What type of to-do list is most appropriate to support the student’s independent performance of this skill: A written to-do list, or a to-do list that combines words and pictures?
Does the student’s to-do list answer these four questions:
Your to-do list should clarify that the student needs to locate online job applications (“What do I have to do?”). It should clarify how many different sites he should explore (“How much do I have to do?”). It should clarify how many applications he should try to locate (“When am I finished?”), and it should clarify what he will do next (e.g. take a break, change classes).
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 printed applications in a folder, store online applications in an electronic “done” folder, etc.?
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?