SETT Framework

I recently had the opportunity to meet and evaluate a student by the name of KD.  I was put in a position that allowed me to interact with her and inquire as I compiled information for this SETT Framework.  Having sat in on a number of IEP’s in the past, I knew what questions to ask to give me enough data to put be thorough.

Because of the severity of her condition KD has access to a number of AT tools that have been gathered specifically for her needs.  Other students are not given access to these same tools, although some of them have similar (if not exact) tools for their own usage.  One device in particular, a “Go Talk 4” was completely customized for her usage with a personal picture and recorded voice output.

I plan on following up with the teaching staff at the Sanders unit so that I can stay close to the progress of KD.  Although it “hurts” to see the severity of some of the children, I think this time will give me a much better understanding of Special Education and AT tools.  I am hoping that my new perspective may even assist with new methods to help KD meet more of her goals.

Student Environment Tasks
KD is a Kindergarten student who has been diagnosed with autism.  She additionally has a history of epilepsy and the presence of an intellectual disability secondary to Tuberous Sclerosis complex.
She has reduced comprehension and limited expressive language skills.
Her receptive and expressive language skills are limited for her chronological age, but consistent with her overall development over time.
She demonstrates a scatter of skills that are typically observed within the 0-6 month range.
Her vocalizations do not appear to have a communicative function at this time, unless it is to vocalize in protest.
KD is currently placed in a moderate-severe special day class for functional and academic skills.
KD is one of ten students in the class.
In addition to the teacher, there are:
2 Classroom Aides1 Healthcare Aide
Additionally she has a DIBS (Direct Intensive Behavior Support) Aides.
KD will participate in classroom activities by using-light tech supports

(e.g. randomizer) in 4/5 different classroom activities or routines as measured by representative

samples of data/direct observation.
KD will use pointer finger to trace lines with different modalities.
KD will turn three paper pages when presented with a book in a flat position.
KD will greet other students with a gesture, look at, or use of technology support.
KD will work to release objects in a designated container.

AT Solution

  1. Single message devices (e.g., Big Mac)
  2. Sequenced multi-message devices (e.g., Small Talk Sequencer)
  3. Message Randomizer devices (e.g., Small Talk Sequencer set on random)
  4. Cause and effect switch activated devices (e.g., Charley Chameleon Adapted toy)
  5. Single switch voice output devices with object stands (e.g., See and Speak communicator of Supersized Communicator)
  6. Batteries for devices as appropriate.
  7. Use of an elementary school peer to record messages in a voice consistent with his age and gender.