Does My Child Have PDA Quiz

1. My child reacts strongly if a preferred order or sequence is changed (e.g., which shoes first, which route, which cup).

2. My child becomes distressed when asked questions that imply an expectation (e.g., “Why haven’t you…?”).

3. When overwhelmed by a demand, my child may shut down (go quiet, frozen, or “can’t speak”).

4. My child becomes distressed if plans change and new expectations are introduced suddenly.

5. When a simple request is made (e.g., get dressed, brush teeth), my child becomes noticeably anxious.

6. When given two reasonable options, my child still resists because the options were not their idea.

7. When a demand is placed, my child’s first reaction is to avoid it (delay, argue, distract, or refuse).

8. If another child takes the lead during play, my child becomes upset or tries to take control back.

9. If my child senses they are being “made” to do something, their anxiety escalates.

10. My child resists demands even when they clearly understand what is expected.

11. Transitions (starting, stopping, or switching activities) frequently trigger refusal or avoidance.

12. My child gets overwhelmed when they feel watched, assessed, or timed while doing a task.

13. My child demands detailed explanations for rules or instructions and may reject them if not convinced.

14. My child’s distress increases when more than one demand is placed on them close together.

15. My child often insists on having the last word or “winning” disagreements.

16. My child uses distraction or changing the subject to get out of doing what was asked.

17. Changes to routines or plans often trigger a strong reaction because my child feels out of control.

18. My child can appear calm at first, then suddenly melt down when a demand continues.

19. My child escalates quickly when reminded to do something they don’t want to do.

20. Even routine instructions (e.g., “Put on your shoes”) can feel like a major battle with my child.

21. My child will push back strongly if they feel “bossed around,” even when the request is reasonable.

22. My child avoids demands by having sudden emotional outbursts (crying, yelling, panicking, melting down).

23. My child tries to direct what other family members should do.

24. My child wants to be in charge of transitions (e.g., decides when it’s time to leave, start, or stop).

25. My child uses avoidance because they seem scared of getting it wrong or being judged.

26. My child needs to know exactly what will happen and may push to control the details.

27. My child’s cooperation changes dramatically depending on whether they feel in control of the situation.

28. My child expects adults to follow their preferred way of doing things (even if it’s inconvenient).

29. My child may refuse an activity they enjoy if someone else suggests it first.

30. My child becomes tearful, angry, or distressed when reminded of an unfinished task.

31. When a demand is unavoidable, my child’s emotions escalate quickly (from mild upset to intense).

32. My child’s avoidance seems driven by anxiety rather than stubbornness or defiance.

33. My child appears unable to follow through on demands even when there are clear consequences.

34. Even gentle encouragement can feel like pressure to my child and trigger strong emotions.

35. When asked to do something, my child frequently stalls (e.g., “in a minute,” repeated delays) until it becomes a conflict.

36. My child is much more cooperative when they feel they are choosing freely rather than being required.

37. My child often says “no” automatically before considering the request.

38. If I set a time limit (e.g., “in 5 minutes”), my child tries to reset or control the timing.

39. When asked to stop a preferred activity, my child’s distress feels intense (panic, rage, or tears).

40. My child becomes distressed if they can’t predict the next step and tries to take charge to feel safe.

41. My child tries to control environments (noise, lighting, seating, clothing) and struggles when they can’t.

42. My child’s emotional reactions to demands feel out of proportion to the situation.

43. A demand can trigger my child to argue, cry, or lash out because they seem frightened or trapped.

44. My child’s worry or fear seems to rise quickly when they feel pressured to do something.

45. When my child feels overwhelmed, they may become silly, disruptive, or frantic as a stress response.

46. My child avoids demands by negotiating, bargaining, or setting conditions (e.g., “Only if…”).

47. My child’s demand avoidance happens in more than one setting (e.g., home and school, or home and activities).

48. My child insists that games, play, or conversations follow their rules.

49. My child avoids tasks by insisting they must do it their own way, on their own terms, or not at all.

50. My child becomes distressed when they are told “no” or when limits are set, even calmly.

51. My child often seems on edge or “braced” when they anticipate instructions or chores.

52. My child has panic-like reactions (rapid breathing, shaking, frantic behavior) when pressured.

53. My child strongly resists everyday requests (e.g., getting dressed, brushing teeth), even when they are simple.

54. Even enjoyable activities (e.g., going to the park) can be resisted if they are presented as a plan or expectation.

55. My child tries to control interactions by interrupting, changing the subject, or dominating the conversation.

56. My child avoids demands by appearing to “shut down” (silent, withdrawn, frozen) rather than openly refusing.

57. My child reacts better when they are given “ownership” of a task (e.g., they decide the steps) than when they are directed.

58. If I make a request more specific or structured, my child’s resistance increases.

59. After a demand-related upset, my child takes a long time to calm back down.

60. My child resists help or guidance because it feels like someone else is taking over.

61. My child insists on choosing how and when to do everyday tasks (e.g., getting dressed, eating, leaving the house).

62. Demands that seem minor to others can trigger a big emotional reaction in my child.

63. My child becomes anxious or angry if they feel watched, judged, or “told what to do.”

64. Requests related to self-care (washing, toileting, eating, sleep routines) are frequent sources of refusal or distress.

65. My child insists on controlling access to preferred items/activities (e.g., who can touch, when it happens).

66. When my child feels controlled, they quickly shift into refusal, avoidance, or arguing.

67. My child often says they “can’t” do something when they are anxious, even if they have done it before.

68. My child uses controlling language (e.g., “You have to,” “Do it now,” “You’re not allowed”) toward others.

69. If I offer a clear instruction, my child tries to turn it into a negotiation or a choice.

70. My child becomes upset when someone else decides the plan (even for small things).

71. My child insists on controlling who does what (e.g., which parent helps, which teacher, which peer).

72. My child refuses more strongly when an adult uses a firm tone or insists on compliance.

73. My child becomes emotionally flooded (overwhelmed) during transitions or time limits.