task
• the person may experience shame, guilt, embarrassment, or sad feelings that causes them to say they do not like themselves or they want to kill themselves so others do not have to be hurt by them
• becoming defensive when others attempt to guide, direct, or explain something to them---may feel the need to correct or control the conversation or discussion
• individuals with a PDA profile may cope with negative & self-deprecating thoughts and a lack of self-confidence and a fear of failure when asked to complete a task or an assignment or an activity

The next blog post will continue this discussion on Pathological Demand Avoidance (PDA). - Maranda Marvin, School Director at Paradigm Development Center

References

Newson, E., Le Maréchal, K., David, C. (2003) Pathological demand avoidance syndrome: a necessary distinction within the pervasive developmental disorders. Archives of Disease Childhood, 88(7), 595-600.

Memory Muscles Are Just As Important As Body Muscles!

Working Memory: Why should we exercise it?

Can you remember a phone number without writing it down? When someone gives you directions, do you remember this information without writing it down? Why do some people need to write down information to remember it? 

Working memory is the cognitive process that RECALLS information the brain is storing while working on other tasks. Students with learning disabilities (mild, moderate, or severe), may find it challenging to remember steps to a math problem, they may find it difficult to recall story character profiles or plots, and grammatical tasks & language learning may be challenging. 

At Paradigm Development Center, the memory processes of our students are exercised, weekly, to help them better retain & recall knowledge so they can APPLY it to and build upon prior & new knowledge. 

The memory development exercises we engage our students in are:

• Digit Span Forward
• Digit Span Backward
• Word recall

Digit Span Exercise

Word Recall Exercise

 

• Matching games (cards, tiles, and online applications)
• Daily academic journal entries
• Questions about past activities (What did you eat for lunch yesterday or what was the last thing you watched on YouTube before going to sleep last night?)

How do you increase your working memory skills?

Camp Paradigm 2022

 Week One

June 27, 2022 through July 1, 2022

Here is a brief run-down of the happenings & activities that occured during Camp Paradigm - Week One.

Check out this short video of campers expressing what they like most about camp! The week one pictures & videos have been sent to campers and parents! 

Here are the Camp Paradigm 2022 instructors. These instructors possess passionate hearts and an enormous amount of energy! Their committment to ensuring campers had an amazing time is to be admired! 

---- Shout out to the Cy-Woods high school volunteers that gave up their time to engage with our campers. Thank you, Cara, Jennifer, and Alice. And thank YOU Rebecca Rivard for always sending your best students. We look forward to meeting the next set of volunteers during Camp Paradigm Week Two! [Rebecca Rivard is the National Honor Society Volunteer Coordinator @Cy-Woods high school] ----

Day One

Campers were dropped off at 9:00 am. Camp staff met each camper at their car. Staff used carts to tote camper supplies while also walking campers into the schoolhouse to get their name tags. Everyone socialized and walked around the schoolhouse getting familiar with things.

At 9:30 am, Camp Paradigm 2022 - Week One began in the Recreation Room. Camp staff led campers in a Welcome & Introduction session. Everyone introduced themselves, then everyone played "My name is and I like to". 

At 10:00 am, Dr. Cadarrall led the campers in a problem-solving scenario session. Campers were asked to think about some of these specific scenarios. Then, they were asked what would they do in these scenarios. This activity revealed a need for all campers, students, and children to be introduced & instructed in these areas. Camp Paradigm campers provided examples and asked excellent questions.

After lunch at 11:45 am, campers played a "surface tension" water pouring game. The objective of this game was to take a cup of water and carefully pour a drop of water into a full cup of water without spilling it. The camper or staff that pours the drop of water in that causes the full cup to spill over was out of the game.

At 1:00 pm, Krishna instructed and prepped the campers in a session of Stop Motion Animation using Legos. The campers really enjoyed this session. The camper Lego creations were well thought out and each of them put in a significant amount of time creating them.

At 2:00 pm, the campers were getting very tired so we decided to engage in "chill time". Staff set up a vote and the campers voted to watch Tom & Jerry, the movie. They watched about half of the movie before it was pick up time. Everyone ate popcorn and relaxed together in the group break area.

