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 valuable tool in addressing the organizational problems that individuals demonstrate around break. The issues of time, sequence and what to do are all addressed by this tool. Moreover, the open-ended nature of ‘break’ makes it often a necessity.
Below are three examples of to-do lists. Notice that each to-do list includes particular visual cues (icons, time durations, and reminders):
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 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?
