{"id":{"repo_id":"exeter","oai_identifier":"oai:figshare.com:article/31255006"},"canonical_url":"https://search.dev.ndltd.org/etd/exeter/oai:figshare.com:article/31255006","repository":{"repo_id":"exeter","name":"University of Exeter","base_url":"https://api.figshare.com/v2/oai"},"display":{"title":"Exploring the Application of Self-Determination Theory in Teaching and Learning: Engaging Children with Profound and Multiple Learning Disabilities","abstract":"This study explores motivation within the framework of Self-Determination Theory (SDT) (Ryan & Deci, 2000) for children with profound and multiple learning disabilities (PMLD). Guided by the work of Atkin and Lorch (A&L) (2016), the methodology emphasises the importance of capturing behavioural data within natural, face-to-face interactions. This approach acknowledges the ecological factors of both the environment and the developmental context, capturing signalling behaviours authentically and examining the intentionality behind responses, despite limitations posed by motor and perceptual impairments. The study involved six non-verbal students aged between 10 and 14 with cognitive ages of approximately 13 months. Each participant displayed complex conditions, including autism, cerebral palsy, epilepsy, and rare genetic disorders, and all required extensive one-to-one support. Data were collected using an adapted Motivational Assessment Scale (MAS), which was tailored for non-verbal learners with PMLD by eliminating verbal cues and focusing on Sensory, Attentional, and Tangible engagement. Each SDT condition was designed to trigger specific motivational inclinations in real-world classroom contexts. In the Autonomy condition, participants chose activities from pictorial prompts to simulate decision-making in a controlled, supportive environment, while minimising adult involvement. The Competence condition engaged students in progressively challenging cooking activities requiring fine motor skills; sustained engagement indicated task satisfaction and perceived mastery. Finally, the Relatedness condition involved music-based group play, encouraging participants’ sense of belonging by observing their interactions with both peers and adults. By evaluating behaviours at a micro-level, as A&L (2016) suggested, the study distinguished between more significant signalling efforts and minor responses, identifying behavioural expressions that can reliably indicate motivation. Before implementing the three SDT psychological needs-based experimental conditions of Autonomy, Relatedness and Competence (ARC), baseline behavioural data were collected alongside the MAS) and A&L (2016) measures to contextualise typical engagement patterns, facilitating a more accurate interpretation of each child’s unique responses to experimental activities. The findings reveal nuanced motivational preferences among the PMLD students, demonstrating that even highly vulnerable children exhibit inclinations aligned with SDT’s core principles. Notably, participants showed a preference for Autonomy and Relatedness, with individual and subgroup variations. Children in permanent care, for instance, exhibited stronger Relatedness preferences than their peers, possibly reflecting a potential heightened need for connection. Children with autism displayed a marked preference for Autonomy, potentially suggesting that motivational drives may vary based on specific conditions. Interestingly, Competence, the drive to master skills and build self-efficacy, was not as motivating, likely due to the considerable cognitive demands of skill recognition and development. The study contributes to the field of educational and developmental psychology by extending the applicability of SDT to a profoundly under-researched population. By operationalising the core constructs of SDT in a highly adapted, ecologically valid framework, the research provides compelling evidence that motivational inclinations can be meaningfully identified in learners with profound cognitive and communicative disabilities. The findings challenge assumptions about the absence of agency in this group and offer a novel methodology for capturing authentic engagement, thereby opening new avenues for inclusive pedagogical design and motivation-sensitive assessment in specialist educational settings.<p></p>","abstract_html":"This study explores motivation within the framework of Self-Determination Theory (SDT) (Ryan &amp; Deci, 2000) for children with profound and multiple learning disabilities (PMLD). Guided by the work of Atkin and Lorch (A&amp;L) (2016), the methodology emphasises the importance of capturing behavioural data within natural, face-to-face interactions. This approach acknowledges the ecological factors of both the environment and the developmental context, capturing signalling behaviours authentically and examining the intentionality behind responses, despite limitations posed by motor and perceptual impairments. The study involved six non-verbal students aged between 10 and 14 with cognitive ages of approximately 13 months. Each participant displayed complex conditions, including autism, cerebral palsy, epilepsy, and rare genetic disorders, and all required extensive one-to-one support. Data were collected using an adapted Motivational Assessment Scale (MAS), which was tailored for non-verbal learners with PMLD by eliminating verbal cues and focusing on Sensory, Attentional, and Tangible engagement. Each SDT condition was designed to trigger specific motivational inclinations in real-world classroom contexts. In the Autonomy condition, participants chose activities from pictorial prompts to simulate decision-making in a controlled, supportive environment, while minimising adult involvement. The Competence condition engaged students in progressively challenging cooking activities requiring fine motor skills; sustained engagement indicated task satisfaction and perceived mastery. Finally, the Relatedness condition involved music-based group play, encouraging participants’ sense of belonging by