Structured work systems & Activity Organizations
Pre-Assessment
Pre-Assessment
Work systems must include drawers and bins.
Select an answer for question 48
Work systems are only used in the school environment.
Select an answer for question 49
Work systems are constructed by trained personnel.
Select an answer for question 50
A work system clearly indicates the activities or tasks than an individual will complete
and the sequence in which the tasks will be completed.
Select an answer for question 51
Work systems can be made for _______.
Select an answer for question 52
Work systems use visual cues to provide individuals with four pieces of information
Select an answer for question 53
The goal of structured work systems is to promote independence.
Select an answer for question 54
Structured work systems are designed to teach individuals with ASD new skills,
concepts, or content.
Select an answer for question 55
If an individual with ASD needs adult support to complete the work system, the work
system should be evaluated.
Select an answer for question 56
Some things to be considered when determining the type of work system to create
include the following:
Select an answer for question 57
What Is a Structured Work System?
Individuals with autism spectrum disorders (ASD) thrive in well-organized classrooms.
Environments that provide clear expectations and predictable routines promote
increased engagement and on-task behavior (Tien & Lee, 2007). Creating such
environments often involves the use of individual work systems. Structured work
systems are primary components of structured teaching.
Individual work systems promote independence by organizing tasks and activities in
ways that are comprehensible to individuals with ASD. Specifically, work systems are
visually structured sequences that provide opportunities to practice previously taught
skills, concepts, or activities (Schopler & Mesibov, 1995). These systems clearly
communicate four important pieces of information:
1.
2.
3.
4.
What activities to complete
How many activities to complete
How the individual will know when the work is finished
What will happen after the work is complete (Mesibov et al., 2005).
Individual work systems use visual supports to provide this information
When using a work system, the individual with ASD moves to the designated
workspace. The activities to be completed are in one area of the workspace. Another
area is designated for all completed work. Frequently, list of activities for the individual
to complete at the work area is posted. The individual then completes the following
steps:
o
o
o
o
o
o
views the list of activities to complete
obtains the first activity
places the work in the work area
completes the activity
places the activity in the area designated for finished work
moves on to the next task (Mesibov et al., 1994; Schopler & Mesibov, 1995).
Why Use Structured Work Systems?
Constructing meaning and learning from an environment requires attention to many
different aspects of that environment (Reed & Gibson, 2005). The importance of such
attention is evident in both social and academic settings. For example, to truly
understand the nature of what another person says, we must attend to multiple stimuli,
including tone of speech, facial expressions, and body language. When learning a new
concept or following a new set of directions, we attend to verbal directions while looking
at or manipulating a variety of materials. However, many individuals with ASD are
unable to attend to multiple stimuli or environmental cues (Quill, 2000). These
individuals demonstrate stimulus over-selectivity (Reed & Gibson, 2005), or attention to
a limited number of environmental cues at one time. That is, individuals with ASD may
attend to specific parts or aspects of a situation without regard for the context within
which the situation occurs (Happe & Frith, 2006; Quill, 2000).
Over the past several decades, research and personal accounts have indicated that
over-selectivity and visual perception influence how individuals with ASD process
environmental stimuli (Caron, Mottron, Berthiaume, & Dawson, 2006; Edgin &
Pennington, 2005; Grandin, 2006; Happe & Frith, 2006). However, the debate continues
as to whether individuals with ASD simply have a strength and/or preference for
processing specific details or if they lack the ability to process information in context
(Dakin & Frith, 2005; Porter & Colheart, 2006). In any case, stimulus over-selectivity
keeps individuals with ASD from attending to and processing important aspects of the
educational environment (Frith, 2003; Gibson & Reed, 2005; Happe & Frith, 2006;
Koegel, Koegel, & Carter, 1999; Reed & Gibson, 2005). Specifically, over-selective
attention, or attention to parts rather than wholes, limits an individual's ability to
understand the "big picture" in academic and social settings (Happe & Frith, 2006, p. 6).
This is especially true as task demands increase, or situations become more complex
(Reed & Gibson, 2005).
The characteristics described above significantly influence the ability of individuals with
ASD to participate in many different environments. Many have difficulty completing an
activity from start to finish. They are often unable to "(maintain) a mentally specified goal
and ... (implement) that goal in the face of distracting alternatives" (Fisher & Happe,
2005, p. 757). In addition to difficulty maintaining attention to activities, individuals with
ASD have difficulty generalizing skills to new environments (Koegel et al., 1999).
