What type of to-do list is most appropriate for the student: A written to-do list or a to-do list that combines words and pictures?
Use a to-do list that is best understood by the student; it should be a tool that supports and clarifies, rather than frustrates or confuses. Below is a to-do list incorporating a detailed hierarchical checklist within the steps of completing the task. The student checks-off or crosses-out each step to show her progress while being able to see how much is left and what’s next.
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 the above example, you could highlight the actual items that are part of the writing task to help clarify all of the pieces (e.g. highlighting all items in Task 1 a bright color that stands out from Tasks 2-4). Add other visual cues based on the specific needs of the student. For example, if the student needs a few key words or phrases included to help her start a particular sentence within the cover letter, add those to the to-do list. As another example, if the student tends to skip the “proofreading” portion of similar tasks, type Task 3 in bold font, use underlining, or write it with a bright red pen.
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?
