The SETT Framework
Student: ______Matthew Smith____________________________________Date: ____04/03/2018________________________________
Student
General Information
 Four year old preschool
student, with a diagnosis of
Autism
 Receives Special Education
services in a 4 year old self-
contained classroom
 Exhibits a variety of
behaviors, including:
o Focusing on one
What we know
object
o Lining things up in a
row
o Hand flapping when
excited
o Twirling or banging
objects
o Smell, tastes or eats
inedible objects
Strengths
 Responds to simple one-
step directions
 Responds to his own name
 Give an object on request
 Can identify some animal
sounds and environmental
sounds by pointing to the
correct picture(s).
Environment Task Tools
Physical Environment Expectations Low Tech
 Four year old self- (Adapted Physical  Picture symbols
contained special Education)  Photos
education classroom-  Sitting on a shape
 Visual schedules
located in an outdoor  Eyes are looking
temporary  Ears are listening  Core Vocabulary board
 1 teacher, 2  Hands are in lap
 Raise hands to signify High Tech
paraprofessionals
“My turn” to  I-pad to use of
 There are 6 highly communication
demonstrate activity
energetic (and strong-
or answer question program, behavioral
willed) students total; supports, and visual
2 of which participate schedules (Proloquo-2-
Maryland College and
in half-day Pre-K Go, Visuals-2-Go App)
Career Ready Standards
inclusion
1.A.1.a: Demonstrate  Instructional Videos on
 Classroom teacher locomotor skills including a projector to enhance
requires students to walking, jogging, running, visual learning and
hold a rope with galloping, hopping, and engagement (Go
different colored loops jumping. Noodle, YouTube
while moving between 1.A.1.b: Use general spatial
Videos, FitBreak,
specials, bathroom, awareness and self-space
awareness in physical
Cosmic Kids Yoga)
and lunch (to help  Any additional ideas
activity.
with transitioning are appreciated!
difficulties)
1.A.1.c: Demonstrate non-
locomotor skills of bending
 Classroom furniture and stretching.
arranged L1e: Gain exposure to the
appropriately to most frequently occurring
prepositions (e.g., to, from,
support a number of
in, out, on, off, for, of, by,
daily activities
  Points to pictures and
objects, when provided
with choices in answering
questions
 Sort shapes and colors
Needs
 Difficulty using non-verbal
communication for social
contact
 Displays difficulty with
impulsive behaviors and
motor control
 Requires additional verbal
and or proximal support
from a teacher to remain on
task
 Highly reactive to sensory
stimulation
 Difficulty in consistently
demonstrating reciprocal
movements, as modeled by
an adult (Ex: touching toes,
reaching arms up, jumping
jacks, etc).
 *Adapted PE with).
Environment*: Open Objectives
environment with
designated colors and
shapes for different
activities. Equipment
is developmentally
appropriate and used
to support curricular
and gross motor
activities. There is also
a sensory play area
that is used for
sensory play and
exploration at the end
of each class.
Instructional Environment
(Adapted Physical
Education)
 Open environment
that encourages
kinesthetic learning
and exploration.
 Visual schedule with
pictures symbols to
address warm-up,
daily lesson/activities,
clean-up, and
transition to sensory
play area
 Use of First-Then
Board
 Verbally and visually
modeled instructions
 Music to enhance
motivation and signal
 “Stop/Go” of activities.
 Use of STOP/GO sign
as added visual, while
paired with music.
 Use of sentence strips
with PCS symbols at
the beginning and end
of class:
“It’s time for APE!”
“APE is finished!”

Access Issues
 Remaining on task
during instructional
activities, due to
external distractors in
environment.

Developed by Joy Zabala