The Autism & Low-Incidence Coaching Team: organization station

One of our favorite strategies for communicating clear expectations to students during task times is the Structured Work System. In fact this is one of our most recommended strategies and some of the most commonly loaned materials from our ACT Lending Library.

However, because this is one of our most commonly recommended strategies, we have certainly encountered some common myths and mistakes when implementing it. Today's Organization Station will clear up any myths and help to remedy mistakes to assist teams in implementing this great strategy more effectively.

Myth #1: You Have to Have A Designated Structured Work System Station in the Classroom

Some teams are hesitant to implement structured work systems because they don't feel they have enough room for a structured work system station. We have seen many teams have success with portable structured work systems such as:

rolling carts

Anjie Rose
Schnell Elementary, West Carrollton

binders

Laurie Maravetz
Schaefer Middle School, Springfield

folders

Lisa Bauer
Northmont Middle School, Northmont

table top drawers

Heather Wessels
Greenon Preschool, Greenon

or even students traveling to get tasks and then returning to their desks.

Rylie Jarrett
Stevenson Elementary, Mad River

Jackie Vollmer
Driscoll Elementary, Centerville

An added benefit of some of these more portable systems is they can travel with the student to different classrooms or related service sessions! This student did so well with his structured work system that he was even able to use it on the playground to redirect eloping behaviors!

Myth #2: Structured Work Systems Have to Be Used Independently

Structured work systems are an excellent way to set up work for students to complete independently because the format is predictable and easy to follow. However, this also makes it an excellent strategy to implement during group or 1:1 time!

Heather Clark
Saville Elementary, Mad River

We often recommend using a 1-2-3 work structure for all work times throughout the day so that students know every time they need to work they have to follow the same schedule. This greatly reduces escape behaviors and increases environmental predictability.

Genevieve Harvey
West Carrollton ECC, West Carrollton

Heidi Horner
Nevin Coppock Elementary, Tipp City/Miami County ESC

In large group settings, a written structured work system can be just as effective for communicating expectations to the whole class.

Caitlyn Imhoff
New Lebanon Middle School, New Lebanon

Myth #3: You Can Only Use Task Boxes for Structured Work Systems

Many teams get nervous when we recommend structured work systems because they envision needing to create a great deal of additional materials and work tasks. Although task boxes can be one type of task used in a structured work system, we assure you that literally ANY task can be used including:

file folders

Jenna Fitch
Demmitt Elementary, Vandalia

velcro boards

Jenna Fitch
Demmitt Elementary, Vandalia

puzzles

Jackie Vollmer
Driscoll Elementary, Centerville

Heather Wessels
Greenon Preschool, Greenon

vocational tasks

Brittany Wendling
Valley Elementary, Beavercreek

Libby Wasserman
Springfield High School, Springfield

worksheets

Julia Spencer
Fairborn Primary, Fairborn

Brittany Wendling
Valley Elementary, Beavercreek

computer work

Cassandra Hebauf
Northmoor Elementary, Northmont

fine motor tasks

Jackie Vollmer
Driscoll Elementary, Centerville

Jenna Fitch
Demmitt Elementary, Vandalia

Debi Gnau
Mad River ECC, Mad River

Jackie Vollmer
Driscoll Elementary, Centerville

books

Rose Jepson
Northridge Elementary, Northridge

Unique Learning System

Jamie Minnish
Prass Elementary, Kettering

sensory activities

Allysson Leapley
Tipp High School, Tipp City

Heather Balkcom
Springcreek Primary, Piqua

art projects

Debi Gnau
Mad River ECC, Mad River

Myth #4: Each Drawer/Bin Needs A Separate Task

When students are first learning the structured work system and are working to build their time on-task stamina, they may need a single task divided up in their structured work system.

Amanda McCormick
Driscoll Elementary, Centerville

Now that we have reviewed some of the myths, let's look at some of the common structured work system mistakes and more importantly how to avoid them!

