What type of schedule does the student need (a written schedule, a picture-written schedule, a picture schedule, or an object-based schedule) to independently determine where to go for each event of the day and in what order?
Although the schedule is not a primary tool in addressing quality checks while working, double-checking and submitting work, there may be circumstances in which the schedule and to-do list are combined for a student. The specific tasks to be completed may be inserted in the schedule. This may be done so that the student has one place to look for both where to be (schedule) and what to do (to-do list). In this case, do you place reminders within the combined schedule/to-do list? Be careful to not overwhelm the student with too much visual information in a system. However, the reminder on quality of a task may be placed on this visual support to assist the student’s attention to that marker of quality or to where to hand it off.
How will the student interact with his schedule to ensure that he is consistently using and referencing it? Will he check items off, delete items, place completed events in a folder, place items in a bin to represent completion of an activity, etc.?
Is the schedule available to the student at all times? If not, what adjustments should you make to ensure its accessibility?
What additional cues (e.g. time durations, highlighting, reminders) might you add to the schedule to clarify expectations and activities?
In order to align this intervention topic area with the unique needs of the student, do you need to create a schedule in the View2do program?