What type of to-do list is most appropriate for the student: A written to-do list at a specific work station or a to-do list built into the schedule on the student’s mobile device?
The to-do list sequences a series of tasks at a station, thus clarifying order of tasks (priorities). As noted, the to-do list supports the student in seeing progress in tasks and in determining completion (‘finished’). It clarifies what comes next after finishing tasks (check schedule, take a break, etc.). In some cases, the student may be working in different work stations during a shift on his job. One station may have its own to-do list printed and available in that station. Or the student may have the to-do list embedded in his electronic schedule on his mobile device, watch or tablet.
*Note that the to-do list again supports organization around time, prioritizing and sustaining on task behavior. Just because the student is technically knowledgeable does not mean he handles time with the same expertise. The to-do list may simply note the jobs or you may incorporate visual instructions (see Visual Cues below) by including a list of written instructions for each job within the mobile device that support the student in performing the task in an orderly manner.
The more accomplished student may be able to set up his own to-do list after checking with his supervisor. In this case, the list may prevent ‘double-checking’ or bothering the supervisor at other times and thus improve efficiency.
You might devise a to-do list that allows for flexible sequencing of tasks. For example, there may be a set list of 6 tasks that the student consistently completes at a job site. However, software downloads, security checks, hardware adjustments, etc. vary from day to day. Is it appropriate to create a list that the coach or staff prioritizes at the beginning of the shift? Does the staff fill in the specifics in a to-do list template?
How will the student interact with his to-do list to ensure that he is consistently using and referencing it?
If a to-do list is in written form at a specific work station, he may check it off or mark through each completed task. If it is in his mobile device, set alarms or reminders so the student must view them before deleting them.
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?
Do specific jobs need to be highlighted in order of importance or a reminder starred with a specific time? (Ex: “John needs this by 3:00” or “Complete security checks by 2:45”).
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?
