SETT Framework - TRANSITION PLANNING

Student with Autism Spectrum Disorder - Social/Behavioural Needs

Student: Larry

School: Rocky View Schools

D.O.B.: 23/08/2006

Date: May 25, 2015

Grade: 4

M / F

Team Members - Elementary School:

Matt (classroom teacher), Rae (Learning Support teacher), Diane (Administration), Diane P. (support
staff), Marci and Luke (Parents)
Team Members - Middle School:
Kelly (classroom teacher), Tracey (Learning Support teacher), Denise (Administration), Barb (Child
Development Advisor), Marci and Luke (Parents)
Background Information:
Larry is a fun loving, engaging student. He currently lives with his mother and father and one older
brother. His brother is two years older and currently in middle school. The family moved from Nova
Scotia when Larry was in grade 2.
Larrys classroom assessments indicate he is reading and writing at a grade 2 level, math skills are
early grade 3. Additional formal assessment information is contained in the original diagnostic report
in student file.
Larry was diagnosed as a child with Autism Spectrum Disorder when he was 3 years old in Nova
Scotia. He is a tiptoe walker and will be undergoing botox treatments over the summer to address
this issue. Larrys older brother has been diagnosed as having ASD.
Strengths:
specific areas of interests - has extensive knowledge
enjoys engaging with select friends
sense of humour
enjoys school
Challenges:
adapting to change
task completion within guidelines or expectations
engaging in topics other than individual areas of interest
task engagement and completion
attention
emotional regulation
reacting to emotional or social challenges without physical means (hitting, pinching)
expressing displeasure in an appropriate tone and volume
Environment (Elementary):

Larry is in a class of 27 students. All of his subjects are taught by his classroom teacher other than
music, which is taught by a music specialist. An educational assistant is available to the class to
support Larry for a number of specific time periods throughout the week. CDA support is available
but has not been accessed for Larry at this time.
Environment (Middle):
Larry will be in a class of 27 - 30 students. Core subjects will be taught by two teachers with options
and speciality subjects taught by other teachers. There is an expectation of movement to other
areas within the school and taking direction from other teachers. The students arrive from two
different elementary schools so there will be new peers which he has not met before. Educational
Assistant support is limited and will be determined based on needs in the fall. CDA support is
available if needed.
Transition Tasks (Elementary):
Larry requires support for transitions within the school and the classroom. These supports have
included: visual schedules, advance warning of upcoming transitions, personal/individual warning of
the need to cease and activity to begin another, proximity of teacher, walking with or beside the
teacher or a specific friend (he enjoys this opportunity), reinforcement that he will be able to
continue a desired activity at a later time,
Transition Tasks (Middle):
Larry will continue to need the supports as provided in elementary school. In the middle school
setting Larry would benefit from multiple opportunities to walk around and visit the school,
experience bell time student movement with the support of a trusted adult, connections with
identified adults or peer mentor whom he can access for support when needed. If the crowded
hallways prove too much for Larry then alternate times for dismissal and hallway transitions may
need to be arranged.
Transition Tools (Elementary):
The following tools have been used with varying success
Classroom computer - Larry likes to use the computer but requires guidance to use it for the
intended purpose rather than researching his current areas of interest
iPad - the portability of this device has enabled Larry to work in alternate areas of the classroom and
in alternate locations within the school when supported by an adult.
Fidget tools - a selection of tools have been provided for Larry to choose from whenever he
needs/desires and should continue to be provided for his use
Zumba rocker chair
Personal visual timers as well as classroom visual timers
Use of personal interval trainer device to help monitor appropriate behavior
Velcro dot self-monitoring system tied into a reward system for appropriate behaviour
Email has been an integral communication tool with home.
Transition Tools (Middle):
The continuation of the current tools will be vitally important as Larry transitions to his new school
He may require assistance with organization and time management through graphic organizers and
visual planners which may or may not be embedded in technology
Word prediction software would also be an avenue to pursue for Larry