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?
If you are trying to set up more frequent practice of the target skill during a class period, consider creating a token economy for the student. As noted in Reinforcement, is a token economy set up such that 4 checks by the student’s name on the board means a music break for 15 minutes or a 10-minute period of independent reading with a favored book?
Does the student need a to-do list that shows “Practice offering a suggestion 3 times, then get 10 minutes on internet” to motivate him to stay calm and use his plan?
Does the student’s to-do list answer these 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?