observing their interactions with both peers and adults. By evaluating behaviours at a micro-level, as A&amp;L (2016) suggested, the study distinguished between more significant signalling efforts and minor responses, identifying behavioural expressions that can reliably indicate motivation. Before implementing the three SDT psychological needs-based experimental conditions of Autonomy, Relatedness and Competence (ARC), baseline behavioural data were collected alongside the MAS) and A&amp;L (2016) measures to contextualise typical engagement patterns, facilitating a more accurate interpretation of each child’s unique responses to experimental activities. The findings reveal nuanced motivational preferences among the PMLD students, demonstrating that even highly vulnerable children exhibit inclinations aligned with SDT’s core principles. Notably, participants showed a preference for Autonomy and Relatedness, with individual and subgroup variations. Children in permanent care, for instance, exhibited stronger Relatedness preferences than their peers, possibly reflecting a potential heightened need for connection. Children with autism displayed a marked preference for Autonomy, potentially suggesting that motivational drives may vary based on specific conditions. Interestingly, Competence, the drive to master skills and build self-efficacy, was not as motivating, likely due to the considerable cognitive demands of skill recognition and development. The study contributes to the field of educational and developmental psychology by extending the applicability of SDT to a profoundly under-researched population. By operationalising the core constructs of SDT in a highly adapted, ecologically valid framework, the research provides compelling evidence that motivational inclinations can be meaningfully identified in learners with profound cognitive and communicative disabilities. The findings challenge assumptions about the absence of agency in this group and offer a novel methodology for capturing authentic engagement, thereby opening new avenues for inclusive pedagogical design and motivation-sensitive assessment in specialist educational settings.&lt;p&gt;&lt;/p&gt;","abstract_has_math":false,"creators":["Charlotte Fernandes (21042026)"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-02-04T00:00:00Z","date_published":"2026-02-04T00:00:00Z","updated_at":"2026-07-27T19:34:32Z","subjects":["SDT","Self-Determination Theory","PMLD","SEND","Motivation","MAS","Motivational Assessment Scale"],"languages":[],"rights":["All rights reserved"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["10779/exe.31255006.v1"],"render_values":[{"text":"10779/exe.31255006.v1","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Charlotte Fernandes (21042026)"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2026-02-04T00:00:00Z"]},{"key":"dc:relation","label":"Dc Relation","values":["https://figshare.com/articles/thesis/Exploring_the_Application_of_Self-Determination_Theory_in_Teaching_and_Learning_Engaging_Children_with_Profound_and_Multiple_Learning_Disabilities/31255006"]},{"key":"dc:type","label":"Dc Type","values":["Text","Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["SDT","Self-Determination Theory","PMLD","SEND","Motivation","MAS","Motivational Assessment Scale"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["10779/exe.31255006.v1"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study explores motivation within the framework of Self-Determination Theory (SDT) (Ryan & Deci, 2000) for children with profound and multiple learning disabilities (PMLD). Guided by the work of Atkin and Lorch (A&L) (2016), the methodology emphasises the importance of capturing behavioural data within natural, face-to-face interactions. This approach acknowledges the ecological factors of both the environment and the developmental context, capturing signalling behaviours authentically and examining the intentionality behind responses, despite limitations posed by motor and perceptual impairments. The study involved six non-verbal students aged between 10 and 14 with cognitive ages of approximately 13 months. Each participant displayed complex conditions, including autism, cerebral palsy, epilepsy, and rare genetic disorders, and all required extensive one-to-one support. Data were collected using an adapted Motivational Assessment Scale (MAS), which was tailored for non-verbal learners with PMLD by eliminating verbal cues and focusing on Sensory, Attentional, and Tangible engagement. Each SDT condition was designed to trigger specific motivational inclinations in real-world classroom contexts. In the Autonomy condition, participants chose activities from pictorial prompts to simulate decision-making in a controlled, supportive environment, while minimising adult involvement. The Competence condition engaged students in progressively challenging cooking activities requiring fine motor skills; sustained engagement indicated task satisfaction and perceived mastery. Finally, the Relatedness condition involved music-based group play, encouraging participants’ sense of belonging by observing their interactions with both peers and adults. By evaluating behaviours at a micro-level, as A&L (2016) suggested, the study distinguished between more significant signalling efforts and minor responses, identifying behavioural expressions that can reliably indicate motivation. Before implementing the three SDT psychological needs-based experimental conditions of Autonomy, Relatedness and Competence (ARC), baseline behavioural data were collected alongside the MAS) and A&L (2016) measures to contextualise typical engagement patterns, facilitating a more accurate interpretation of each child’s unique responses to experimental activities. The findings reveal nuanced motivational preferences among the PMLD students, demonstrating that even highly vulnerable children exhibit inclinations aligned with SDT’s core principles. Notably, participants showed a preference for Autonomy and Relatedness, with individual and