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?
Most frequently, when dealing with a student who is working on this goal, the elements of a to-do list are built into the agenda. Again the to-do list provides clarity on what to do, how much, when it is finished and what comes next. Are these elements part of the agenda? If the student can answer these questions from his agenda, he is more likely to succeed in completing the tasks according to plan. If the student has consistent support from a resource or primary teacher who meets with him daily to review the agenda and calendar and support negotiated plans, that teacher should watch for how the written cues and materials clarify the answers to the 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?