What type of to-do list is most appropriate for the student: A written to-do list or a to-do list that combines words and pictures?
To-do lists can clarify the task for the student. In the example below, the “Task” lines indicate the parts of the cover letter with the sub-level “Steps” indicating the precise pieces of each part (e.g. Task 1: “Write Paragraph 1 for your cover letter”; Steps: “Position for which you are applying. Why are you applying (1-2 sentences),” “Why are you the person for the job (2-4 sentences)”).
As the student moves through each step (using a graphic organizer template or blank word document), he checks the item off his to-do list. He can see what is next, which might reduce some of the anxiety or frustration he experiences as he completes this writing task. Consider how you might design the to-do list to meet the needs of the student:
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?
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?
