structured work systems visually organized tasks · 2013. 3. 13. · visually organized tasks jen...

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Structured Work Systems Visually Organized Tasks

Jen Townsend M.Ed Educational Consultant CESA #1

Presentation Outline Participants will have the opportunity to…

1. Gain a perspective on challenges that impact active engagement & where support is needed the most

2. Define structured work systems: visually based organizational strategies

3. Discuss steps to develop a meaningful work system

4. Share resources for future reference

Challenges that Impact Active Engagement

Neurodevelopmental difference that have a significant impact include…

Predicting that others are a source of assistance

Predicting that others are a source of engagement or pleasure

Predicting the sequence of activities

Predicting the steps within each activity

Predicting what to say

Predicting how to engage in activities

Predicting how to regulate emotions in a manner sensitive to others

Predicting the purpose of academic and social activities

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As a Result, Students with Social Learning Differences …

• May not realize that others can be a source of help limited

– limited initiations and reduced rate of spontaneous communication

• May not realize that others can be a source of emotional

support & engagement

– difficulties responding to bids for interaction and a limited range of

communication for social purposes

• May not realize that others are a source of information

– the use of unconventional gestures, language, and coping strategies as

opposed to those learned through social imitation,

As a Result, Students with Social Learning Differences…

• May not know what to expect

– difficulties with transitions initiated by others,

• May not be motivated to engage in tasks initiated by others

– as they may not be able to determine the steps within the task as well as why

they are being asked to engage in the task

• May have limited trust in others

– heightened anxiety, frequent activity avoidance and/or aggression toward

caregivers, teachers and peers; miscommunication and lack of predictability

often leads to a history of repeated failure in social situations and negative

emotional memory.

Where Support is Needed the Most From Early to Advanced Development

Active Task Engagement

Transitions

Emotional Expression & Coping

Why is it difficult?

What can we do?

Competent &

Successful Individual

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Active Task Engagement


• Hard time predicting clear beginning and end of task

• May not be motivated because results of task may not be rewarding

• What’s in it for me factor

• Predicting others are a source of assistance

What can we do?

• Infuse motivating and meaningful topics

• Provide supports to define steps in a task

• Modify sensory properties

• Provide support to foster child’s success with the task and visuals for functional communication

Transition


• Hard time predicting what we are going to do

• May no know what to expect

• Might not be using self-talk strategies to transition

• Verbal language and gestures are often not helpful

• Physical guidance can pose an additional threat

What can we do? • Provide visual supports to

enhance smooth transitions • Provide time for child to solve

problems • Provide time for child to

complete activities at own pace Infuse motivating and meaningful topics in upcoming activities to increase engagement and motivation

• Use visuals to define steps within upcoming tasks to enhance language for self-regulation

Emotional Expression & Coping


• May not have had many positive emotional experiences with others

• Often don’t perceive others as a source of help, social engagement, or emotional assistance

• Often feel vulnerable and stressed

• May become disinterested in people and show decreased rates of initiations, particularly social functions

What can we do?

• Inhibit our initial “wired” reaction to a student’s behavior

• Attune to the student’s emotional expressions appropriate to child’s developmental level

• Model appropriate behavior when child uses inappropriate behavior

• Use visual supports to remind individuals how to express emotions and to provide choices of coping strategies to enhance regulation

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Active Task Engagement: Work Systems

• Individual work systems promote independence by

– Organizing tasks and activities in ways that are comprehensible

• Work systems are visually structured sequences that provide opportunities to practice

– Skills

– Concepts

– Activities

Three Components of Work System

1. Instructions

a) Provide information for students regarding how to complete the task

i. Materials connected to activity define the task

ii. Jigs – show visually where materials should be placed

iii. Written instructions

iv. Samples of finished product

2. Organization

3. Clarity

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1. Instructions

2. Organization

a) Simplification of tasks

b) Only necessary materials are present

i. Provides fewer opportunities for distraction

ii. Less opportunity for off-task actions

c) Written list of necessary materials, as appropriate

3. Clarity


1. Instructions

2. Organization

3. Clarity

a) Limit the materials on work surface areas

b) Highlight important details with color

c) Picture, number, word labels

d) Routine/sequences

Recommended Classroom Learning Areas: Preschool, Elementary, and Secondary Classrooms

Preschool Elementary Secondary

Art One-to-one lessons One-to-one lessons

Books/listening Independent work Independent work

Gross motor Group activities Group activities

One-to-one lessons Prevocational skills Vocational skills

Independent work Self-help/hygiene Self-help/hygiene

Free choice/play Leisure Leisure

Group activities (circle time, snack, etc.)