subgroup variations. Children in permanent care, for instance, exhibited stronger Relatedness preferences than their peers, possibly reflecting a potential heightened need for connection. Children with autism displayed a marked preference for Autonomy, potentially suggesting that motivational drives may vary based on specific conditions. Interestingly, Competence, the drive to master skills and build self-efficacy, was not as motivating, likely due to the considerable cognitive demands of skill recognition and development. The study contributes to the field of educational and developmental psychology by extending the applicability of SDT to a profoundly under-researched population. By operationalising the core constructs of SDT in a highly adapted, ecologically valid framework, the research provides compelling evidence that motivational inclinations can be meaningfully identified in learners with profound cognitive and communicative disabilities. The findings challenge assumptions about the absence of agency in this group and offer a novel methodology for capturing authentic engagement, thereby opening new avenues for inclusive pedagogical design and motivation-sensitive assessment in specialist educational settings.<p></p>"]},{"key":"dc:title","label":"Title","values":["Exploring the Application of Self-Determination Theory in Teaching and Learning: Engaging Children with Profound and Multiple Learning Disabilities"]}]}],"canonical_facts":{"dc:creator":["Charlotte Fernandes (21042026)"],"dc:date":["2026-02-04T00:00:00Z"],"dc:description":["This study explores motivation within the framework of Self-Determination Theory (SDT) (Ryan & Deci, 2000) for children with profound and multiple learning disabilities (PMLD). Guided by the work of Atkin and Lorch (A&L) (2016), the methodology emphasises the importance of capturing behavioural data within natural, face-to-face interactions. This approach acknowledges the ecological factors of both the environment and the developmental context, capturing signalling behaviours authentically and examining the intentionality behind responses, despite limitations posed by motor and perceptual impairments. The study involved six non-verbal students aged between 10 and 14 with cognitive ages of approximately 13 months. Each participant displayed complex conditions, including autism, cerebral palsy, epilepsy, and rare genetic disorders, and all required extensive one-to-one support. Data were collected using an adapted Motivational Assessment Scale (MAS), which was tailored for non-verbal learners with PMLD by eliminating verbal cues and focusing on Sensory, Attentional, and Tangible engagement. Each SDT condition was designed to trigger specific motivational inclinations in real-world classroom contexts. In the Autonomy condition, participants chose activities from pictorial prompts to simulate decision-making in a controlled, supportive environment, while minimising adult involvement. The Competence condition engaged students in progressively challenging cooking activities requiring fine motor skills; sustained engagement indicated task satisfaction and perceived mastery. Finally, the Relatedness condition involved music-based group play, encouraging participants’ sense of belonging by observing their interactions with both peers and adults. By evaluating behaviours at a micro-level, as A&L (2016) suggested, the study distinguished between more significant signalling efforts and minor responses, identifying behavioural expressions that can reliably indicate motivation. Before implementing the three SDT psychological needs-based experimental conditions of Autonomy, Relatedness and Competence (ARC), baseline behavioural data were collected alongside the MAS) and A&L (2016) measures to contextualise typical engagement patterns, facilitating a more accurate interpretation of each child’s unique responses to experimental activities. The findings reveal nuanced motivational preferences among the PMLD students, demonstrating that even highly vulnerable children exhibit inclinations aligned with SDT’s core principles. Notably, participants showed a preference for Autonomy and Relatedness, with individual and subgroup variations. Children in permanent care, for instance, exhibited stronger Relatedness preferences than their peers, possibly reflecting a potential heightened need for connection. Children with autism displayed a marked preference for Autonomy, potentially suggesting that motivational drives may vary based on specific conditions. Interestingly, Competence, the drive to master skills and build self-efficacy, was not as motivating, likely due to the considerable cognitive demands of skill recognition and development. The study contributes to the field of educational and developmental psychology by extending the applicability of SDT to a profoundly under-researched population. By operationalising the core constructs of SDT in a highly adapted, ecologically valid framework, the research provides compelling evidence that motivational inclinations can be meaningfully identified in learners with profound cognitive and communicative disabilities. The findings challenge assumptions about the absence of agency in this group and offer a novel methodology for capturing authentic engagement, thereby opening new avenues for inclusive pedagogical design and motivation-sensitive assessment in specialist educational settings.<p></p>"],"dc:identifier":["10779/exe.31255006.v1"],"dc:relation":["https://figshare.com/articles/thesis/Exploring_the_Application_of_Self-Determination_Theory_in_Teaching_and_Learning_Engaging_Children_with_Profound_and_Multiple_Learning_Disabilities/31255006"],"dc:rights":["All rights reserved"],"dc:subject":["SDT","Self-Determination Theory","PMLD","SEND","Motivation","MAS","Motivational Assessment Scale"],"dc:title":["Exploring the Application of Self-Determination Theory in Teaching and Learning: Engaging Children with Profound and Multiple Learning Disabilities"],"dc:type":["Text","Thesis"]},"updated_at":"2026-07-27T19:34:32Z"}