Mistake #1: Putting Too Much Work in a Single Drawer/Bin

Often the purpose of a structured work system is to clearly communicate work expectations to a student. They know that they have to do the set sequence of work and then they are finished. However, at times we will see staff use the structured work system as storage for all of the students' tasks for the day or even the week! This can be extremely overwhelming because some students may look in their drawer or bin and see a whole stack of work and become agitated. This can often lead to escape behaviors even if staff tries to explain they only have to do one of the tasks in the drawer.

We know organizing work for the structured work system can be a challenge. We love this idea of having a separate drawer system to organize assignments that can easily be accessed and placed in the bins when needed.

Rose Jepson
Northridge Elementary, Northridge

Mistake #2: Giving Up on Implementing the Structured Work System Too Soon

Like any new strategy, the structured work system can take time for the student to get used to especially if they are used to engaging in escape behaviors to avoid work tasks. It can take 4-6 weeks of consistent implementation of a support to determine true effectiveness. Some ways to increase success can include:

Reduce the task expectations. As we mentioned earlier in this post, you can use a single task and break it up between all three drawers to build positive momentum and teach the system.

Incorporate special interests by using special interest icons or preferred activities as work tasks. For example, instead of using numbered 1-2-3 icons on the bins, you can use Paw Patrol or Pokemon icons. And instead of having worksheets in each bin, you can start with a favorite puzzle or even a fun activity like Mr. Potato Head.

Sarah Janosik
Tipp High School, Tipp City/Miami County ESC

Wendy Sondergaard
Rushmore Elementary, Huber Heights

Cynthia Resch
Learning Center West, Montgomery County ESC

Carrie Prickett
Jane Chance Elementary, Miamisburg

Debi Gnau
Mad River ECC, Mad River

Jackie Vollmer
Driscoll Elementary, Centerville

For some students, you may want to incorporate reinforcement for every drawer/bin completed to build positive momentum.

Beth Young
Snyder Park Elementary, Springfield

Some teams give students shared control by allowing them to choose the order in which they will complete their work tasks. They present the tasks and let the students place them in the bins or drawers in their own order.

Jared Taylor
Simon Kenton Elementary, Springfield

Mistake #3: Undoing Student Work In Front of Them

This devalues the student's efforts. And it can also teach the student to undo their work which is troublesome if at any point you are having them work independently and you want to check their work later. Part of teaching the structured work system should be having a clearly defined finished location for the student to place finished work so it can be checked and reset later.

Peggy Ristau
Brookville Intermediate, Brookville

Heidi Horner
Nevin Coppock Elementary, Tipp City/Miami County ESC

Vince Lintner
Miamisburg High School, Miamisburg

Sara Moore
Bell Creek Intermediate, Bellbrook

However, don't forget to reset the work before the next time you put it in the structured work system! It can be very frustrating for students to see you take apart the task immediately before they have to put it back together.

Mistake #4: Forgetting to Incorporate Reinforcement

Many students who engage in escape behaviors are often tangibly motivated. Meaning they want to escape schoolwork to do what they want to do. Allow students to choose what they want to work for prior to working. Then, place an icon on their structured work system work strip and/or place the reinforcing item in a 4th bin at the end of the structured work system to clearly communicate when all of the structured work tasks are done, then they will get their tangible item or activity.

Rose Jepson
Northridge Elementary, Northridge

Brittany Wendling
Valley Elementary, Beavercreek

Taylor Ruef
Stevenson Elementary, Mad River

Tammy Flanegin
Enon Primary, Greenon

Taylor Ruef
Stevenson Elementary, Mad River

Heidi Horner
Nevin Coppock Elementary, Tipp City/Miami County ESC

Molly Stanifer & Michelle Barnhart
Bell Creek Intermediate, Bellbrook

Mistake #5: The Student Doesn't Interact with the Work Strip Or Uses an Incorrect Sequence

For most students, we recommend a matching structured work system. The steps of a matching structured work system include:

Take the first icon off the work strip.
Match it to the corresponding bin/work strip.
Take out the work.
Complete the work.
Put completed work in the finished location.
Repeat sequence for second icon.
Repeat sequence for third icon.
When all icons are removed from the work strip and all of the work is completed, the final icon on the work strip should be the reinforcer as explained in Mistake #4.