In structured teaching, a work system is a fundamental element used to provide clarity and promote independence for individuals, particularly those with autism spectrum disorder.
A work system 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. This visual structure helps individuals understand what is expected of them in a clear, predictable manner.
Core Components and Communication
The primary function of a work system is to answer key questions visually for the student, reducing anxiety and reliance on verbal prompts. While work systems communicate at least four essential pieces of information, the provided reference specifically highlights the first point:
- 1. The tasks/steps the student is supposed to do. What is the nature of the task?
This means the system clearly shows the student what activity or task needs to be completed. Other pieces of information typically communicated (though not listed in the provided reference) usually include how much work needs to be done, when the task is finished, and what happens next.
Purpose and Benefits
Work systems are crucial in structured teaching for several reasons:
- Predictability: They establish a routine and sequence, making the learning environment predictable and safe.
- Independence: By visually communicating expectations, work systems allow students to complete tasks without constant adult direction.
- Clarity: They break down complex tasks into manageable steps or clearly defined sections of work.
- Task Completion: They help students understand the concept of "finished."
Practical Examples
A work system can take many forms, adapted to the individual's age, skill level, and the nature of the tasks. Some common types include:
- Left-to-Right System: Tasks are presented in bins or folders on the left. As tasks are completed, they are moved to finished bins on the right.
- Top-to-Bottom System: Tasks are arranged vertically, with completed tasks moved to a finished area at the bottom.
- Matching System: A finished box or card matches a sample of the completed work.
- Written or Picture List: A checklist indicates tasks to be completed in order.
These systems provide a clear beginning and end point for work, answering the crucial question of "What am I supposed to do?" and guiding the student through the work period autonomously.