Structured work systems offer a tool for assisting individuals with ASD in focusing on
important details, maintaining attention to tasks, and generalizing skills learned in one
setting to new environments. How do work systems support the characteristics
described above?
o
o
o
o
o
o
Work systems highlight important information and help limit distractions.
Work systems offer an external organization tool for individuals with ASD who may
have trouble organizing materials.
Work systems offer a clear and predictable sequence of activities to complete. Such
predictability decreases the anxiety and uncertainty many individuals with ASD feel
in the face of unknown tasks or activities.
Work systems limit the need for verbal instructions.
Work systems limit the need for constant adult support and prompting and,
therefore, promote independence.
Once an individual has learned how to use a work system, the system can be used
across environments to promote generalization of skills.
Can Structured Work Systems Be Used
in the Community, at Home, or with
Adults?
Structured work systems can be used in any setting and to support any individual with
ASD. Moreover, any parent, family member, educator, or other support person can
create a work system to support an individual with ASD. Mesibov, Shea, and Schopler
(2005) of Division TEACCH offer a list of examples for using work systems at home, in
the community, or with adults. Examples include using a work system to:
o
o
o
o
o
o
o
ride the bus or subway
prepare a casserole dish
clean dishes while working in a restaurant
complete a toileting or hygiene routine
request food during a meal
complete a sequence of school activities
complete a sequence of therapy activities.
In addition, work systems can be used to facilitate participation in exercise or physical
fitness activities; social activities such as bingo games, bowling, or cooking classes; and
outdoor activities such as gardening. Because consistency and predictability are so
important to individuals with ASD (Scheuermann & Webber, 2002), once they
understand the work system in one environment, the system can be used in other
environments to promote independence and learning and facilitate participation in a
variety of activities.
How Can Work Systems Be Adapted to
Meet Individual Needs in Many
Environments?
Though all work systems use visual cues to indicate what to do first, next, and last,
these systems must be developed to meet the unique needs of each individual.
Structured work systems can have simple or complex designs as long as the design
aligns with the skills and attributes of the individuals using them. For example, the
design of work system for an individual who does not read or write will be different from
the design of a work system for someone who is able to read and comprehend written
directions. Similarly, if an individual is able to travel from one area to another without
adult support, his or her work system will look different from a work system designed for
somebody who has trouble moving from one area to another. Below are several
examples of structured work systems. These examples offer a starting point for
developing structured work systems and are not intended to be exhaustive.
Case Study: Sarah
Sarah is a 6-year-old girl in first grade. She does not yet read and has difficulty
transitioning from one area of the classroom to another. Sarah is beginning to match
colors, shapes, and pictures of motivating items to the actual objects (e.g., matching
picture of her favorite cartoon character to her lunchbox with the same character).
Sarah's structured activities utilized a left to right, top to bottom system.
After transitioning to the work area, Sarah sits down at a small desk. To her left is a
three shelf bookcase. The top two shelves house one task each. The bottom shelf
contains a picture of Sarah's lunchbox with her favorite cartoon character. When Sarah
approaches her desk, she can clearly see her work tasks, the number of tasks, and the
picture of her lunchbox. To her right is another bookcase where she places each
completed task. Sarah obtains her first activity and places it on her desk. After
completing the task, she puts her work on a shelf to her right. She then obtains the
second task from the bookcase on her left. Again, she completes the task and places it
on a shelf to her right. Finally, Sarah obtains the picture of her lunchbox. She stands up
and walks from her activity station to her backpack. Sarah opens her bag, obtains her
lunchbox, and matches the picture to the top of her lunchbox. An adult then cues Sarah
to wait in line for her classmates to go to lunch.
After obtaining and completing a task, the child moves the task to the right side where
there is a finished or done box (Dettmer et al., 2000; Schopler & Mesibov, 1995).
Finally, after completing all the tasks, there is a picture or item that indicates what is
coming next in the child's schedule (Schopler & Mesibov, 1995).
Case Study: Matt
Matt is 4 years old and attends a half-day inclusive preschool program. Like Sarah, Matt
has difficulty transitioning from one area of the classroom to another. He is able to
match shapes, numbers, and pictures. Again, similar to Sarah's, Matt's individual work
system incorporates a left to right, top to bottom design. Because Matt is able to match
shapes and numbers, there is a Velcro strip on the table where Matt completes his play
activities. Attached to the Velcro strip are the numbers 1, 2, and 3. A picture of a
trampoline is placed after the numbers on the strip. On one side of his play table is a
three-drawer bin. Each drawer is numbered in order from 1 to 3. Matt sits down at the
table, takes the number 1 and matches it to the drawer on his left with the number 1. He
opens the drawer, obtains the play activity, and places it on his table. Matt completes
the activity and places it in the top drawer of the bins to his right. He repeats the
process, matching the number 2 to the second drawer and the number 3 to the third
drawer. When all three tasks are completed, Matt takes the trampoline picture from the
Velcro strip. Because Matt loves the trampoline, he is motivated to independently walk
across the room to the trampoline area. He matches the small picture to a larger picture
hanging on the walk in the trampoline area. He now has 3-5 minutes to jump before
transitioning to the next activity.