Day Two 

At 9:30 am, Dr. Cadarrall led campers through a flooding & hurricane lesson. The campers watched a brief video. Then, he discussed floods with the campers. This discussion prepared the campers for Ms. Diane's Survival Scenarios session.

At 10:00 am, Ms. Diane led campers through a Survival Scenarios lesson. She taught the campers survival strategies in the following areas: Fire, snakes, hurricanes, lightening, and tornadoes. Here she is teaching campers about snakes. Here she is after her lesson on fires helping the campers practice using a fire extinguisher.

Also at 10:00 am, the ladies at Crossfit Champions [Debbie & Esther] worked one-on-one with one of our campers. They brought their equipment and built a small obstacle course. These ladies exhibited patience and a passion for what they do. We look forward to working with them again soon so that more of our campers will get to engage in their fitness & agility activities.

At 11:45 am, the high energy Ms. Brittany led the campers in stretching & breathing exercises. After a pretty active morning, the campers and staff all settled in to relax their minds & bodies during this session. After stretching & breathing exercises, Ms. Brittany took the campers outdoors for a hula hoop challenge. Here Ms. Brittany is encouraging the campers!

At 12:30 pm, campers had fun competing in a pretty intense game of musical chairs. Check them out here.

At 1:00 pm, Krishna began her second session of Stop Motion Animation. The campers took their time building and practicing for production day.

At 2:00 pm, campers engaged in a water balloon fight, while some simply just played in the water on that hot afternoon. Here is the beginning of the fight!

Day Three

At 9:30 am, Dr. Cadarrall led campers into yet another survival skills lesson. This lesson was on 911. What it is, what it is not, when to call, when not to call, and the importance of knowing your address. Here he is instructing campers and letting them express what they know.

At 10:00 am, all campers gathered in groups or individually to learn more about each other through this brief questionnaire. This session was specifically set-up so that campers could socialize while also learning about themselves. There were four cohorts for this session in which each gathered in separate classrooms. The camp instructors went through the questions and helped guide the responses of the campers in their cohort. This was a FUN session as campers got to share their likes and dislikes.

At 11:45 am, campers engaged in another session of stretching & breathing exercises with Ms. Brittany. Here are the calm beginnings of this class. So relaxing! After this class, campers and staff went outside to jump rope while singing Teddy Bear, Teddy Bear Turn All Around and one other jump rope song. Other campers played corn hole and some practiced their hula hooping!

At 12:30 pm, campers were provided the opportunity to visually express through painting on canvas. While painting, campers enjoyed calm peaceful classical music. This session was scheduled for one hour. However, the campers enjoyed themselves so much they painted for two hours. Talk about engaged! And ALL of their visual works of art turned out beautifully! Camp Paradigm staff will be hanging their works of art on the walls of the schoolhouse for all to enjoy!

At 2:30 pm, campers voted to finish the Tom & Jerry movie they started on Monday. 

Day Four 

This was a pretty intense day as one of our campers had some difficulties adjusting to being at camp. Everyone did the best they could do in managing their emotions and behaviors and it all turned out fine.

At 9:30 am, all campers and staff gathered in the group area for a brief discussion on the events happening that day and to address any concerns they had. Additionally, we used the last portion of this session to think up questions for our guest speaker from Wild Birds Unlimited. 

At 10:00 am, Ms. Diane instructed campers in martial arts. They engaged in Kali, Karate, punching, kicking, catching, and some long staff exercises.

Also at 10:00 am, Richard from Wild Birds Unlimited presented a visually-engaging presentation on hummingbirds. He also fielded lots and lots of questions on birds, in general. Here he is talking with our campers.

At 11:45 am, Ms. Candice showed the campers how to make Pool Noodle Shooters and Paper Butterflies.

At 12:30 pm, Ms. Brittany set up the campers' yoga mats outside on the school's new deck. After Ms. Candice's class, the campers walked over to begin their afternoon stretching & breathing exercise session. It was a beautiful day for this activity!

At 1:00 pm, campers finished up their Stop Motion Animation project. Krishna filmed each campers' Stop Motion Animation production. [She is making each of them into a .gif which will be shared with campers and camper families upon their completion.]

