221 A study to define: profound and multiple learning disabilities (PMLD) GARY BELLAMY University of Sheffield, UK LIZ CROOT University of Sheffield, UK ALICK BUSH Sheffield Health and Social Care NHS Foundation Trust,UK HILARY BERRY Sheffield Health and Social Care NHS Foundation Trust,UK ANTOIN SMITH Sheffield Health and Social Care NHS Foundation Trust,UK Abstract This study aimed to define the term ‘profound and multiple learning disabilities’ (PMLD). A shared understanding of terminology or diagnostic terms describing groups of individuals is important for the purposes of strategic development, service planning, and the provision and equity of service delivery. A literature review provided different definitions and meanings associated with the term. The meaning attributed to the definitions was explored in focus groups and individual interviews (face to face and telephone) with service managers, commissioners, practitioners, frontline healthcare staff and family carers who provide services, support and care for people with PMLD. Further iterative discussions were held with a smaller group over the precise wording of the chosen definition to ensure there was a shared and common understanding. Personal characteristics for the purpose of this study are defined as diagnoses, disabilities, impairments, activity restrictions and other characteristics which represent a person with PMLD. Keywords definitions; PMLD; profound and multiple learning disabilities; service delivery Background and literature review The term ‘profound and multiple learning disabilities’ (PMLD) is now commonly used to describe a person with severe learning disabilities who article Journal of Intellectual Disabilities © The Author(s), 2010 Reprints and permissions: http://www.sagepub.co.uk/ journalsPermissions.nav vol 14(3) 221‒235 issn 1744-6295(386290) doi: 10.1177/1744629510386290