How can to-do lists be used to manage downtime?
Use a to-do list to structure the student’s downtime. For example, have a to-do list of appropriate activities for the student to use so they know what they can choose from to do during their downtime. While some instructors may be reluctant to tell their student what to do during their downtime because they want the student to have the freedom to do what they want (after all, that is the nature of downtime in school), structure and guidance actually alleviates anxiety for many individuals on the spectrum. Moreover, entering the work force leads to a different set of rules on downtime. Therefore, structuring downtime in school can lead to a system that is practical for adult environments. Additionally, the to-do list in school can include all enjoyable activities for the student that are appropriate, relaxing, and fun.
Here is an example of a written to-do list for downtime at school:
Does the student’s to-do list answer these four questions:
Some students may have difficulty knowing what to do when they have completed their tasks. Thus, the “what comes next” component of a work to-do list (not a list of downtime activities as described above) is very important. When creating a to-do list of tasks or jobs the student is to complete at work, make sure you include what to do when they are done with those tasks so that they know what to do during their downtime. For example, if the supervisor agrees, you could write “Take a break in break room” as the last item on their to-do list. Or, for a student who comprehends information at the picture-level, include a picture card at the end of their to-do list indicating they should go to their choice board.
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?
