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?
The to-do list identifies the jobs to be performed. The to-do list may be inserted into the schedule and may identify the keys to task completion. For example, a schedule or calendar may have an icon on Monday at 3pm for Job Search.
Under that icon or written cue, the student finds a to-do list:
_____ Practice email scenarios with Ms. Burke
_____Check email and update your log
_____Burger King – Check your notebook for name and email address
_____Send follow-up email
____Choose a quiet break activity!
Does the student’s to-do list answer these four questions: “What do I have to do?”“How much do I have to do?” “When am I finished?” “What next?”
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?