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?
Consider that self-advocacy behaviors are being cultivated when the individual can independently complete tasks and direct himself to the next task without your prompting. A to-do list may support the student in knowing what tasks he needs to do to participate in the solution.
Since you missed class today, email Dr. Jones:
Does the student’s to-do list answer these four questions:
When the individual knows the answers to these four questions as he approaches a task, he is more likely to feel some control over the events of his day, and by extension, his life. Whenever possible, be sure to arrange opportunities for the student to assert choices on the order in which he will complete tasks, when breaks might occur within a series of tasks, which tasks will be complete in that session, etc. When appropriate, guide the student in developing his own to-do list rather than dictating it to him from start to finish.
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, 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?