How Are Work Baskets/Shoe Box Tasks Developed and Used?

Before implementing a Work baskets/shoe box tasks system, the developmental needs and abilities of the individual should be assessed. Based on the assessment, goals and objectives are developed, and activities are subsequently arranged to address those needs. Materials necessary to perform the activities are then gathered. In addition, some sort of cue must be developed so that the person with ASD understands what is expected of him. The individual must also be taught how to do a given activity: to get the task, do it, and then put it back.

Directions may be given using contextual or visual cues, such as systematically presenting and positioning materials, using jigs (visual representation) or written instructions. Further, providing only the materials the person will need for a specific task is less confusing to him. Finally, the concept of “finished” needs to be taught as well, and the objective of the activity must be clear.

Jig for packaging lunch

In order for some individuals to perform certain activities independently, parents and educators must be familiar with the concept of jigs. A jig is a device that allows a person to manipulate the parts of a task more effectively. A jig may be in the form a picture or line drawing showing the materials necessary for the completion of a task placed in their correct sequence. The use of a jig makes the task easier to complete and eliminates errors. The jig may range from very simple to complex.

Jig for packaging silverware

Some students may not be able to comprehend complex picture jigs or may not have learned to work from left to right yet. These skills should be assessed and training must be planned to teach the skills, if necessary.