“Structured work systems are critical for many individuals with autism spectrum and related disorders at school, home, and in the community. Reeve and Kabot offer a clear description and practical guidelines for implementing structured work systems from assessment through progress monitoring. The structured work systems and specific activity examples provide a starting point for developing and organizing tasks that the reader can then build upon. The text is especially beneficial for beginning teachers and individuals new to working with students with ASD or to implementing structured work systems.”– Christi Carnahan, EdD, assistant professor, University of Cincinnati; co-author of Quality Literacy Instruction for Students With Autism Spectrum Disorders – Winner of the Textbook Excellence Award “Texty” (2011)

“Reeve and Kabot have done it again! Increasing independence for the students we serve is vital to their present and future successes. This book’s combination of targeted techniques, evidence-based guidelines, and classroom-friendly practices will have students soaring as teachers implement these clearly defined strategies. A fantastic, must-have resource for my staff!” – L. Shannon Mundy, EdS, director of special education, Mountain Brook Schools, Alabama

“Reeve and Kabot share a wealth of knowledge for teachers educating students with autism spectrum disorders. The visuals are practical, engaging, and functionally relevant. This is an invaluable resource for teachers, transition personnel, and families in presenting tasks that will increase and maximize independent functioning.” – Lynnette Currie, special education program facilitator, Anderson County Schools, Tennessee

“This book will be very helpful for the teachers of our system-wide classes. I particularly like the way the authors use three specific students to relate the different work systems. All the systems are organized with visual cues to meet the needs of the student utilizing them. Not only will these work systems be effective in helping students with severe cognitive challenges develop skills, they will provide a basis for students as they progress in making incremental steps to eventually becoming as independent as they are capable. The directions, examples, activities, pictures, and teaching strategies will be a life-saver for the teachers in our district!” – Mary Ann Voss, exceptional education supervisor, Hamilton County Department of Education, Tennessee

“The authors did an amazing job of providing readers a comprehensive text on structured work systems that will become a classic in the field. My focus is on educating children, ages three to five; however, teachers at the elementary through high school levels and beyond will equally find this a significant resource. I will use this book for training new staff and as a refresher and resource for returning staff. I was especially pleased to see so many work system photographs for different age levels, charts of commonly used materials, and frequently asked questions.” – Nancy Lieberman, EdS, director, Baudhuin Preschool, Fort Lauderdale, Florida

“Probably the most challenging aspect of work systems is illustrating the application of this visual support to the Common Core. Reeve and Kabot take TEACCH’s approach over the past 40 years and demonstrate high quality of detail in illustrating some curriculum related directly to the Common Core. Here you will find creatively developed activities that address the characteristics of autism spectrum disorders at multiple levels while ensuring attention to the Common Core across ability and age levels … Practical data sheets, multiple illustrations to show different systems, settings, and formats, and a useful list of materials to assist work system development all make this a vital resource for teacher trainers and for teachers attempting to provide quality educational services to students with ASD.” – John B. Thomas, MEd, educational consultant; co-author of TEACCH Transition Assessment Profile

Chapter 1: Structured Work Systems 1
The Benefits of Structured Work Systems 5
Why Are Structured Work Systems Important? 6
Evidence Base for Structured Work Systems 7
Characteristics of Autism Spectrum and Related Disorders That Dictate the Need for Structured Work Systems 7
Chapter 2: Components and Use of Structured Work Systems 9
What Work Do I Need to Do? 9
How Much Work Do I Need to Do? 11
How Do I Know When I Am Finished? 14
What Do I Do Next? 14
Chapter 3: Structured Work Systems in School Settings: Curricula, IEPs, and Lesson Planning 15
IEP Goals/Objectives Related to Structured Work 17
Structured Work Assignment Planning Form 19
Chapter 4: Setting up the System 21
Planning for Structured Work in the Schedule 21
Arranging the Physical Environment (SU) 22
Task Storage 26
The Work Schedule 28
Task Organization (TO) 31
The “Finished” Area (F) 33
Chapter 5: Selecting Work Tasks 35
Common Materials for Creating Structured Work Tasks 36
Put-In Tasks (PI) 37
Preschool/Primary 38
Intermediate/Secondary/Adult 43
Cross-Listing of Tasks by Age/Developmental Level for Put-In Tasks 45
Matching (M) 45
Preschool/Primary 46
Intermediate/Secondary/Adult 51
Cross-Listing of Tasks by Age/Developmental Level of Matching Tasks 53
Sorting/Categorizing (SC) 54
Preschool/Primary 54
Intermediate/Secondary/Adult 59
Cross-Listing of Tasks by Age/Developmental Level for Sorting and Categorizing Tasks 63
Sequencing and Patterning (SP) 64
Preschool/Primary 64
Intermediate/Secondary/Adult 65
Cross-Listing Tasks by Age/Developmental Level
for Sequencing/Patterning Tasks 66
Fine Motor (FM) 67
Preschool/Primary 67
Intermediate/Secondary/Adult 70
Cross-Listing of Tasks by Age/Developmental Level for Fine-Motor Tasks 70
Prereading/Reading/Functional Reading (R) 71
Preschool/Primary 71
Intermediate/Secondary/Adult 74
Cross-Listing of Tasks by Age/Developmental Level for Reading 75
Math (MA) 76
Preschool/Primary 76
Intermediate/Secondary/Adult 78
Cross-Listing of Tasks by Age/Developmental Level for Math Tasks 82
Writing (W) 83
Preschool/Primary 83
Intermediate/Secondary/Adult 85
Cross-Listing of Tasks by Age/Developmental Level for Writing Tasks 85
Assembly/Disassembly (AD) 85
Preschool/Primary 85
Intermediate/Secondary/Adult 88
Cross-Listing of Tasks by Age/Developmental Level for Assembly/Disassembly Tasks 91
Packaging (P) 91
Preschool/Primary 92
Intermediate/Secondary/Adult 93
Cross-Listing of Tasks by Age/Developmental Level for Packaging Tasks 96
Clerical (C) 97
Intermediate/Secondary/Adult 97
Cross-Listing of Tasks by Age/Developmental Level for Clerical Tasks 99
Chapter 6: How to Teach the System 101
Revisiting Joey, Ben, and Shandra 101
General Guidelines for Setting up Structured Work Systems 104
Expanding the System 107 Chapter 7: Collecting Data 109
Structured Work Systems Data Sheet 111
Work System Data Sheet (adapted from TEACCH) 112
Teaching With Fidelity 113
Structured Teaching Competency-Based Checklist 114
Conclusion 115
Frequently Asked Questions 117
References 123
Appendix A Resources for Structured Work 125
Appendix B Selected Curriculum Skill Lists for Structured Work Systems 131
The Assessment of Basic Language and Learning Skills – Revised 132
Brigance Comprehensive Inventory of Basic Skills - Revised 136
Brigance Diagnostic Inventory of Early Development II 142
HELP Strands 0 to Three Years 147
HELP for Preschoolers: Assessment Strands: Ages 3-6 Years 150
The Star Program: Strategies for Teaching Based on Autism Research 154
Appendix C: Blank Data Sheets and Forms 157
Skill Acquisition Program 158
Work System Data Sheet (adapted from TEACCH) 159
Structured Work Systems Data Sheet 160
Structured Teaching Competency-Based Checklist 161
Structured Work Assignment Planning Form 162