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

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    Allison Spector
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    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.

    Original Description:

    Demonstrating use of SETT framework to assess for AT

    Original Title

    SETT Framework

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    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.

    Copyright:

    © All Rights Reserved
    Flag for inappropriate content
    48 views3 pages

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

    Uploaded by

    Allison Spector
    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.

    Copyright:

    © All Rights Reserved
    Flag for inappropriate content
    of 3

    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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