Structured Work Systems
Case Study: Jacob
Jacob is a sixth grader who spends about 50% of his school day in a general education
classroom and the other 50% in a resource room setting. He is a beginning reader and
is able to complete basic math activities (e.g., addition, subtraction without borrowing)
independently. Jacob first learned to complete a structured work schedule in the
resource room.
Jacob's Resource Room Structured Activity System
Jacob's work station includes a laminated worksheet with a place at the top for him to
write his name. Approximately 10 feet away, there are several bookcases. Twenty
activities line the shelves numbered from 1 to 20. Each morning, the teacher chooses
four activities for Jacob to complete. She Velcroes the numbers corresponding to the
activities on his worksheet below his name. For example, if she chooses activities 2, 7,
11, and 15, she places those numbers on Jacob's worksheet.
After transitioning to the work area of the resource room, Jacob sits down at his activity
desk. He signs in for work by writing his name at the top of the worksheet using a dryerase marker. He then obtains the first number under his name and walks to the
bookcases. After arriving at the bookcases, he identifies the corresponding activity and
matches the number to the front. He picks up his work, walks back to his activity table,
and completes the designated task. Jacob finally returns his work to the bookcase. He
repeats the process for his remaining jobs. The last picture is a picture of Jacob's
teacher. Jacob pulls off the picture, walks to the teacher, and taps her on the shoulder.
If the teacher is busy, she asks him to wait a minute. Jacob takes a step back and waits
for the teacher to turn her attention to him. Once the teacher is attending to Jacob, he
verbally requests a break activity. Examples of Jacob's break activities include 5
minutes on the computer, listening to a book on tape, and drawing pictures of airplanes.
After his break is over, Jacob transitions to the next activity.
Jacob's Work System in the General Education Classroom
In the afternoon, Jacob participates in the general education classroom. During silent
work time, all students have 30 minutes to complete a variety of tasks that might
otherwise be homework. The general education and special education teachers have
collaborated to create an individual work system for Jacob. Similar to the system he
uses in the resource setting, Jacob's tasks are placed on a bookcase in one corner of
the classroom. At the start of the silent work time, the general education teacher gives
the entire class the verbal direction, "It's time to begin silent work." Because the teacher
uses the same direction each day, Jacob has learned it as his cue to begin his
structured work system. He takes a red folder from his desk, opens it, and pulls out a
laminated worksheet similar to the one he uses in the resource room. At the top of the
sheet is a place for Jacob to write his name. Under his name are four numbers
corresponding to the activities on the shelf in the corner on the classroom. He takes the
first number, walks to the bookcase, and identifies the first task. Jacob matches the
number to the front of the task, picks up the activity, and returns to his desk. After
completing the activity, Jacob returns the activity to the bookcase and repeats the
sequence until all tasks are finished. If the students in the general education classroom
do not have any written tasks to complete during the silent work time, they read books
in the library area of the classroom. For this reason, the last picture on Jacob's work
system is a library picture. He removes the picture, walks to the library area, and
matches the picture to a larger picture in the library. He then chooses a book and sits on
a beanbag with his classmates.
This video shows middle school student, Ryne working through the left to right
progression completing independent work tasks using a visual schedule to guide him.
After he completes the tasks he can engage in an activity of his choice. The visual
supports used around the room help him navigate to his desired activity. When it is
complete, he uses a transition area to move to his next activity.
Individual Work System Using Folders or
Binders
Case Study: Alex
Alex is a14-year-old female with Asperger Syndrome. As a ninth grader, she recently
transitioned to high school. The basis of Alex's individual work system is a binder that
she uses to organize her entire school day. At the start of the school year, Alex's
resource room teacher helped her to type her schedule. Her schedule includes the time,
name of the class, room number, and teacher's name. Alex's teacher placed a divider
for each class inside the binder. On the front of each divider, the teacher again wrote
the class name, room number, and teacher's name. The teacher also listed all the
materials Alex needs for the class on the divider. Finally, at the back of the binder, there
is a homework page containing a list of all Alex's classes. At the end of each class, Alex
writes down the assignments and materials she will need to take home to complete the
assignments. Before leaving school each night, Alex goes to her locker, opens her
binder, and turns to the page with the list of assignments and needed materials. She
places the things she needs in her backpack and heads home. In the evening, Alex
works at a desk in the living room while her mother works on the computer. She
removes the list of assignments and materials and places it on the desk. Alex checks off
each assignment as it is completed. She then reloads her backpack for the next school
day.