At 2:30 pm, campers had the opportunity to showcase their canvas paintings. They were asked to stand up to explain why they painted what they painted and how their painting made them feel.

Day Five 

On this day, campers and staff expressed their desire to simply rest and socialize. This group got along very well. 

At 9:30 am, some campers competed in a Switch Mario Kart challenge, others worked on drawing pieces, others watched YouTube videos that everyone wanted to watch, and others sat around and chatted. 

At 11:00 am, Krishna prepared homemade pasta, white sauce, and garlic bread. Everyone ate their lunches and watched The Cat in the Hat Movie.

At 12:30 pm, everyone gathered on the school deck to take a group picture. After the group picture, campers were provided another opportunity to paint on canvas. Others continued to socialize through games and other activities.

This was a fun group of campers. 

Camp Paradigm - Week Two begins on July 18, 2022. During this camp week, campers will be engaging in completely different activities. For example, an obstacle course, regular and liquid limbo, painting a robot, more survival lessons, independent living skills (changing batteries in different devices), how to use a compass, scavenger hunt, throwing darts at balloons, and much more.

October-November 2020: What's Been Happening At PDC!?!

   A Journey Through The PDC Universe

    In the realm of academics, our students have been pressing forward with all of their might, individually & within a group setting. 

    On Planet ELA (AKA English/Language Arts) students are brainstorming, compiling interesting content, developing paragraphs, writing essays [realistic fiction & personal narratives], and revising essays line-by-line. In the Seas of Math, students are diving into decimals & geometry while also swimming through multiplication and division reviews. 

    During their travels through the countries of South America, students learned to spell and locate all 14 countries. The weeks before Christmas break, students will be digging away at different World Histories while stopping to take in the countries of Europe. Google Earth has been such an amazing tool to use in our travels around the world. One of our students LOVES trains and everything having to do with trains. He and his teacher (Ms. Jen) enjoy traveling all around the world checking out different train stations and following the tracks throughout a country.

    In the field of Science, students have been journeying through the microcosmos. Additionally, in Biology, they have been gaining a better understanding of just how connected LIFE on Planet Earth truly is. #academics

Day-by-day, year-by-year the development of PDC's academic curriculum is occurring. A part of the PDC vision is a replicable academic, social-emotional, and vocational curriculum. Additionally, we seek to publish a PDC educational board game.

    Now, there is one particular realm within the PDC universe that has truly been amazing to visit, daily. This is the Land of Zen. Zen, by definition, means a state of calm attentiveness. The Land of Zen has two most interesting provinces. Every morning, in the province of Calm & Concentration, students and staff engage in stretching exercises focused on releasing stress and tension. After stretching exercises, students and staff either do guided breathing exercises OR mindful activities focused on directing the mind toward the movement of their body and/or their mind (self-awareness). 

Calm & Concentration

    Peaceful Warrior Training also occurs in the Land of Zen. In this second province, students learn about themselves (self-awareness), about harmony, and about being at peace and having an “inner smile,” which is a state of contentment and gratitude. They do this through the process of what we call “silence,” “gathering,” “flow,” and “condensing,” as taught to Sifu Ramon Diaz by his teacher Sigung Jorge Gonzales, D.O. Assisting is NASM-Certified Personal Trainer Diane Simmons, owner of Healthy Movement: Cypress Taiji.

Sifu Ramon & Laoshi Diane

    The Land of Zen is very important at Paradigm Development Center. Why, you may ask? Because many people on the autism spectrum experience mild-to-severe anxiety, difficulties managing their emotions, and other mental health issues. In addition to these, social identity and communication challenges also directly contribute to an inability to focus, decreased concentration, racing thoughts, and low self-esteem. Our daily visits to the Land of Zen have proven to be beneficial for this particular student population because it allows for a consistent, safe space to dig deep into self-awareness, develop a calmer mind, bring detailed attention to one's surroundings, and it allows for the genuine ability to "be still" and sit in this stillness. #socialemotional

Part of PDC's vision is to expand the Peaceful Warrior program to include people and families from in and around our community.

