Structured work systems and classroom expectations

A review of the literature was conducted to identify interventions that increase\ud independence for students with autism. Work Systems was found to be an effective\ud intervention for increasing independent performance, engagement, and task\ud completion among students with autism (Bennett et al., 2011; Carnahan et al., 2011;\ud Hume & Odom, 2007; MacDuff, Krantz, & McClannahan, 1993). A gap in the\ud literature on Work Systems was identified among students with autism receiving their\ud education in a secondary level inclusive setting. This study extended investigations of\ud the effectiveness of Work Systems to include high school students with autism who\ud are members of general education classrooms.\ud A single subject research design was conducted across three classroom settings.\ud Every stage of the intervention was implemented in the general education classroom\ud and the Work System was designed to address the characteristics of the classroom\ud arrangement. The study participant was trained to independently complete nine\ud observable behaviors included in the Work System. The study participant\ud demonstrated increased levels of independence and productivity in the classroom with\ud the use of the Work System. Results of a survey administered to the study participant\ud and his mother reflected a positive experience with the Work System. The results of\ud this study highlight Work Systems as an effective intervention for reducing off-task\ud behaviors and increasing engagement in classroom expectations for students with\ud autism in a secondary level inclusive setting