This is a brief, mini, training to overview how to set up a Structured Work System in a classroom for students with ASD or other intellectual disabilities.

1. Structured Work Systems
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Special Education District of Lake County
Jennifer Penzenik

2. What is a Structured Work System?
A visually cued work system that
fosters independence by answering the
following four questions for students:
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1) What tasks need to be completed?
2) How many tasks/steps need to be completed?
3) When are the tasks completed?
4) What should be done next?

3. What are the benefits of SWS?
- Provides opportunities for independence
- Provides an opportunity to practice mastered skills
- Provides a sense of accomplishment
- Allows for more flexible classroom scheduling
- Reduces student anxiety
- Highlights the strengths of students with ASD
- Supports the deficits of executive functioning:
- Organization
- Distractibility
- Sequencing
- Generalization
- Initiation

4. How to Implement Structured Work Systems
- Designate an area in the classroom
- Place tasks to be completed on the left (e.g., table, bookcase, etc.)
- Place a table, or work space, in the center
- Place a designated finished area on the right (e.g., bookcase table,
basket, or bin)

5. How to Design a Structured Work System
- Set up a visual system to show students how much work is to be
completed
- Make the visuals age appropriate
- Visuals can be left to right or top
to bottom

6. How to Design Structured Work Tasks
- Design tasks to support the generalization of mastered skills
- Design tasks that communicate the desired expectations
- Make tasks that are age appropriate

7. The “Rules” of Structured Work Systems
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- Tasks must follow a left to right or top to bottom format
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- To-do tasks must be taken from the left shelf
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- Finished tasks must be put on the right shelf
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- Give only the amount of tasks a student can complete in the time given
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- Only give a reasonable amount of work per task
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- Mastered tasks should ONLY be put in the SWS area
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- Do not help a student; if they need help then it isn’t mastered and needs reteaching
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- If initiation prompting is needed, provide it nonverbally and from behind (to decrease
dependence)
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- Change out tasks every week so boredom does not set in
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- Set up the SWS for success!

8. Structured Work System Examples

9. References
Hume, K. (n.d.) Structured Teaching Strategies: A Series. Retrieved from
http://www.iidc.indiana.edu/?pageId=3520
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Mesibov, G.B. & Shea, V. (2009). The TEACCH Program in the Era of Evidence-Based Practice.
Journal of Autism and Developmental Disorders, 40, 570-579.
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Reeve, C. (n.d.) Structured Work Systems: What are they and why use them?
Autism Classroom News. Retrieved from
http://www.autismclassroomnews.com/2013/01/structured-work-systemswhat-are-
they.html
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