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?
A to-do list might assist the student in preparing for an activity so they are able to arrive on time. Things to consider for preparing for school would include setting an alarm, identifying and laying out the intended outfit, collecting all homework/assignments, making sure all school supplies are ready, making sure the lunch or lunch money is prepared, etc. Things to consider for a job might include setting an alarm, getting uniform or clothing ready, packing lunch or having lunch money ready, gathering and packing work materials, etc. The student would use a timer or digital watch to assist him in adhering to these breakdowns.
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?
Many students will need to check off each item to ensure that it has been packed or prepared.
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?
To keep the student on task, does each activity need to be broken down into time increments? (Ex: get dressed = 3 minutes; make breakfast = 2 minutes; eat breakfast = 7 minutes; be in the car by 7:20)
In addition, the student may need such reminders as “clock in as soon as you get to work,” or “sign in at the front desk before putting your things away.”
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?