An Individual Work System for
Supporting Adult Independence
Case Study: Lisa
Lisa is a 24-year-old female who lives at home with her mom and dad. Lisa
communicates using a picture system. She works in a mailroom at the hospital where
her mother works. Each day Lisa and her mom ride to work together.
Lisa Gets Ready for Work
Lisa's alarm goes off at 6:45 a.m. Her mom ensures that Lisa is out of bed and then
leaves Lisa to prepare for the day. After Lisa gets up, she follows a visual schedule to
get ready for work. The first activity on the schedule is the bathroom. In the bathroom
are all the materials Lisa needs to prepare for the day. To the left of the sink is a basket
with five different compartments. To the right is an identical basket each compartment
on the left contains one of the following items: hairbrush, toothbrush and toothpaste,
washcloth, deodorant, and a picture of clothes on her bed. Lisa takes the first item, the
hairbrush, and brushes her hair. She places the hairbrush in the basket to the right of
the sink. (Both baskets are the same so that Lisa's parents can easily switch the basket
and not have to move the items everyday). Lisa then takes the toothbrush and
toothpaste and brushes her teeth. She then places these items in the basket to the
right. After brushing her teeth, Lisa obtains the washcloth, washes her face, and places
the washcloth in the basket to the right. Finally, Lisa picks up and puts on the
deodorant, placing it in the basket to the right when she is finished. Lisa then takes the
picture of clothes on her bed and walks back to her room. She independently gets
dressed and goes to the kitchen to enjoy breakfast with her dad.
Lisa Works in the Mail Room
Lisa works in the mailroom of a large hospital. Her job is to deliver mail to several
different departments. When Lisa arrives at work, her supervisor has already set up the
cart that Lisa will use to transport the mail. Ten different color-coded bins are placed on
the cart. Each color corresponds to a different hospital department, and each bin
contains the mail for the designated department. Lisa pushes the cart around the
hospital, stopping at each department. The door to each office has a piece of
construction paper taped on the front; the color corresponds to the color of the bin on
Lisa's cart. When Lisa arrives at an office, she checks the color of the construction
paper on the door and identifies the corresponding bin. She removes the mail from the
bin and walks in the office. She places the mail in a basket on the desk. When all the
bins are empty, Lisa returns to the mailroom. She receives a 15-minute break while the
supervisor restocks her cart with mail for other hospital departments.
Creating Work Systems
Creating a structured work system requires gathering some basic information about the
individual and the environment. As discussed earlier, work systems must be based on
the skills, strengths, and needs of the individual using the system and fit within the
constraints of the environment. This section of the module will provide guidelines for
creating structured work systems.
Specific Steps for Designing and
Implementing Work Systems
Step 1: Consider the individual and the environment
When designing a work system, it is important to begin with the skills, strengths, and
needs of the individual. Below are a list of questions that may guide your thinking in
determining the type of system to use.
Does the individual read? Does the individual match colors, numbers, or shapes?
o
o
o
If the individual is a reader, the work system might include written directions.
If the individual doesn't read, the work system may incorporate a matching
component.
If a matching component is too complex, a simple left-to-right system may be
needed.
Can the individual move from one area of the environment to another with little to no
adult support?
o
o
If the individual can travel within the environment (e.g., from a table to a bookcase),
he or she may be able to walk from the work table or desk to obtain the activities.
If the individual needs a great deal of support to transition from one area of the
environment to another, he or she many need all activities within arms reach of the
table.
Can the individual participate in organizing his or her own work system each day?
o
Some individuals may be able to obtain their own work or write in the activities to
complete based on directions from the teacher. For example, a students with highfunctioning autism or Asperger Syndrome may be able to use a template to write a
to do list, and organize work materials based on that list.
Should the work system be portable or stationary?
o
Some individuals with ASD needs such a degree of predictability and routine that a
stationary work system (i.e., a work system that is always in the same place and
looks the same each day) is necessary.
o
If the student moves from one class to another several times during the day, he or
o
she may need a portable work system. If the individual is able to manipulate binders
and written documents, he or she may be able to use a work system set up within a
binder. The individual could carry the system to each class during the school day.
