What type of to-do list is most appropriate for the student: 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:
Below is one sample of a more advanced to-do list with the information broken down by type, to further clarify expectations. Notice that this to-do list does not contain information related to all parts of the application, which might be an overwhelming task to complete in one “sitting.”
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 worksheets (graphic organizers) in a 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?
Consider using a check-off system for each of the sections of the information to be collected (Personal Information, Employment History, etc.). As a further step, color-coding each item on the to-do list to match a colored folder, worksheet, or specific sections of a form where the student is to record the information can further clarify the steps.
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?
