Specialist’s Corner: How Multimedia Is Transforming Support for People with Learning Disabilities and Autism
- An interview with Ben Andrew, PBS Coach & Multimedia Specialist -
What is the role of multimedia in enhancing support services in general?
Multimedia is a fantastic tool for making support more personalised, creative, and accessible.
In everyday life, we all use multimedia – YouTube, videos, apps – to learn new things. In health and social care, we can use the same tools to help people understand information, express themselves, and take greater control over their lives.
It enhances staff training, ensures consistency in care, and promotes advocacy. Used well, multimedia breaks down traditional barriers, bringing information to life and helping people communicate and thrive in ways that written documents alone never could.
Who can create and deliver multimedia support?
Anyone can – that’s the beauty of it.
You don’t need expensive equipment or technical expertise. A basic camera, free editing software, or even printed photos and easy-read formats can be hugely effective.
The key is having the right mindset: being creative, person-centred, and willing to experiment. It’s not about producing polished videos – it’s about making content that speaks to the person you’re supporting.
Some of the most powerful pieces of multimedia I’ve seen were filmed on a phone and edited on free apps – but because they were built with the person, they had real meaning and impact.
Staff at all levels, families, and even the individual themselves can contribute to creating multimedia content. In fact, the more collaborative the process, the better – that way the content truly reflects the person’s voice and preferences.
How effective is multimedia support when working with people with learning disabilities and autism?
Visual learning is at the heart of a lot of what I do, especially when supporting individuals with learning disabilities and autism. Many of the people I work with process information visually – so using images, videos, symbols, and animations can dramatically improve understanding and retention.
So, often I create video-based social stories to help individuals prepare for new experiences – visiting a new place, starting a new activity, or understanding an upcoming change. These videos might show real footage of the environment, staff, or routine, combined with simple explanations.
Animations are another powerful tool – they can break down complex ideas into simple, visual sequences. This is especially useful when someone finds real-life video overwhelming or distracting.
I also use visual timetables, symbol-supported guides, and interactive apps. For example, create a personalised visual recipe guide for someone learning to cook, or a video showing how to complete a morning routine step by step.
The goal is always to make learning accessible, memorable, and tailored to the individual – helping them build confidence and skills at their own pace.
What are the key benefits of multimedia for autism and learning disabilities?
Auditory input plays a vital role in multimedia learning, particularly for individuals who respond well to sound or who benefit from hearing information repeated in a consistent way.
Using narrated video stories allows us to pair visual information with a clear, reassuring voice. This can really help reinforce understanding and provide emotional comfort, especially during transitions or unfamiliar experiences.
For example, in one project we (the therapy team) supported a person transitioning from hospital to community living. The video we created used a voiceover recorded by their most trusted nurse – hearing that familiar voice talking through each stage of the transition made the process far less overwhelming and much more personal.
We also create personalised sound cues that can help individuals navigate their daily routines. For example, using specific tones or voice prompts to signal different parts of the day – mealtime, bedtime, or activity transitions.
Music playlists are another key tool – they can support emotional regulation, focus, and wellbeing. We often co-create playlists with the individual and their family, helping them access the right sounds for different situations – whether that’s calming music during downtime, energising tracks for activities, or familiar songs that bring comfort.
Finally, AAC (Augmentative and Alternative Communication) devices with voice output give many individuals a greater ability to express themselves – turning symbols or typed text into speech that can be understood by others.
How can multimedia support personalised learning?
Multimedia is perfectly suited to personalised learning because it can be adapted to fit the individual’s unique strengths, preferences, and goals.
One approach we often use is adaptive software – programmes that adjust the level of challenge or type of content based on how the person is progressing. This allows learning to be paced appropriately and keeps the person engaged.
We also create individualised lesson plans that combine multimedia elements with in-person support. For example, we might develop a package of video clips, interactive games, and printable materials to support someone learning a new life skill.
