What type of to-do list can support the student in completing an application form: A written to-do list, or a to-do list that combines words and pictures?
Completing an application, especially during the early instructional phase, may not be a single activity. Instead, the sections of an application can be divided into more manageable chunks to be completed during multiple sittings. To-do lists for these separate tasks can help the student process the order and amount of information he is expected to complete during a single activity, potentially increasing focus and lessening anxiety.
Does the student’s to-do list answer these four questions: “What do I have to do?”“How much do I have to do?” “When am I finished?” “What next?”
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, etc.?
The following example is developed for a student who is comfortable navigating the internet and uses a previously completed information organizer to continue with specific portions of an online application he started earlier. As each step is completed, he would just draw a line through the item.
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?
This example uses a strike-out interaction by the student. It could easily be adjusted to include checkboxes or another interactive method. Additionally, keywords for each step may be highlighted to help the student focus on the main element. For example, bolding “Click Log-in” and “Click Save & Continue” help clarify the buttons to find on the website.
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?
