A Systematic Review of Independent Work Systems for Individuals with Autism Spectrum Disorder

ORCID

Liang: https://orcid.org/0000-0003-0179-0844; Patenaude: https://orcid.org/0000-0001-9925-6302; Mosley: https://orcid.org/0009-0006-8105-3906; Yang: https://orcid.org/0009-0003-0937-6469

MSU Affiliation

College of Education; Department of Teacher Education and Leadership

Creation Date

2026-06-30

Abstract

Purpose: Given the increasing body of research examining independent work systems (IWS), there is an imperative need to examine existing empirical studies of IWS interventions for individuals with autism spectrum disorder (ASD). The current review aimed to understand how researchers operationalize and apply IWS, and to make recommendations for practice and future research. Method: Researchers conducted a literature review to evaluate IWS for individuals with ASD. Systematic searches of electronic databases and reference lists identified 13 studies meeting the inclusion criteria. This study also assessed the methodological quality or rigor of the included studies. Results: The results demonstrated that the IWS was primarily implemented by researchers to improve task completion and task engagement and to decrease the prompt dependence of young children with ASD in school settings. It is promising to conclude that the IWS is a method with positive maintained effects and social validation. In addition, the included studies were conducted with high methodological rigor in70% of the studies. Eight single-case studies and one group study achieved strong ratings, and 15% achieved adequate ratings. Researchers discussed the gaps in the existing literature, provided recommendations for future research, and highlighted limitations. Conclusion: The conclusions of this review provide evidence that researchers can effectively implement independent work systems to improve task completion and task engagement and decrease the prompt dependence of young children with ASD in school settings. The current literature base provides promising evidence that independent work systems support young children with ASD in building necessary academic skills and decreasing challenging behaviors across settings and intervention agents.

Publication Date

9-19-2025

Publication Title

Review Journal of Autism and Developmental Disorders

Publisher

Springer

Rights

© Springer Nature

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Digital Object Identifier (DOI)

https://doi.org/10.1007/s40489-025-00528-8