Effects of task organization on the independent play of students with autism spectrum disorders.

Two preschoolers with autism played alone in class. The teacher changed how toys were set up using TEACCH task boxes. The study flipped the setup on and off four times to see if kids stayed on task longer.

Boxes held clear steps: finish one toy, slide it left, take the next. No adult talked during play. The team counted time on task, correct steps, and how often kids started new toys alone.

Results bounced around. One child worked longer when boxes were organized; the other barely changed. Accuracy rose a little, then dropped back. Independence gains came and went each flip.

Bottom line: tidy task boxes helped sometimes, but not every time or for every child.

Akers et al. (2016) got steady wins with photo schedules on the playground. Their three preschoolers kept playing alone after cameras were removed. Same age, same goal, clearer victory.

Hume et al. (2009) review says TEACCH work systems work, yet they lump many parts together. Our single piece—task boxes—shows the parts can falter alone.

Laermans et al. (2025) moved kids from solo to peer play with teacher-led Stay-Play-Talk. They doubled interactive time, proving play goals can shift from independence to social when you add peers.

Task boxes are cheap and easy, but this study warns they are not magic. If a child stalls, try adding photos like Akers, or peers like P et al., before blaming the kid. Mix and match until you see a steady rise in self-started play.