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Sett Framework

This document outlines the SETT Framework for student J.O. It summarizes his interests, abilities, needs, and the environment and tools that support his learning. Specifically, it notes that J.O. benefits from visual supports, routines, videos, and one-on-one instruction. He enjoys shapes and can communicate with prompts. Challenges include attention and understanding social cues. Recommended supports include BoardMaker, a picture schedule, and breaking tasks into smaller portions with multiple prompts. The goal is to help J.O. clearly communicate his wants and needs.

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806 views3 pages

Sett Framework

This document outlines the SETT Framework for student J.O. It summarizes his interests, abilities, needs, and the environment and tools that support his learning. Specifically, it notes that J.O. benefits from visual supports, routines, videos, and one-on-one instruction. He enjoys shapes and can communicate with prompts. Challenges include attention and understanding social cues. Recommended supports include BoardMaker, a picture schedule, and breaking tasks into smaller portions with multiple prompts. The goal is to help J.O. clearly communicate his wants and needs.

Uploaded by

api-416543387
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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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

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