Promoting Task Accuracy and Independence in Students with Autism Across Educational Setting Through the Use of Individual Work Systems.

Hume et al. (2012) set up individual work systems for students with autism. Each child got a small folder with picture cards that showed what to do and in what order.

The study ran in both special-ed and general-ed classrooms. Staff tracked how many tasks kids got right and how often adults had to prompt.

Every student finished more work correctly and needed fewer reminders. The gains stuck one month later with no extra training.

Kids kept using the folders on their own even when teachers stepped back.

Hume et al. (2007) tested the same folder system five years earlier in smaller settings. The 2012 study widened it to general-ed rooms and added math and reading scores.

Spriggs et al. (2015) swapped the paper cards for iPad clips with short videos. Their high-schoolers also learned to move through tasks alone, showing the idea grows with tech.

Matson et al. (1994) used picture cues for brushing teeth and dressing at home. The classroom folders echo that home method, proving pictures help across places and ages.

You can build a work system with any folder and clip-art. Start with two tasks, add a finished basket, and let the visuals cue the next step. One quick setup can cut your prompts and raise correct work in both special and general-ed rooms.