Structured work systems (SWS) are designed to promote student independence by clarifying tasks and expectations through visual cues. Benefits include reduced anxiety, enhanced organizational skills, and flexibility in scheduling. Implementation involves setting up a designated workspace with a clear left-to-right or top-to-bottom task flow, tailored to students' needs and abilities.

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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