Exploring the impact of music on the play experiences of children and young people with profound and multiple learning disabilities (PMLD) and their supporting staff

Rushton, Rosie ORCID: 0000-0001-9657-2932 (2024). Exploring the impact of music on the play experiences of children and young people with profound and multiple learning disabilities (PMLD) and their supporting staff. University of Birmingham. Ph.D.

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Abstract

Background: Individuals with Profound and Multiple Learning Disabilities, have a profound intellectual disability; often combined with physical disabilities, sensory impairments and/or complex medical needs. Play, is frequently neglected as a priority for learners with PMLD, opportunities presented for conventional play are difficult to access and play interventions for this population are sparse. Evidence suggests that music and vocal play are highly motivating and fundamental to the well-being of individuals with PMLD. This research investigated the impact of using music, as a medium to facilitate play for people with PMLD through the development and implementation of the Musical Play Framework.

Methods: Adopting a pragmatic approach, and mixed methods design, the research was developed in two phases. Phase 1 used participatory design with proxies to consult with people with PMLD, aged 5-25 years, and their families (n=26). Using an online exploratory listening experience, consisting of four instrumental tracks, and parent/carer proxies, thirteen people with PMLD were consulted on their musical preferences. Findings from Phase 1 influenced the design on of the Musical Play Framework used in Phase 2.

Phase 2 of the research took place in two UK specialist settings between December 2021 and July 2022. Phase 2 used a multiple baseline design, and focus-group interviews, to investigate the impact of the Musical Play Framework on the potential expressions of playfulness and peer-play of people with PMLD (n=12) aged 6-22 years. Staff participants in both settings were trained in using the Musical Play Framework, after which they implemented the sessions, on a twice-weekly basis. Data on the attitudes and confidence of staff (n=11) in facilitating play opportunities, as well as the feasibility of implementing the framework were also collected.

Findings: Musical Play sessions offered opportunities for people with PMLD to be playful, both individually and with their peer. Potential expressions of playfulness were observed in relation to the non-conventional use of musical instruments as toys. Playfulness was affected by the supporting adult and environment in which the sessions took place. Implementing the Musical Play Framework changed staff approaches to, and confidence in, facilitating play for people with PMLD. Staff responses highlighted further questions surrounding the purpose of target-led, outcome driven learning for people with PMLD, the value of play and the topic of age-appropriateness.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):