If many different individuals use the same space during the day, the work system
may need to be portable. A system that can be easily packed away may be helpful
in this setting.
What work system design can be used in many different environments (e.g., at home,
school, community) and provide the most flexibility as the individual ages or gains new
skills?
o
After considering the needs of the individual and the environmental constraints, it is
helpful to consider what type of design will provide the most opportunity for growth.
It is unlikely that an individual with need the same system when he is in high school
as he did in preschool. However, considering a system that can be easily adapted
as the individual ages and gains new skills is important.
Based on the answers to the questions above, parents, educators, and individuals with
ASD should collaborate to determine the type of system to use.
Step 2: Create the work system
Once the team decides on a system, it is time to get busy developing the materials. The
steps below will assist you in creating the work system.
Do task analysis of the work system.
o
Performing a task analysis is a helpful step for ensuring that you'll have all of the
materials you need. Once you have done the task analysis, write a list of all of the
materials needed and who will obtain or create each item.
Remember that you will have to collect both items to create the work system and
activities to place in the work system.
o
When determining types of activities to place in the work system, remember that the
work system is not designed to teach new skills or content. Rather, independent
work systems are places to practice previously mastered skills or activities. Choose
activities or concepts that the child already completes independently.
After you've collected the items, set up the work system.
Go through the work system yourself.
o
Going through the work system will allow you to ensure that all the materials are
accessible and all of the pieces are in order
Step 3: Teach and monitor
Once you've created the work system, it is important to take the time to teach the
student to use the system correctly.
Choose a teaching strategy
o
o
Examples of strategies for teaching the student include video modeling, prompting,
chaining, etc.
Provide reinforcement as part of your teaching plan. At first, you may need to
provide reinforcement for completing isolated steps of the work system. Eventually,
embedding interesting activities or choice time within or at the end of the work
system will serve as the motivation for work completion.
Once the individual understands and can perform the steps in the system, it is important
to continually evaluate and consider how the system might be useful in other areas of
the individual's life. It is also important to continually look for ways to adapt the system
to meet the individual's changing skills and needs.
Summary
o
Work systems are visually structured sequences that provide opportunities to
practice previously taught skills, concepts, or activities (Schopler & Mesibov, 1995).
o
o
o
Work systems can be used across settings and for individuals with ASD of any age.
Work systems do not only incorporate bins, drawers, and matching. Work systems
can include written lists, folders and binders, and many other materials.
Work systems are meant to promote independence from adult support. If an
individual needs adult support to complete the work system, the work activities may
be too difficult, the system may need to be adapted, or the individual may need
additional teaching.
Discussion Questions
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1. Why are structured work task a particular intervention for
individuals with ASD?
Structured work tasks provide a concrete beginning and ending to an
activity.These systems clearly communicate four important pieces of
information:
o
o
o
o
What activities to complete
How many activities to complete
How the individual will know when the work is finished
What will happen after the work is complete (Mesibov et al., 2005).
2. How might an educator or parent create a work system for
use with an individual with ASD?
Individually designed, work systems can be created using multiple materials.
They can be stationary or portable. Consider the individual and the
environment (the module provides guiding questions), create the system, and
then evaluate its effectiveness.
Post-Assessment
Post-Assessment
Work systems must include drawers and bins.
Select an answer for question 77
Work systems are only used in the school environment.
Select an answer for question 78
Work systems are constructed by trained personnel.
Select an answer for question 79
A work system clearly indicates the activities or tasks that an individual will complete
and the sequence in which the individual will complete the activities.
Select an answer for question 80
Work systems can be made for _______.
Select an answer for question 81
Work systems use visual cues to provide individuals with four pieces of information
Select an answer for question 82
A goal of structured work systems is to promote independence.
Select an answer for question 83
If an individual with ASD needs adult support to complete the work system, the work
system should be evaluated.
Select an answer for question 85
Some things to be considered when determining the type of work system to create
include the following:
Select an answer for question 86
Citation and References
Citation
If included in presentations or publications, credit should be given to the authors of this
module. Please use the citation below to reference this content.
Carnahan, C. (2008). Structured work systems and activity organization: Online training
module (Cincinnati: University of Cincinnati, College of Education, Criminal Justice, and
Human Services). In Ohio Center for Autism and Low Incidence (OCALI), Autism
Internet Modules, www.autisminternetmodules.org. Columbus, OH: OCALI.
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