Building Independence: How To Create and Use Structured Work Systems

Individuals with ASD often become prompt-dependent due to poor teaching procedures. Structured work systems are one intervention that facilitates the development of independent work behavior. This presentation will describe the benefits of structured work systems and provide examples of systems and tasks across the age span. One of the most important skills that individuals with autism spectrum disorder (ASD) can develop is the ability to complete tasks or work independently. This accomplishment opens doors in educational settings, as well as later vocational and living options.  Structured work systems (SWS) were introduced by Division TEACCH at the University of North Carolina in Chapel Hill, and they have been adopted by many school districits across the country.  Structured Work Systems have been designated an evidence-based practice by the National Professional Development Center on Autism Spectrum Disorders.  These systems present tasks in such a way that four questions are answered: (1) What work needs to be done? (2) How much work needs to be done? (3) How do I know when I am finsihed? (4) What do I do next?  The system makes it visually clear what the answers are to these four questions so that the individual with ASD is able to understand what the expectations are without needing another individual  in the environment to answer these questions and provide assistance.

The tasks that are included in SWS are all previously taught and mastered tasks.  The goal is for the indivdiual with ASD to complete a series of tasks independently. The instructional sequence for tasks in the SWS are direct instruction by a teacher, coach, therapist, or parent.  Once the individual has mastered the skill, it can be moved to the SWS for maintainence.  The goal then is for the individual to work independently and practice these tasks to insure that the task remains in the individual's repertoire.  It prepares the indivdual to work independently on a job site or in school, or to be more independent in his or her living environment. 

This presentation will discuss the use of SWS for indivduals with ASD across the age span and across the diverse levels of funcitoning that are characteristic of indiividuals with ASD.  The use of these systems in classsrooms and in adult daya programs, as well as on job sites and in homes and communities, will be shared.