Toileting/hygiene

Note: Summarized from Schopler, Mesibov, and Hearsey, 1995

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Secondary Classroom Structure

Visual Supports: Work Systems

Questions to Consider when Developing Work Systems

• What activities to complete?

• How many activities to complete?

• How the individual will know when the work is finished?

• What will happen after the work is complete?


• When using a work system, the individual moves to the designated workspace or the organization systems is placed in student’s workspace

• Individual then completes the following steps: – Views the list of activities to complete – Initiates the first activity – Places it in the work area – Completes the activity – Places the activity in the area designated for complete work – Moves on to the next task until items/tasks are “finished”

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Work System Flow

Work System Flow

Finished Work Work

1 2

3

Types of Work Systems

• Left to right – Finished box

• Matching (Color, Shape, Alphabet or Numbers)

• Written System

• Folders

• File System

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Visual Support: Work System

Visual Supports: Work System

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Visual Support: Work System



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Why use a work system?

Because…

– It offers a tool for organization so individuals can focus on important details

– It supports individuals to maintain attention to tasks

– It enhances generalizing skills

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Visual Supports: Work System QUIZ - True or False

―Highlight important information and help limit distractions

―Offer an external organization tool for individuals who may have trouble organizing materials

―Provide a clear and predictable sequence of activities to complete

―Limit the need for verbal instructions ―Limit the need for constant adult support & prompting ―Promote independence ―Can be used across environments to promote

generalization of skills

Work System: Task Instruction, Organization, Clarity


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• Illustrate the concepts of House, Town, State, Country, Continent, Planet.


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Work System: Task Instruction,

Organization, Clarity

Design & Implementation of Work System

1. Consider the Learner & the Environment

2. Create the Work System (Task Analysis too)

3. Teach/Monitor

4. Reinforce Participation & Have Fun!

Recommendations for Using Work Systems

• Avoid taking task apart in front of the learner

• Base task objectives on individual learner and his/her educational plan

• Infuse motivating or special interests into the tasks

• Make it meaningful and value the work the completed by the learner

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Work Systems Review

• Visually structured sequences that provide opportunities to practice previously taught skills, concepts, or activities

• Can be used across settings, ages, developmental levels

• Can incorporate bins, drawers, matching and/or can include written lists, folders, binders, and many other materials

• Promote independence from adult support

• Three components include: instructions, organization, and clarity

NOTE: If an individual needs adult support to complete the work system, the work activities may be too difficult, the system may need to be adapted, or the individual may need additional teaching (reconsider the task analysis and the ‘just right’ skill)

References Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication.

Washington, DC: American Psychological Association.

Cohen, M. J., & Sloan, D. L. (2007). Visual Supports for People with Autism: a guide for parents and professionals. Bethesda, MD: Woodbine House, Inc.

Eckenrode, L., Fennell, P., Hearsey, K. (2005). Tasks Galore, 3 book series. Raleigh, NC.

Ganz, J. (2007). Classroom Structuring Methods and Strategies for Children and Youth with Autism Spectrum Disorder. Exceptionality, 15(4), 249-260.

Kluth, P., & Shouse, J. (2009). The Autism Checklist: a practical reference for parents and teachers. San Fransico, CA. Jossey-Bass.

Kluth, P. (2003). You’re Going to Love this Kid. Baltimore: Brookes.

Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A., & Rydell, P. (2006). The SCERTS Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders. Baltimore: Brookes.

Schopler, E., Mesibov, G. B., & Hearsey, K. (1995). Structured Teaching in the TEACCH system. Learning and cognition in autism (pp. 243 – 267). New York: Plenum.

Simpson, R., de Boer-Ott, S., Smith-Myles, B. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23, (2), 116-133.

The National Professional Development Center on Autism Spectrum Disorders. (2012) Evidenced Based Practices [Structured Work Systems & Visual Supports]. Retrieved from http://autismpdc.fpg.unc.edu/content/evidence-based-practices

structured work systems visually organized tasks · 2013. 3. 13. · visually organized tasks jen...

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