Thermostat Minds

Calm & Concentration is a daily session that occurs at 9:00 am every morning at Paradigm Development Center. During these sessions, students and staff work on self-awareness, concentration & focus, and emotion regulation. These very important abilities are achieved through guided breathing exercises and yoga.

Friday morning (September 11, 2020), during Calm and Concentration, my students and I discussed the spirit of the work we do in our morning sessions. We are attempting to connect our minds with our bodies and to gather our intentions in a constructive manner, to prepare ourselves for the mental, emotional, and academic challenges of the day.

We talked about how many of us wake up with feelings of exhaustion, negativity, and resistance to the challenges that the day promises to serve up. We all connected with this reality as it is common among some people who wake up early, or that have their days planned out by parents and caregivers.

Then we talked about an analogy for the successful setting of our intentions and the bringing together of our internal resources for the day. This analogy was the contrast between Thermometers and Thermostats.

Thermometers can be useful in what they do. The students identified that Thermometers take the temperature of the atmosphere that they are placed in. They can tell us a concrete number to represent the heat or cold that we experience in that environment. 

Next, we discussed what a Thermostat was. Thermostats not only tell the temperature of the atmosphere but they control other resources that can bring the environment to the desired temperature.

To bring home the analogy, I asked how useful it would be for someone to use a Thermometer to tell them that the room they are sweating in was 125 degrees. Without a way of adjusting the environment, this measurement would not relieve the suffering of anyone sitting in the room. Only with a Thermostat would the reading of the extreme temperature be useful, as the Thermostat has the ability to change the environment to a more suitable temperature. 

Our minds are much more useful when they play the role of the Thermostat. We do need to recognize when there are uncomfortable environments, unsuitable for productivity and enjoyment of our days. Then, we must bring our resources together to tame our environment and make it suitable for the challenges that the day will present.

This is ONE of the purposes of our morning Calm & Concentration session.

- Mr. Loren Marvin

Co-Founder & Lead Teacher @Paradigm Development Center

COVID-19 Protocol

Daily Guidelines & Procedures

Updated Protocol as of August 2022

Paradigm Development Center (PDC) staff and students are not required to wear a face mask.

COVID-19 Testing

PDC is no longer administering COVID-19 testing on-site to our community. PDC administers COVID-19 testing for PDC staff, interns, & students only.

After a positive diagnosis, a negative COVID-19 test is required to attend or work in person at PDC.

Hand Washing & Hand Sanitizer

Staff and students are required to wash their hands after field trips into the community. Hand washing also occurs before meal eating and after using the restroom.

There are hand sanitizers for students and staff to use throughout the school. Students and staff will be frequently encouraged to use hand sanitizer. Additionally, hand sanitizer will be provided to staff and students after outdoor sessions.

COVID-19 Symptoms

Cough, fever or chills, shortness of breath or difficulty breathing, muscle or body aches, sore throat, new loss of taste or smell, diarrhea, headache, fatigue, nausea or vomiting, and congestion or runny nose.

Staff exhibiting symptoms of COVID-19 will be isolated and asked to leave, immediately. If the staff member is having symptoms related to allergies, they will need to get a note from their primary care physician (PCP) that states the symptoms are directly associated with allergies. Otherwise, the staff member will be required to begin the process to get a COVID-19 test at Paradigm Development Center or at a Houston Health Department affiliated test site. The test results need to be emailed to houstonpdc@gmail.com.

Students exhibiting symptoms of COVID-19 will be isolated and their parents are required to pick them up, immediately. If a student is having symptoms related to allergies, they will need to get a note from their primary care physician (PCP) that states the symptoms are directly associated with allergies. Otherwise, the student will be required to begin the process to get a COVID-19 test at a Houston Health Department-affiliated test site or take a government approved COVID-19 home test. The test results need to be emailed to houstonpdc@gmail.com.

Parent Responsibilities

Please note: You and/or your family are obligated to contact the PDC school director at director@paradigmdevelopmentcenter.com or (281) 755-6631 if or when your student, yourself, or a live-in immediate family member is exposed to or tests positive for COVID-19. You and/or your family are obligated to contact the PDC school director if or when your student, yourself, or a live-in immediate family member begins to express symptoms of COVID-19. 

