In order for the to-do list to be effective, it needs to be individualized so that it matches the skills, understanding level, and interests of each individual student, as well as the nature of the tasks to be completed.
To-do lists can be personalized by individualizing:
The number of tasks that a student will complete within the to-do list:
Some students perform best with just a few tasks, while others can work for longer periods of time. Some students operate well when given specific time increments within their to-do lists to break up their work session.
How breaks are interspersed (mixed, arranged) in the to-do list:
Depending on the student’s individual needs (related to stamina, attention, frustration-tolerance, etc.), you might need to insert several breaks across the to-do list, or at the end of the to-do list.
| Frequent interpersal of breaks: | Less frequent interpersal of breaks: |
To-do list for an individual who does not need the interspersal of breaks: |
|
To do: Load all petunias in truck |
To do: Load all petunias in truck |
To do: Load all petunias in truck
|
How less challenging versus more challenging tasks are interspersed in the to-do list:
Consider this interspersal as it relates to academic tasks, vocational tasks, home-based activities, or leisure activities. Depending on the student’s individual needs (related to stamina, attention, frustration-tolerance, etc.), you might need to create a to-do list that contains an appropriate mix of easier, and more challenging tasks that the individual can independently complete. On a related note, consider the interspersal of more preferred versus less preferred tasks.
The type of cue:
- Object cues in a left-to-right container system
- Matching cues (photos, colors, numbers, letters)
- Written cues accompanied by pictures
- Written cues
Change the visual cues, based on the individual student’s needs, to make the cues more or less interesting, complex, abstract, or visual.
How choice and interests are incorporated into the to-do list:
When possible and with your guidance, allow the student to designate the order of tasks within the to-do list. Offering choice is a mediating factor in the development of self-determination.
- If the individual enjoys and uses a smart phone, it may be appropriate to arrange the to-do list using this device. The use of these formats is often less stigmatizing, particularly when the individual is self- conscious about “blending in” at school or work.
- Incorporate (visually, thematically) the individual’s interest into the to-do list. For example, if the student has a strong interest in hockey teams, incorporate those images and themes into his schedule. This engages the student’s focus on and attention to the schedule.
- When appropriate, involve the student in the design and development of his to-do list. This is part of the priming process, which increases the student’s “buy-in” and motivation to use the list.
For some students, it is highly appropriate to teach them to develop their to-do lists, as this is a vital skill in post-secondary settings, and in jobs that require one to prioritize and problem-solve.
How the student actively engages in the process of seeing progress in the use of the list.
Does he check off each completed task on the list? Does he cross it off the list? Does he just take the matching cards and match them to the containers and place the containers in a finished area?
The concept of “finished.”
“Finished” could be indicated by crossing things out, making marks on a checklist, or in a variety of other ways. Having a clear space that represents ‘finished’ also helps. Where will the individual put the tasks when each is complete? Is it a finished basket or a table? Will he place the completed work in a “done” pocket in each class binder? Do the materials go back on the same shelf or space from which they were retrieved?
Clarifying “What’s Next?”
For some individuals, the satisfaction of knowing they have completed a job well done is all they need after their task(s) is completed. Others might need to have a favorite break activity to look forward to while they are doing their work. Additionally, this could be by individualizing the “what’s next?” card itself. Is the student motivated by an Anime character presented on their card, or is a simple check mark more age-appropriate or appealing to your student?
Over time, the instructor may increase the complexity of the system to improve the individual’s self-organization around work tasks or activities:
- Once the individual can use a left to right system, can the instructor set up a system that expects the student to put it back on a shelf to the left instead?
- Then, can the individual learn to use picture or photo cards in a to-do list to complete a series of tasks in different areas?
- Eventually, can the individual move around within a work space to find materials needed for a task or activity during completion while using either a picture-written to-do list or a written to-do list?
- Over time, does the student learn to recognize variations in to-do lists so that he is independent in many different settings?
The to-do list helps the individual sustain focus while working, acting, and moving until he finishes all tasks expected within a specific area (confined or expansive).