Effects of an individual work system on the independent functioning of students with autism.

Hume et al. (2007) tested a TEACCH work system in a classroom.

Three students with autism used a small portable desk with picture cards.

The cards showed what task to do, how many, and when they were finished.

The teacher measured on-task behavior, task completion, and how many prompts each child needed.

They used an ABAB design: baseline, work system, back to baseline, then work system again.

All three kids stayed on task more often and finished more work when the system was in place.

They also needed fewer teacher prompts.

One month later the gains were still there.

Hume et al. (2012) ran almost the same study five years later.

They added general-ed classrooms and saw the same jump in accuracy and independence.

Together the two Kara papers show the work system works in both special and regular classes.

Matson et al. (1994) used picture self-management for daily living skills like brushing teeth.

Their kids also cut stereotypy, something the Kara studies did not track.

The 1994 paper hints that visual self-management can give you bonus behavior gains beyond just work.

You can set up a TEACCH work system in under ten minutes.

Grab a shoe box, make four picture cards, and let the child check off each step.

Start in a quiet corner, then move the same setup to the regular classroom.

Track prompts for one week; most kids need half as many by day five.