The Application of Structured Work Task Systems for Students with Autism in Early Childhood

Date of Award

Summer 2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Jed Locquiao


Autism, Intervention, Structured Work Task, Early Childhood



Autism is a neurodevelopmental disorder that affects communication and social skills, while being parried with restrictive and repetitive behaviors. Children with Autism display delay in daily living skills. The use of structured work systems can be used to accommodate students with autism and support task completion by reducing distractions and need for adult prompting. The structured work system was applied to my extend school year classroom, and the number of adult prompts were measured. The participants included 3 five-year-old boys, who qualified for special education services under Autism Spectrum Disorder. The task system was implemented of 8 service sessions and monitored by the classroom teacher. All three participants saw a reduction of adult prompting over the course of the 8 sessions. The average prompt for all three participants was initially at 4.7 prompts per session, and by the end fell to .7 prompts. The structured work task system was applied and showed affect at increasing student’s independence during individual work time.

Abstract only: No full text available.