The SETT Framework
Student: __Tammy___________________________________
Student
 Tammy, Pre-K student
with developmental delay.
She was in a special
education preschool for
students with multiple
intense needs
 Difficulty following
directions and routines in
the classroom. Needs
support to maintain
attention to tasks. Has
difficulty transitioning
What we know
from one task to the next
 Remembers the first step
in a classroom
routine/given directions
but does not continue
with the rest of the steps
 Has fine motor needs:
holding a pencil, using
scissors, dressing self
 Needs support for
expressive language. Most
language she uses is
scripting lines from TV
shows or things teachers
have told her. Speaks in 2-
4 word phrases when not
scripting.
 Tammy often becomes
escalated and has
meltdowns from being
Date: ____________________________________
Environment
 Large pre-k inclusion
classroom
 Has three tables where
students sit to complete
academic activities, eat
breakfast/snack, and sit in
the morning
 Has a carpet where
students meet for circle
time, calendar time,
whole-group, read alouds,
etc.
 Special education staff is
always present in the
classroom. Either the
early intervention special
educator or the special
education paraeducator.
The other staff member
present are the general
education pre-k teacher
and the general education
pre-k paraeducator.
 Other students typically
use pencils, crayons, dry
erase markers, scissors,
glue, and various
manipulatives depending
on the tasks.
 Tammy has difficulty
holding and using the
previously mentioned
Task
Typical tasks in the classroom
include:
 Cutting and gluing
activities
 Writing name
 Counting manipulatives or
other objects with 1:1
correspondence
 Listening to read alouds
 Answer questions about
what they were read
 Socializing with peers
during center/play time
 Drawing activities
 Sorting activities
 Play educational games on
the iPads
Tools
Low-tech:
 Pencil grip for Tammy to
use for all writing
materials (pencils,
crayons, markers, etc.)
 Adaptive scissors to help
Tammy use scissors to
complete activities
 Noise-cancelling
headphones to help
prevent overstimulation
or to de-escalate her when
she is in crisis/having a
meltdown due to sensory
issues
Medium-tech:
 Timer to help Tammy
know when it’s time to
transition from one
activity to the next
throughout the day
High-tech:
 “My choice board” app for
iPad to help Tammy when
she is in crisis to help her
express what she needs
 Boardmaker to create a
visual schedule for
Tammy’s day as well as
individual steps of a
required task
told no, changes in
routine, when she is over-
stimulated, when she is
physically uncomfortable,
or when she needs
something but isn’t able to
articulate what she needs.
She has difficulty
communicating her needs
in those moments
materials used by
students. She receives OT
to help her access the
physical materials used by
the other students
 Students are expected to
independently write
their own name, use
scissors and glue, rotate
groups, ask for assistance
to meet their needs, hear
directions once or twice
and then follow through
with the directions for the
given task, and follow
typical classroom
routines. Students are
expected to require
assistance with using the
bathroom, dressing
themselves, writing new
words/letters, and
following unfamiliar/new
classroom routines.
Developed by Joy Zabala