Extreme Demand Avoidance (EDA) as a profile of Autism

Inclusive Education Services have officially launched guidance to support children and young people with EDA in our schools, as an addition to the Framework for Inclusion.

EDA is a profile of Autism and all should be careful to see it as such. It is not a choice; it is an incapacity and a rare anxiety response to demands. We must follow the same principle we do with all behaviour in our establishments and attempt to understand the distress presented and use appropriate strategies to support this.

Traditional responses, even positive ones such as rewards and praise, can feel like unbearable demands. Effective support for these pupils is flexible, cooperative and aims to understand their unique perspective. This can be effectively planned using the ASD Consultation Approach.

A child may avoid demands for many reasons other than EDA as a profile of Autism. They may need to feel in control due to being affected by trauma, lack of attachment or from sensory difficulties for example. The important message is to remember that all behaviour is communication and to try to understand the reasons why a child might resist demands.

The new EDA leaflet has strategies that will allow pupils with EDA to feel less anxious and that they have a voice and a choice in their school life. These strategies may also be used to support those who do not have EDA but are anxious when they feel they are not in control in a school setting.

All Education establishments will be issued a paper copy of the guide entitled "Understanding Extreme Demand Avoidance (EDA) as a profile of the Autism Spectrum - South Lanarkshire Council guide to strategies to support children and young people with EDA" over the next month.

You can also find it on online:

• South Lanarkshire Council website 
• GLOW tile - Inclusion- Framework for Inclusion- Practice Guides- Autism Spectrum- EDA
• Intranet - Framework for Inclusion (practice guide 4)