Talking Mats is another brilliant tool – it uses symbols and a structured visual framework to help individuals explore and communicate their thoughts and choices. We often capture Talking Mats sessions on video so that staff and family members can revisit and reflect on what the person has communicated.
We also use photo and video diaries – these not only help individuals reflect on their learning and achievements but can also serve as a way of reinforcing skills. For instance, someone learning to cook might create their own cooking video diary — watching it back can help them remember the steps and build confidence to cook independently.
The key principle is co-production – we involve the individual as much as possible in creating and shaping their multimedia learning tools. This not only makes the content more meaningful but also empowers the person as an active participant in their own learning journey.
How does multimedia contribute to Positive Behaviour Support (PBS)?
It’s a perfect fit for PBS.
We use multimedia to co-produce PBS plans with the individual, create video-based social stories, and facilitate post-incident reflection through video debriefs. We also build visual tools to help staff consistently implement proactive strategies.
By doing this, PBS plans become living, dynamic documents – understood and embraced by everyone involved, including the person themselves. A PBS plan is just a piece of paper until someone implements it. The true power of PBS is created through practice leadership – and the more we can do to make information accessible and advocate alongside people, the better.
As they say: “Nothing about us, without us.”
Could you share some examples of how multimedia is used to support communication and social skills?
Absolutely. We often use video modelling – filming positive social interactions so the person can watch and learn at their own pace. It allows individuals to rehearse and build confidence in new skills in a safe and familiar way.
We also use animation to teach conversation skills and help break down abstract concepts into simple, visual sequences. Symbol-supported communication apps and personalised video messages help individuals maintain social connections with family and friends – sometimes giving them a voice where previously there was none.
One example that really stands out was a lady who had been in hospital for 23 years. She was preparing to transition into supported living – a huge change after such a long time. Naturally, there was a lot of anxiety about what the move would involve.
To support her, we co-created a digital avatar-based support plan. We worked closely with her and her team to break down every part of her transition into manageable steps. Each part of the PBS transition script was turned into a short section of the animation, using a digital avatar of herself, her new staff team, and visuals of her new home and community – so everything felt familiar and predictable.
We combined real-world photos of her new house, local shops, and favourite places with the avatar-based clips. To add further reassurance, the voiceover was recorded by her closest nurse, someone she trusted deeply – this helped bridge the gap between her hospital life and her new environment.
This multimedia support plan allowed her to revisit and process the information as often as she needed, building familiarity, reducing anxiety, and giving her a real sense of agency in her move. The result? She made the transition far more smoothly than anyone had anticipated – and is now thriving in her new supported living setting.
This is the power of multimedia – giving people the tools to better understand change, learn new skills, and maintain control of their own story.
How can multimedia support education and skill-building?
It’s a brilliant way to support learning.
We create interactive e-learning apps, video tutorials, and blended learning approaches that combine in-person support with multimedia resources. These tools help make learning more accessible and engaging, especially for individuals who process information visually or kinaesthetically.
For example, video social stories are fantastic for helping individuals understand new routines, life skills, or technology use – skills that can make a huge difference to independence and quality of life.
One person I supported wanted to be able to communicate with his family via Skype, but struggled with the steps involved. Together, we created a personalised instructional video filmed in his home environment. It showed him turning on the computer, logging in, opening Skype, positioning the webcam, and making the call – all broken down into clear, simple steps.
The video included on-screen prompts and a calm, familiar voiceover. He was able to watch the video as many times as he needed, building confidence each time. Within a couple of weeks, he could make Skype calls to his family independently – a skill that had a huge impact on his life.
We also regularly use multimedia to support the learning of key daily living skills – such as cooking, cleaning, managing household tasks, or developing a consistent morning routine.
For example, we might film an individual cooking their favourite meal step-by-step, or show how to safely operate household appliances. We create visual schedules or short video clips to help embed simple but important routines, giving people greater confidence and independence in their own homes.
