The SETT Framework
Student: ___Lee Parks (Pre-K)________________________________ ____
Student
Strengths:
 Responds well to
visuals
 Aware of others when
entering his
environment
 Shows interests in
peers
 Uses pictures to make a
choice
What we know
 Motivated by bubbles,
Lightning McQueen,
snacks, videos, and light
up toys.
 Responding well to
natural consequences
Needs:
 To increase his use of
expressive
communication for a
variety of intent
 Ability to attain to task
 Following simple step
directions
 Object Identification
 Give appropriate eye
contact
Date: _____________4/4/2018_______________________
Environment Task Tools
Home:  Using PECs symbols to Low Tech:
 1:1 therapy support at request motivators  Boardmaker symbols
home (SLP, OT, ABA,  Understanding  Sign Language
Special Educator) First/Then board  Social Stories
 Using a child size table  Following Visual  Sentence Strips
 Facing a wall with all Supports for reminders  Fidget toys
distractions behind him (sit, look, stop, listen,  Social Groups
 Needs open area to run quiet, etc.)  Finger Caps (to interest
when given a break  Turn taking activities him into pointing)
 Lightning McQueen using “my turn”  Pencil Grips
pillow in the middle of  Pointing to identify  Utensil Grips
the room for sensory objects, body parts, and
crashing clothing items
 Gated areas to keep him  Completing 5-7 piece High Tech:
from eloping puzzles  Communication Device
 Motivators in sight  Increase attention span  Story books on
using Play-Doh and audio????
School: highly sensory seeking  ???
 Two teachers (general activities
educator + special  Cleaning up
educator) in a self-  Waving to greet others
contained classroom  Imitating sounds and
with 3 other peers. words
 (Can’t add much about  Imitating motor actions
classroom since I  Returning to activity
support him at home) when eloping
 Eye tracing
 Hand over hand
 Errorless teaching
 Using a finger to point  Participate in
 Holding utensils and cooperative play,
crayons correctly pretend play, and
 Sensory Diet parallel play.
 Complete a short book
with an adult (He would
prefer to take the book
from an adult, elope, and
fixate on it)

Developed by Joy Zabala