The SETT Framework Tasks and Tools

• The SETT Framework Tasks and Tools

  
  

  • 
    

    This topic looks at the two remaining letters in the SETT framework, TASKS and TOOLS:
    

    • The tasks that the child needs to do – and how we consider these
    • The tools available to the child, the communication aids and the people and other resources

  • Mark as done

    SETT: Tasks

    It is vital to have full awareness of the tasks that the child wishes, or needs, to accomplish using the solution recommended. This can have a significant effect on the choice of vocabulary (the words and phrases) that are used in the AAC solution. A young child may need words such as bubbles or sand, whereas an 8 year old may need some more advanced words to match more age-appropriate activities. These words may be added to core vocabulary or used in activity charts.

    We need to consider that participating in activities is not the only important task for a young AAC user, but also the development of language generally, which is a longer-term task critical for long term life outcomes. This is an example of why a team approach needs to be taken for AAC assessment. Let’s consider our case study... 

    Stefan and the people close to him have been asked why Stefan needs a communication aid. These are their responses:
    

    Stefan’s example covers three communication task areas: 
    

    • Functional Communication
    • Language Development
    • Social Interaction

    What is going to enable the child to be able to chat to their friends, inform their mum of their eating preferences, and stay calm when feeling frustrated?  

    The communication aid, configured well with a robust vocabulary, will help the young person to develop their language.

    One of the fundamental purposes of language is social closeness. Is the communication aid chosen going to increase social closeness, or possibly put up more barriers? If Stefan had been introduced to PECS (or any other symbol based dialogue system) woud he be able to use this independently to communicate with his peers and people unfamiliar to him?

    
    

    
    

  • Mark as done

    Activity - Needs and Tasks 

    Can you match the type of questions asked about why Stefan needs a communication aid to the three communication task areas by flipping the cards?

    
    

  • Mark as done

    Building Language for Tasks

    When thinking how you can encourage the use of more language any regular evalutation session, it is worth considering using a schedule analysis tool in order to find the right vocabulary. An example of an AAC Implementation Worksheet has been provided by Vicki Clarke.  The process involves observing the child’s environment and recording what is said by his or her peers, and the types of activities that the child engages in.  By carrying out this task you will be able to follow on with next part of SETT and we will be discussing the way to build communication charts and progress with language building in Level 3. 
    

    1. Take the 'SETT Scaffold for Consideration of AT Need'  
    2. Thinking of Stefan, list the specific tasks he is struggling with in the second column of the table on page 2.
    3. Use the  presentation slides on this topic to help you and refer to the ICF to search for other ideas.

    
    

  • Mark as done

    Sett: Tools

    The most obvious tool is the communication aid itself, either a paper-based solution or an electronic device - often both! However, “Tool” in the language of SETT also applies to the people who are going to support the child. This includes those who will communicate with him or her on a daily basis such as the family, carers, teachers and therapists and other professionals, who might work with the child once a week to develop language, as well as the involvement of AAC specialists to provide training and support for the communication aid. 

    1. Print out the tool consideration scaffold document and see if you can fill it in.
    2. Put the tasks in the ‘descriptors’ row and the possible AAC tools in the ‘tools’ column.
    3. You may need to think about a range of communication aids 
    4. Have a think about how each tool matches up to each task (“descriptor”).

    Now see how Atlas was able to communicate using an app for several tasks and use different tools for communication.  We are not endorsing any particular app, but want to show how AAC can encourage the development of speech, language and literacy skills. 

    Atlas - 'Now we're Talking!' from AACORN on Vimeo.

  • Mark as done

    Summary 

    • Considering the tasks that the child needs or wants to do is essential when deciding what AAC system should be recommended
    • The words and phrases in that system should enable the child to do lots of things, including learning new language
    • SETT provides a useful framework to work through these issues, and the forms can be used to help you identify how tools are likely to meet the needs of the student

  • Mark as done

    Further Reading 

    • Vicki Clarke, Dynamic Therapy Associates Inc. AAC Implementation Worksheets.
    • SETT Framework, MODELER, and PODD AAC Intervention in Elementary Gradesas presented at CSUN 2018
    • PRC-Saltillo Case Study Unraveling the Mystery of AAC- Max 10 years old (assessment includes use of a modified SETT Framework) 
  • Mark as done

    Reflective Journal 

  • 

    Journal

    Reflective Journal
  • Presentation slides and Case Study forms

  • 

    URL

    What tasks and objectives do we want to address and what technology is available? URL
  • 

    Page

    Example - SETT Scaffold tool selection for Stefan Page
  • 

    Page

    Example - a completed SETT Scaffold Consideration of AT for Stefan Page