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The SETT Framework: Student: Arianna (2 Grade) Date: April 14, 2019 Student Environment Task Tools

1. Arianna is a second grade student with autism and cognitive impairments who needs assistive technology to communicate with teachers, peers, and supports in her self-contained classroom. 2. The SETT framework evaluates Arianna's student characteristics, learning environment, tasks she needs to accomplish, and appropriate tools to support her communication and social skills. 3. Recommended tools include high-tech devices like tablets with communication apps, mid-tech communication devices, and low-tech tools like social stories, visual schedules, and communication boards to help Arianna interact with peers, regulate her emotions, and express her needs.

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Allison Spector
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© © All Rights Reserved
68 views3 pages

The SETT Framework: Student: Arianna (2 Grade) Date: April 14, 2019 Student Environment Task Tools

1. Arianna is a second grade student with autism and cognitive impairments who needs assistive technology to communicate with teachers, peers, and supports in her self-contained classroom. 2. The SETT framework evaluates Arianna's student characteristics, learning environment, tasks she needs to accomplish, and appropriate tools to support her communication and social skills. 3. Recommended tools include high-tech devices like tablets with communication apps, mid-tech communication devices, and low-tech tools like social stories, visual schedules, and communication boards to help Arianna interact with peers, regulate her emotions, and express her needs.

Uploaded by

Allison Spector
Copyright
© © All Rights Reserved
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The SETT Framework

Student: Arianna (2nd grade) Date: April 14, 2019

Student Environment Task Tools

Arianna is a 2nd grade student that Arianna will be using the AT in a 1. Social interaction with peers High tech tools:
has ASD with cognitive self-contained classroom in her  Use appropriate greetings  Mobile tablet so Arianna
impairments. She is currently neighborhood school.  Identify classmates by can use Proloquo2go and
being assessed for AT that will name iCommunicate
allow her to communicate with The classroom consists of:  Respond to basic personal  DynaVox: M3
educators, supports, and peers.  One special educator, two questions communication device
paraprofessionals and one  Understand facial  DynaVox: V+ and Vmax+
Strengths: teaching assistant expressions communication devices
 Responds to her name  Eight students that have  Learn to take turns when
 Verbally answers “yes or mild to severe cognitive playing games Mid tech tools:
no” questions impairments.  “Go Talk 9”
What we know

 Understands words and  Four small tables that can 2. Tolerating stimuli  “TalkTrac” wearable
language (adequate each sit two students.  Utilize deep breathing communication device
receptive language skills)  Carpeted area with strategies when
 Points to an appropriate pillows and beanbag frustrated. Low tech tools:
picture response when chairs.  Engage in sensory diet  Social stories
prompted  Several scooter boards activities  Board maker symbols
 Participates with others in  Many types of fidgets and  Resist urge to elope.  First- then board
small group activities for visual schedules
twenty minutes at a time  Promethean ActivInspire 3. Expressing needs to teachers
 Listens to and follows board and supports
directions  Utilize appropriate and
 Respects the personal Arianna receives a 30-minute relevant PECs symbols
space of classmates intervention 2x a week from the (i.e. need to use bathroom,
 She is active and does not speech therapist. request more snack, ask
have physical for help)
impairments. The special educator uses PBIS.  Identify and express
 Excellent gross and fine Students are expected to follow emotions
motor skills directions and respect the
personal space of their
classmates.
There are no physical access
Needs: issues in the classroom.
 Expressing her thoughts
to peers and staff
 Forming relationships
with peers
 Recognizing emotions
 Regulating her emotions
and developing
appropriate coping skills
 Support for verbal
communication

Interests
 Music, sports, computer
games, outdoor activities
Developed by Joy Zabala

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