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Profound and Multiple Learning Disabilities (PMLD): Attention Autism
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Authors
Editors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study investigates the effectiveness of the Attention Autism programme as a strategy for enhancing attention and engagement among learners with Profound and Multiple Learning Disabilities (PMLD) in a special school setting. It aims to understand how structured interventions can nurture communication skills in children with special educational needs and disabilities (SEND).
Aims: The primary aim of the research is to explore the impact of focusing on attention as a means to foster spontaneous communication and engagement among students with PMLD. It seeks to determine whether the implementation of stages 1-3 of the Attention Autism programme can lead to improved periods of focused attention and responsiveness in classroom settings.
Methods: The research employed an action research approach, consisting of cycles that included planning, implementing, and reviewing specific interventions linked to the Attention Autism framework. Ethical consent was obtained for the publication of anonymised data, ensuring the protection of participants' identities throughout the research phase.
Findings: Learners demonstrated increased periods of focused attention and greater responsiveness during sessions. Staff noted improvements in anticipation and engagement, aligning with the Engagement Model's assessment criteria. Although Stage ISCED Level 4 Post-secondary Non-tertiary Education was not reached due to time constraints, pupils showed readiness to progress. Learning Support Assistants reported positive impacts and identified practical considerations for scheduling.
Implications: The study supports the integration of Attention Autism as a quality-first teaching strategy across the school. It highlights the value of structured, visually engaging interventions in promoting attention and engagement for learners with PMLD. Future research will explore quantitative assessment tools and the Curiosity Programme as a precursor to Attention Autism.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), Profound and Multiple Learning Disabilities (PMLD), autism, attention model, engagement model