Visual To-Do Lists:

What type of to-do list is most appropriate to support the student as he identifies businesses he wants to target in his door-to-door search – a written to-do list, or a picture-written to-do list? 

Does the student’s to-do list answer these four questions: 

1. “What do I have to do?”
2. “How much do I have to do?” 
3. “When am I finished?” 
4. “What next?”

The to-do list should clarify that the student needs to locate places he wants to go to obtain an application (“What do I have to do?”).  It should clarify how many different websites he should explore to identify businesses and addresses (“How much do I have to do?”).  It should clarify how many locations he should pick (“When am I finished?”), and it should clarify what he will do next (e.g. take a break, change classes, go to one place of business, etc.). 

Similarly, a to-do list might support the student in actually traveling to locations to obtain applications.  In this case, the to-do list should clarify the following: 

• What do I have to do? = Obtain applications
• How much do I have to do? = Go to 3 designated places to try to get applications
• When am I finished? = When I have been to these 3 places (and either obtained an application or been told that they are not hiring right now)
• What next? = Go home, take a break

In some cases, it would be appropriate for this to-do list to be attached to or embedded within the student’s schedule so that it is clear on what day and time he will be completing these tasks in the community.

What additional cues (e.g. time durations, highlighting, 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?