To-Do Lists:

What type of to-do list is most appropriate for the student:  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?

While a to-do list may not directly support the skill of interrupting (or not interrupting at the wrong time), a to-do list can support the student who tends to excessively interrupt to ask questions about a task or assignment.  Is he repeatedly interrupting because he does not know what to do?  Is some aspect of the task unclear to him?  If so, the to-do list can serve to clarify expectations regarding the task by answering 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?”

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?