What type of to-do list is most appropriate for your student who tends to seek assistance too frequently during tasks: 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:
When the student can reference and follow a to-do list that clarifies the questions above, he is less likely to excessively seek clarification and assistance from you as he completes a task.
How will your 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?
In order to align this intervention topic area with the unique needs of your student, do you need to create a to-do list in the View2do program?