A work system is a strategy that addresses independence as an essential outcome for students with ASD. A work system, an element of structured teaching, is defined by Division TEACCH as a systematic and organized presentation of tasks and materials that visually communicates at least four pieces of information to the student (Schopler, Mesibov, & Hearsey, 1995):

1. The tasks/steps the student is supposed to do.
2. What is the nature of the task?
3. How many tasks/steps there are to be completed.
4. How the student knows he/she is finished.

The student should independently recognize the end of the activity through the structure within the task, use of a finished box, timer, or other visual cue such as a stop sign.

What to do when he/she is finished. Indicate next scheduled activity. May need to use a highly desired item/activity to increase motivation, though often being “finished” is motivating enough.

While a picture schedule directs a student WHERE TO GO, a work system instructs a student on WHAT TO DO once they arrive in the scheduled area.

In our own lives, a daily planner may direct us to the grocery store (our schedule), while our grocery list informs us what to do/buy while at the store (our work system).

A work system provides all of the required information without adult prompting and teaches the student to attend to visual cues (rather than verbal directives) when completing a task.

A work system assists in organizing a student with ASD by providing a systematic work routine—working from left-to-right or top-to-bottom. Students do not have to plan where to begin or how to proceed.

Work systems can be used with any type of task or activity (e.g., academic, self-help, leisure), across settings (e.g., independent work area, cafeteria, place of employment), and for individuals at all functioning levels (e.g., systems can range from concrete to abstract).