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Effects of an Individual Work System on the Independent Functioning of Students with Autism

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Abstract

This study examined the effects of a work system on the independent work and play skills of students with autism. Work systems, an element of structured teaching developed by Division TEACCH, are organized sets of visual information that inform a student about participation in work or play areas. A single subject withdrawal of treatment design, with replications across three participants, was used to assess the on-task behavior and work completion skills of the students in classroom and employment settings as a result of the intervention. Observational data indicated that all students showed increases in on-task behavior, increases in the number of tasks completed or play materials utilized, and reduction of teacher prompts. The results were maintained through the 1-month follow-up.

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Acknowledgments

This study was funded by the Organization for Autism Research and the Daisy Jones Fellowship. Special thanks to Kathy Johnson and Karen Thomas of the Monroe County Community Schools Corporation, the students, and their families, for their collaboration.

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Authors and Affiliations

  1. Indiana University School of Education, 201 N. Rose Ave., Bloomington, IN, 47405, USA

    Kara Hume

  2. Frank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill, NC, USA

    Sam Odom

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  1. Kara Hume
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  2. Sam Odom
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Correspondence to Kara Hume.

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Hume, K., Odom, S. Effects of an Individual Work System on the Independent Functioning of Students with Autism. J Autism Dev Disord 37, 1166–1180 (2007). https://doi.org/10.1007/s10803-006-0260-5

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