If your student continues to attend in-person PDC classroom sessions, please keep the following in mind. PDC staff, students, and student families are directly affected by what each staff and student brings into the school, every day. Please stay mindful and proactive in efforts to keep yourself and your family aware of what you/they are touching and consistent with hand washing, wearing face masks, and social distancing.

PDC Staff Responsibilities

Please note: You and/or your family are obligated to contact the PDC school director at director@paradigmdevelopmentcenter.com or (281) 755-6631 if or when you or a live-in immediate family member is exposed to or tests positive for COVID-19. You and/or your family are obligated to contact the PDC school director if or when you or a live-in immediate family member begins to express symptoms of COVID-19. 

PDC staff will sanitize and disinfect public areas and surfaces to stay proactive in efforts to control the transmission of COVID-19. PDC staff will stay mindful and proactive in efforts to keep in-person attending students aware of what they are touching and consistent in handwashing & sanitizing.

If you continue to attend in-person PDC classroom sessions, please keep the following in mind. PDC staff, students, and student families are directly affected by what each staff and student brings into the school, every day. Please stay mindful and proactive in efforts to keep yourself and your family aware of what you/they are touching and consistent with hand washing, wearing face masks, and social distancing.

PDC’s Responsibilities

PDC will keep staff and student families updated if or when a PDC staff, student, or live-in immediate family member tests positive for COVID-19.

PDC will continue to execute this protocol until June 1, 2023. On this day, PDC will review this protocol and send an update to staff and student families. Due to the quickly evolving nature of COVID-19, PDC reserves the right to update this protocol at any time. [Last updated August 2022]

Educational Resources Relating to COVID-19

World Health Organization course -  https://openwho.org/courses/introduction-to-ncov

Harris County Public Health - http://publichealth.harriscountytx.gov/Resources/2019-Novel-Coronavirus

If you have questions or concerns, contact the PDC school director at director@paradigmdevelopmentcenter.com or (281) 755-6631.  

PDC reserves the right to update this protocol at any time.

Camp Paradigm 2020: The Genuine Strength & Patience of Women

Camp Paradigm Moms & Grandmoms

Due to the Coronavirus, Camp Paradigm 2020 - Week One was facilitated online. I wanted to take some time to recognize the amazing character and qualities of the women that helped facilitate this all-girls camp crew in the challenging online format.

Accessibility

So, if you didn't know already, there are a super-duper amount of challenges that arise when asking a camper with learning disabilities to engage in a series of online tasks throughout a day with presence, enthusiasm, and sustained concentration. Facilitating online learning and activities can be very difficult for most special education camp instructors and parents. This is because there are inherent issues with the online learning format such as technological problems. Some examples of this are internet connection & bandwidth gaps, camera & voice issues, comfortability with laptops & applications for the parents. All of these technological components supply the supports for camp activities. 

Parents are required to become familiar with these components in order to assist their campers in accessing online camp settings. This is without mentioning the actual disabilities that are inherent within a camper’s level of autism and the individualized challenges that each camper's diagnosis brings to the table. With that being said, Camp Paradigm Week One - Online was no small task to pull off especially for campers that had not already established the trusting and enthusiastic relationship that we like to cultivate in the face-to-face environment at Paradigm Development Center (PDC).

Supports

During Camp Paradigm Week One - Online,  the moms and grandmothers of the all-female campers were so impressive.  Their level of patience, presence, and interaction with their campers enabled them to take part in each and every activity and to enjoy the overall amount of fun that was designed for them. These moms had to coordinate with Camp Paradigm staff on materials, expectations for each activity, facilitating with the controls of logging in & changing from one virtual room to another virtual room (breakout rooms), repeating directions and questions,  and prompting their campers appropriately to gain depth of thought and responses. These women organized their “at-home” environments in such a way that their campers had the ability to do yoga. This requires space for stretching and these women prompted their campers to participate and to put forth effort into each of the moves and stretches. These women made sure that the campers were back from breaks on time after ensuring their campers had an appropriate amount of relaxation during the breaks. This allowed campers to maintain their peak concentration during the camp activities and interactions according to the daily camp schedule.