This kind of personalised, practical multimedia support can open up opportunities for learning that feel achievable, empowering, and fun – helping people build skills they can use every day.
Can personalised multimedia approaches support sensory integration?
Multimedia can be a really valuable tool for supporting sensory regulation, particularly when it’s personalised to an individual’s needs and preferences.
For some people, we use soundscapes or playlists that help them calm, focus, or regulate during different parts of the day. These might be tailored with specific types of music or familiar sounds that have a soothing effect.
Video-based sensory stories are another excellent tool – short videos combining images, sounds, and movement that are carefully designed to match a person’s sensory profile. These can be used to prepare someone for a particular activity or transition, or simply to provide a calming experience.
We also use guided relaxation videos that incorporate familiar voices or visuals from the person’s own life – helping them feel safe and grounded. For individuals who benefit from more interactive experiences, there are sensory apps that allow them to engage with virtual light boards, cause-and-effect games, or other visual and auditory tools.
Again, the key is personalisation. What works for one person might not work for another, so we co-create these materials with the individual and their team, building a toolkit they can use to support their own sensory regulation.
How is emotional regulation supported through multimedia tools?
Multimedia is incredibly powerful when it comes to supporting emotional regulation.
One of the simplest but most effective tools we use is creating a personalised happy memories video album – a collection of positive images and video clips that the person can watch during moments of anxiety or low mood. It can help ground them, remind them of people and experiences they love, and shift their emotional state.
We also use short, structured videos to help individuals understand emotions, label them, and practise coping strategies. These might involve animation or video modelling showing someone using a particular technique – such as deep breathing, sensory activities, or requesting help.
Interactive apps can also play a role – giving individuals space to explore emotions and rehearse self-regulation skills in a non-pressured way.
For many people we support, these multimedia tools have made a significant difference – enabling them to manage emotions more independently, build resilience, and feel more in control of their own wellbeing.
What’s your personal approach to using multimedia?
My approach is always rooted in the individual – person-centred, strength-based, and trauma-informed.
For me, it’s not about using flashy technology for the sake of it – it’s about helping the person have a richer, more independent life through creative tools that work for them.
We always co-produce content with the person and those who know them best — family, support staff, friends. The content evolves with the person – as they grow and learn, their multimedia tools can change with them.
We also think carefully about accessibility – not everyone responds well to seeing themselves on screen, for instance. In those cases, we might use avatars, symbols, voiceovers from trusted people, or a combination of real-world images and animation to make the experience comfortable and empowering.
I’m really passionate about upskilling more of the care teams in these approaches. We’re creating a broader multimedia project so these techniques can be shared across our services — making multimedia support not an add-on, but a core part of how we deliver great care.
As I often say: a PBS plan is just a piece of paper until it’s brought to life through practice leadership. Multimedia is one of the most powerful ways we can do that — making support plans real, accessible, and engaging for the person they’re designed for.
Why should social workers and commissioners work with Leaf Complex Care?
Multimedia is embedded within our PBS approach – it’s not an afterthought. We co-produce interventions with the supported people, train staff and families to use multimedia confidently, and focus on long-term, sustainable outcomes. We’ve pioneered innovative tools like animated support plans and video-based debriefs, and we continue to develop new ways of using technology creatively and responsibly.
If commissioners want to see personalised, life-enhancing interventions that deliver real-world impact – that’s exactly what we offer.
Final Thoughts
By embedding technology creatively and ethically into care, we can improve people’s outcomes and help redefine what’s possible in social care.
But more than that -I think we need to stop seeing ourselves purely as support workers and start thinking of ourselves as artists. Our role is to be creative, to help co-create with the people we support.
Multimedia is just another brush, chisel, or piece of clay we can use to shape a better quality of life alongside someone. That creativity is so often overlooked — but for me, it’s what transforms good care into great care. It’s about crafting support that is not only effective, but meaningful, beautiful, and personal to each individual.
And this is just the beginning.
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