The SETT Framework

Student: J.O. Date: July 11, 2018

Student Environment Task Tools

Students’ Interest Physical Layout Academic Tasks Low Tech

 Appreciates routines  Sits near the teacher  Participate during  BoardMaker

within his daily during whole group whole group reading supports during
schedule including the instruction instruction (read aloud reading instruction
use of a picture  Sits in the back of the and vocabulary (adapted books)
schedule room for IEP work to practice)  Picture schedule
 Motivated by his Party avoid distractions from  Answer comprehension  Sign language for
City token board small group rotations questions orally or with core vocabulary
What we know

 Extended attention the use of visuals from  Token board/

span during one to one Available Staff Supports the adapted book reinforcement
instruction  Complete the system
 Enjoys anything to do  Student contains 1:1 independent practice  Picture Exchange
with shapes (tracing support on IEP portion of the lesson Communication
shapes, typing shape  4 Instructional (comprehension check System (PECS)
names, and watching Assistants plus 1 worksheets or  First/Then Chart
YouTube videos about teacher total in the vocabulary  Choice board for
shapes) classroom handwriting practice) break time options
 Benefits from visual  Sustained attention  Chewy
supports (Boardmaker) Materials/ equipment throughout all of  Slant board
 Likes learning through used by other students reading group  Modified
videos and songs worksheets
 Slant board
Students’ Abilities  Wiggle seat Mid Tech
 Weighted ball and
 Echoic speech blanket  Time timer
 Able to communicate  Token boards/ timers
with minimal prompts  AAC devices High Tech
to answer routine  Visuals attached to staff
questions lanyards to assist with  Trial period of
(i.e. Answering communication of Language
questions during wants and needs Acquisition Motor
morning group routine) Planning (LAMP)
 Complete 25 different Access Issues  Word processor
fill-in-the-blank  Video modeling
phrases  Communicating wants
 Tact (label) 50 different and needs to staff
photos across three
exemplars Expectations and
Attitudes of others
Functional Area of
Concern  All staff promote high
expectations for
 Clear verbal students
communications to  Staff are familiar with
convey his wants and students allowing them
needs to set appropriate and
 Precise pronunciation realistic expectations

Students’ Needs

 Needs assignments
chunked into smaller,
more manageable
portions
 Requires multiple
prompts from staff to
 initiate task
 Repeated verbal
directions
 Difficulties
understanding social
cues
 Short attention span
during whole group
instruction
 Limiting scripting
during instructional
times
 Answer 25 different
wh-questions related to
fill-in-the-blank
phrases

Developed by Joy Zabala