Enthusiasm

One of the greatest things that we noticed about the Camp Paradigm Super Moms and Grandmas was the level of enthusiasm, willingness, and openness to each online camp activity. This really drove the interaction to a level of engagement that is not accomplishable without the strength & patience of the women present. This is especially impressive knowing the amount of stress, concern, lack of understanding of where an activity might take us, and what it might look like and its finality. Oh, these women showed out with their extraordinary amount of relationship skills and leadership skills.

Patience

So, let’s discuss patience real quick. We all know the huge challenges that can arise from technological failures, connection issues, the lack of good video quality, and/or problems with audible communication. During Camp Paradigm Week ONE online, there were times when some or all of these tech failures disrupted camp sessions. All of these tech failures seemed to naturally take place at times when communication was at its greatest need and these moms and grandmas made do. They stayed in the moment, stayed present and patient, and saw through each one of these particular challenges to a point of the successful conclusion of all activities.

Relationship

As I pointed out at the beginning of this blog post, TEAM Paradigm staff prefers to cultivate trusting personal relationships in a face-to-face setting. Why? Because we have learned that many autistic folks rely on the background standing of trust in the people that they're interacting with. In this case, that wasn't completely possible as some campers were new to the Paradigm Development Center programs. The moms and grandmothers of our campers were crucial in bridging the gaps in pre-existing relationships while at the same time actively building new relationships between their camper and other campers. This was completed through all of the explicit interactions that were designed into the Camp Paradigm daily schedule. I witnessed these women going above and beyond what most people feel they’re able to accomplish. 

I am so proud to have been a part of what occurred during Camp Paradigm Week ONE online. I am so proud to know these families and to see the extent of love and support they have expressed for their kids and grandkids at every level. We love our Camp Paradigm families!

- Loren Marvin, Lead Teacher at Paradigm Development Center

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Camp Paradigm: Frequently Asked Questions

Camp Paradigm FAQs

Does my camper have to wear a mask?

All campers and staff are required to wear masks indoors. Campers may take their mask off during indoor activities when they are seated and socially-distanced from one another. Masks are not required for campers outdoors UNLESS social distancing is unable to be practiced.

What will drop-off and pick-up look like each morning & afternoon?

Parents are required to stay in their cars at drop-off and pick-up. At drop-off, parents must stay on the campgrounds until after their camper completes the COVID-19 screening process. Parents are welcomed to log into the Camp Paradigm Virtual Space to observe their camper.

What kind of screening process will my camper need to go through?

All campers and staff will be screened (using a COVID-19 screening questionnaire) & they will have their temperatures taken each camp day. 

What is Camp Paradigm staff doing to reduce the risk of my camper contracting COVID-19?

Please read the Camp Paradigm COVID-19 protocol here.

What medical resources are near Camp Paradigm?

America's ER Medical Centers 
13902 Spring Cypress Rd, Cypress, TX 77429
(281) 503-8160

AFC Urgent Care 
10850 Louetta Road, Suite 1500 Houston, Texas 77070
(281) 666-9981

Will there be a Camp Paradigm Virtual Space option?

Yes. Parents or siblings may request the Camp Paradigm Virtual Space daily login to observe their camper.

Where do I go to stay updated on the Camp Paradigm's COVID-19 protocol?

Click here, then bookmark this page for quick future reference. 

How is social distancing going to be exercised at Camp Paradigm?

All campers will have their own tablespace, chair, and supplies. (e.g., lunches, thermometer, water bottles, paper towels, soap, art supplies, eating ware, laptops, hand sanitizer, alcohol wipes, etc.)

During each camp day, there will be one staff member with the responsibility of observing staff and campers for symptoms of COVID-19 and they will ensure social distancing is being practiced. 

Will my camper go on field trips?

Campers and staff will not leave the campgrounds. Campers will have the opportunity to participate in virtual field trips. Additionally, Camp Paradigm has guest speakers/instructors lined up to interact and/or instruct in the areas of financial literacy, job readiness, and running a small business.

