Building Independence () von Christine E Reeve

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