Visual To-Do Lists

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 to-do list is a self-organization tool that inherently helps the student perform tasks in order. How the instructor words the directions and the steps of the task can encourage the student to organize materials and space within the task. Consider the type of to-do list but also consider the specific instructions in the list. Can instructions in the list enhance organization?  Connect the instructions of the to-do list to the environmental design.

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.?

Think about adding reminders to the to-do list. Adding written reminders into the list will assist the student in gathering materials and completing tasks more independently.  An example could be for a student working at a fast food restaurant:

Assigned Tasks for Wednesday

______  Bathrooms (see checklist 1)

______  Dining Room  (see checklist 2)

______  Outside Area  (see checklist 3)

______  Other ____________________

Bathroom - Checklist 1:

Get a Cleaning cart.           

Fill cleaning cart with these items:

     __ Hand soap (fill basket)
     __ Floor cleaning solution
     __ Paper towels and toilet paper (fill shelf)
     __ Spray cleaner and sponges                  
     __ Toilet brush and cleaner                
     __ Trash bags                                 
     __ Bucket and mop                     

Clean _______________bathrooms:
     ___   Fill soap dispensers
     ___   Fill paper towel holder
     ___   Clean all sinks/ wipe off counter
     ___   Fill toilet paper containers
     ___   Clean toilets and urinals
     ___   Empty trash
     ___   Mop floor

Return cart to supply closet
Empty trash can on cart in large supply closet can
Rinse and squeeze out mop and return to drain

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?

Does the student need a written reminder added to his to-do list to organize his binder or check over his list of needed materials at specific times during the day?  Note that these times for ‘reorganization’ are often necessary but they do not properly address the specific moments throughout the day in which the student must think to ‘put things back.’

Specific reminders might need to be highlighted such as: “remember to put empty cleaning containers in the trash can” for a custodial job, or “remember to put #2 pencils in book bag for Social Studies exam.”

Some labels might need to be highlighted to assist the student. There may be a label on the box on the teacher’s desk that orients the student to put finished homework or finished tasks there. This could be in bold type or in red.

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?