What type of to-do list is most appropriate for the student: A written to-do list, a to-do list that combines words and pictures, a picture-matching to-do list, or an object-based system?
Does the student’s to-do list answer these four questions:
How will the student interact with his to-do list to ensure that he is consistently using and referencing it? Will he check items off, delete items, place completed items in a folder, place items in a “finished” bin to represent completion of a task, etc.?
What additional cues (e.g. time durations, highlighting, instructions, reminders) might you add to the to-do list to clarify expectations and promote attention to key elements?
A to-do list may be an appropriate place for reminders to refer to his calming card after a certain activity. There may need to be a reminder attached to his to-do list to use his “handling mistakes” reminder card. Consider whether to have a highlighted reminder at the bottom of the list such as ‘Everyone makes mistakes, it’s ok.’
In order to align this intervention topic area with the unique needs of the student, do you need to create a to-do list in the View2do program?