Appendix B: SETT Questionnaire with Guiding Questions Area of Concern: STUDENT/SKILLS ENVIRONMENT TASKS TOOLS What are the Where does client go? Who What are the communication What tools or strategies may child’s strengths and needs related and what supports him/her? tasks we would like the child support client with his/her to communication? to do?(Goals) goals at home or at school? Medical Status: Home/School/Community: Communication Functions: Tools Tried in the Past: Diagnoses, developmental skills, What is the daily schedule? Initiate What tools have been tried and if they child’s seizure activity, medication have been discontinued, why? Request Who are the primary child’s Comment Strengths: communication partners in each What are no-tech and low tech setting? strategies and tools that are Continuation How do you describe the student to used? others? Ending How do different communication Repair partners support communication New Ideas for Today: The current interactions? student’s Denials/Reject communication abilities: Comment on possible Simple Speech Exchange Information Generating Devices or Speech What are daily communication How does this child communicate Generating Devices with Levels Social Etiquette opportunities? his/her messages? Social Closeness Device Features Needed: Resources/Equipment: What is this receptive and child’s expressive language skills? Who are the primary team members? Narrowing the focus: Mounting Needs: How well is the child What is the current priority? What tools and resources are understood(intelligibility)?) available to the child(Core or Context Plan:
Appendix B: SETT Questionnaire with Guiding Questions Area of Concern: STUDENT/SKILLS What are the child’s strengths and needs related to communication? ENVIRONMENT Where does client go? Who and what supports him/her? TASKS What are the communication tasks we would like the child to do?(Goals) TOOLS What tools or strategies may support client with his/her goals at home or at school? Medical Status: Diagnoses, developmental skills, seizure activity, medication Strengths: How do you describe the student to others? The student’s current communication abilities: How does this child communicate his/her messages? What is this child’s receptive and expressive language skills? How well is the child understood(intelligibility)?) Home/School/Community: What is the child’s daily schedule? Who are the child’s primary communication partners in each setting? How do different communication partners support communication interactions? What are daily communication opportunities? Resources/Equipment: Who are the primary team members? What tools and resources are available to the child(Core or Context Communication Functions: Initiate Request Comment Continuation Ending Repair Denials/Reject Exchange Information Social Etiquette Social Closeness Narrowing the focus: What is the current priority? Tools Tried in the Past: What tools have been tried and if they have been discontinued, why? What are no-tech and low tech strategies and tools that are used? New Ideas for Today: Comment on possible Simple Speech Generating Devices or Speech Generating Devices with Levels Device Features Needed: Mounting Needs: Plan: