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?
The student may need a to-do list to help in planning time management so he is able to complete tasks before moving to the next class or task. He may need a to-do list in organizing his time in completing hygiene routines so he is able to leave for school or work on time. Consider whether it needs to have assigned amounts of time for each activity so he is able to finish and move on in a timely fashion. Will he need a combined to-do list and schedule with tasks during specific time frames checked off as finished before he moves on to the next task?
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.?
This depends on the independence level of the student. Some students may only need to refer to the list before moving on to the next item. Others may need to check the item off, especially if the to-do list includes a list of materials needed to either put away or retrieve. If tasks are completed during the time allotted, the student may be more motivated to follow the list and check things off, especially if the next transition results in a break, lunch, or end of work/class.
Make sure the to-do list clarifies the four questions for the student!
What additional cues (e.g. time durations, highlighting, instructions, and reminders) might you add to the to-do list to clarify expectations and promote attention to key elements?
Specific times may need to be highlighted that are imperative for the student to respond to appropriately. For example: Meet with your supervisor at 10:15 would need to be highlighted so the student could adjust his planning in completing a task and putting materials away before that time.
To keep the student on task, you may need to break down each activity into time increments (Ex: get dressed = 3 minutes; make breakfast = 2 minutes; eat breakfast = 7 minutes; be in the car by 7:20).
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?