When can I make a payment for Camp Paradigm?

• Payment for Camp Paradigm Week One can be made on June 29, 2020. [Week One: July 6, 2020 - July 10, 2020]
• Payment for Camp Paradigm Week Two can be made on July 13, 2020. [Week Two: July 20, 2020 - July 24, 2020]
• Payment for Camp Paradigm Week Three can be made on July 27, 2020. [Week Three: August 3, 2020 - August 7, 2020]

Payments can be made through Zelle or Venmo (using 281-755-6631 or houstonpdc@gmail.com). Payments can also be made using cash or a check. There is a $50.00 fee for returned checks.

For more information on Paradigm Development Center's Summer programs, click here.

Camp Paradigm 2022 - COVID-19 Update

Camp Paradigm 2022

COVID-19 protocol & Guidelines

[Last updated June 2022]

Camp Paradigm is scheduled for three separate weeks with the first camp starting on June 27, 2022. Camp Paradigm executes and enforces the Health & Safety protocol stated in the Texas Health & Human Services protocol for Youth Day Camps. Camp Paradigm adds some requirements that will be enforced daily, from the start of the camp day to the end of the camp day during every Camp Paradigm week. All staff and camp families will receive a webpage link to the Camp Paradigm COVID-19 Protocol [emailed June 16, 2022].

• All campers and staff are encouraged to wear masks indoors when social distancing is unable to be practiced. Masks are not required for campers and staff outdoors.

• Parents are required to stay in their cars at drop-off and pick-up.

• There will be no unscheduled visitors allowed in or around the school or camp spaces.

• Staff exhibiting symptoms in the form of sneezing, a stuffy nose, or coughing will put on a mask, immediately. If their symptoms continue OR their symptoms develop into symptoms described under "COVID-19 Symptoms" below they will be isolated, given a PDC-administered COVID-19 test, and asked to leave.

• Campers exhibiting symptoms in the form of sneezing, a stuffy nose, or coughing will put on a mask, immediately. If their symp;toms continue OR their symptoms developm into symptoms described under "COVID-19 Symptoms" below they will put on a face mask, immediately. If their symptoms continue they will be isolated, given a PDC-administered COVID-19 test, and their parents are required to pick them up.

COVID-19 Symptoms

Cough, fever or chills, shortness of breath or difficulty breathing, muscle or body aches, sore throat, new loss of taste or smell, diarrhea, headache, fatigue, nausea or vomiting, and congestion or runny nose.

• There will only be up to 15 campers and 7 staff per week in Camp Paradigm buildings at any time.

• All staff will receive training on appropriate hand hygiene, cleaning and disinfection, and respiratory etiquette. 

COVID-19 Testing

Campers and camp staff may be asked to take a COVID-19 rapid test if or when they are exhibiting COVID-19 symptoms. 

Visitors

There will be no unscheduled visitors allowed in or around the school spaces. Schedule visitors are required to socially-distance themselves while visiting Camp Paradigm.

Leaving & Returning During the School Day

If staff or camper leaves the school during the school day, they must immediately wash their hands before touching anything anywhere in the school.

Hand Sanitizer

There are hand sanitizer bottles for students and staff to use throughout the school. Campers and staff will be frequently encouraged to use hand sanitizer. Staff and campers will wash their hands after outdoor sessions.

In Closing

This protocol is not a guarantee a camper or staff will not contract COVID-19. Camp Paradigm staff will execute this protocol to reduce the risk of a camper or staff contracting COVID-19. Camp Paradigm staff reserves the right to add to and edit this protocol at any time. Please review this protocol, periodically.

By signing this form, I acknowledge I have carefully read through the COVID-19 protocol for Camp Paradigm. As a Camp Paradigm parent, I will do everything I can to assist Camp Paradigm staff and students in reducing the risk of contracting COVID-19. Most importantly, I will let the camp director know if or when my family has been exposed to or in contact with someone who has been diagnosed with COVID-19.

 

Camp Director

Maranda Marvin

director@paradigmdevelopmentcenter.com

Call or Text (281) 755-6631