This is the fourth episode in my series on PDA and restrictive eating, and this one is for therapists.

If you are an occupational therapist, a speech language pathologist, or another type of therapist working with a child who isn't responding to gentle, play-based, sensory-based, or exposure-based feeding approaches the way you'd expect, this episode designed to help you.

I share the full arc of my older son Cooper's journey with extremely restrictive eating, from the time he was four and a half years old and eating primarily three processed foods, through five years of occupational therapy, to where he is today. I walk through how we adapted the SOS feeding protocol over time to incorporate autonomy, equality, lower demands, play, and connection to special interests. I also share five specific strategies you can bring into your sessions.

Key Takeaways

The Sensory Lens Is Not Enough | 00:02:04 I share how Cooper's restrictive eating was initially understood through a sensory lens, and how, for about a year and a half, that framing guided his therapy. But the sensory lens alone was not sufficient to explain the patterns I was seeing or to help him expand his eating. What I came to understand was that his survival drive for autonomy was also a major factor, and that the two had to be held together rather than treated separately.

What Was and Was Not Working | 00:11:56 I walk through what was working in the early stages of occupational therapy, specifically the therapist's focus on establishing relationship and rapport before moving to skill acquisition, and the role that dopamine, novelty, and sensory-intense experiences played in Cooper's initial engagement. I also describe what was not working: visual schedules and laminated choice boards, pressure to describe sensory experiences verbally, and structured home-based feeding protocols. For a PDA child, I explain, even chosen structure can become an internal demand.

Autonomy and Equality as Accommodations | 00:16:37 I describe two specific accommodations that became central to how we approached feeding therapy over five years: autonomy and equality. Autonomy meant shifting away from scheduled, structured feeding time and toward strewing, declarative language, and following Cooper's lead. Equality meant deliberately allowing him to win, be above the therapist and me in games, direct the session, and have the last word. I explain how these accommodations address the root cause of nervous system activation rather than managing the surface behavior.

Lowering Demands in the Session | 00:29:35 I describe what it looked like to lower demands in the occupational therapy session itself, meaning doing things for Cooper that he was cognitively or physically capable of doing himself, so that his available capacity could go toward tolerating and engaging with food. I give specific examples and I address the common concern that this approach enables children rather than building independence, and explain why the logic is different for PDA.

Special Interests as a Turning Point | 00:37:06 I describe the turning point in Cooper's feeding therapy, which came when eating became connected to his special interest in football. I explain how this connection made it possible to revisit things he had previously rejected, including the laminated food charts, but this time entirely on his terms. I also offer five specific strategies for therapists at the end of the episode.

Relevant Resources

Free Therapist Masterclass — Free class for OTs and therapists on PDA.

What Is PDA? — Overview of PDA as a nervous system disability.

Paradigm Shift Program —Our signature live coaching program where we walk families as they implement accommodations and move forward.

If you've heard me talk about autonomy, equality, and lowering demands before and thought, "But what does that actually look like at the dinner table?" — this episode is for you.

This is the third episode in my series on eating and PDA, and it's the most practical one yet. I'm walking you through six concrete accommodations you can experiment with if your PDA child or teen struggles with restrictive eating: autonomy, equality, lowering demands, sensory accommodations, strewing, and novelty and dopamine. Throughout the episode, I share anonymized client anecdotes and real examples from my own life as a mother of two PDA sons — including how our family navigated mealtimes during the hardest years and what things look like now.

This episode is meant to be an experiment you can try out and observe, not a prescription. I hope it it's helpful for you.

Key Takeaways

Why Restrictive Eating Happens | 00:00:00 Before getting into the practical tips, I revisit the causal logic for why eating is so often impacted in PDA children and teens. Control around eating tends to be the outcome of cumulative nervous system stress, and is often an attempt to reset autonomy and equality when a child can't find it in other areas of their life.

Autonomy Around What, Where, When, How, and If | 00:03:43 I break down autonomy into five buckets — what, where, when, how, and if a child eats — and explain how each one shows up in practice. This includes examples from my own home, like allowing my son to eat in front of a screen for years, delivering food on demand, offering a buffet of options, and giving treats before or with meals without attaching conditions.

Equality and Why It Matters at the Table | 00:22:41 I walk through what I mean by equality as a nervous system accommodation around food — not as a philosophical concept, but as something you can observe and act on. I share the story of how our family friend houseguests helped re-establish family dinners, and how my son Cooper started joining us at the table by running a drawing game where he was the judge and ranked all of us — an equality accommodation I sustained for about a year.

Lowering Demands and the Sensory Intersection | 00:27:56 I explain what lowering demands actually means in the context of eating: doing things for your child they could technically do themselves, in service of helping them access food. I share examples like packing a 16-year-old's lunch, delivering pizza reheated to the exact right temperature, cutting crusts off bread, and wiping out Tupperware to eliminate even a molecule of moisture.

Strewing, Novelty, and Dopamine | 00:35:51 I cover strewing — leaving food out without expectation — and why it works differently from direct offerings. I also share how we used novelty and dopamine in my son's feeding therapy, including a "game show" approach to sampling every variety of apple, and cutting apples into stars or making apple pasta with a Zoodler. I end with my hypothesis about why PDA individuals tend to seek dopamine, and what that means for how we can think about introducing foods.

Relevant Resources

What Is PDA — Background on PDA as a nervous system disability

Understanding PDA — Deeper dive into PDA frameworks and accommodations

Paradigm Shift Program — Our signature live coaching program where we walk with families as they implement accommodations and move their family forward.