The SETT Framework
Student Environment
General:
 21 years old, self-contained
ALS class
 Loves jumping on the
trampoline, walks, high fives,
and listening to music
 In the enclave program
Strengths:
What we know
 Can express his wants and
needs with people who are
familiar to him
 Will vocalize one to two
word phrases
 Understands and follows two
step directions
 Recognizes most PECS
symbols
 Loves interacting with adults
 Can read site words
 Can write his name
Needs:
 Wants and needs not
understood by people
unfamiliar with him
Task
Physical Environment:
 AM: self contained
classroom with six other
students, one teacher, one
para, one student assistant
 PM: work sites, 2:1 or 3:1
ratio
Learning Environment:
 AM: Focused on IEP
objectives
o IEP objectives
usually done 1:1 or
2:1
o Done at the main
table in the classroom
 PM: Focused on job skills
training
Access Issues:
 Limited interaction with
peers
 Limited interaction with
people in the community
while at work sites
Tools
Academic: Low Tech:
 Giving between one to ten  PECS
objects when asked  Communication Board
 Identifying common  Visual Schedule
workplace symbols  Fidgets
 Identifying common school  Pictures paired with
based vocabulary/core words directions
 Answering basic WH
questions
Mid Tech:
Vocational:  Timer
 Ball Chair
 Remaining on task for 45  Trampoline
minutes
 Notifying a supervisor or
other adult when he is High Tech:
finished a task
 Requesting more materials  iPad with LAMP
 Sorting, folding, pick up/put 
in, cleaning, etc.
 Site words not understood by  Often forgets to bring speech
unfamiliar people generating device out to
 Needs most things read to work
him  Hard to work and focus on
 Needs to be prompted to use using speech generating
his speech generating device device
 Will only speak in one
syllable words unless
prompted
 Self-calming strategies: will
hit himself in the head and
scream when upset

Developed by Joy Zabala