Introduction Difficulty in independent functioning affects overall outcomes for individuals with developmental disabilities. The National Research Council has identified the development of independent skills for students with disabilities as one of six recommended areas of intervention and instruction (Hume & Reynolds, 2010). Individuals with autism spectrum disorders (ASD) and other developmental disabilities often rely on the presence of an adult to stay on task or complete tasks (Stamer & Schreibman, 1992). Hume, Loftin, and Lantz, (2009), indicated that adults with ASD, despite IQ scores above 50, rely heavily on others for support in work, daily life, and relationships. Promoting independent engagement and performance of classroom activities and decreasing dependence on adults is an important goal when teaching students with disabilities (Hall, McClannahan, & Krantz, 1995). Some of the most successful interventions aimed at increasing independent skills in students with developmental disabilities emphasize a shift in stimulus control from continuous adult management during instruction to an alternative stimulus. Stimulus control refers to a verbal, physical, or gestural suggestion from another individual. This change in stimulus control is vital to increasing student independence in all contexts (Hume, Loftin, Lantz, 2009). This change increases their independence by transferring an individual's dependence to an alternative stimulus such as a visual aid. This alternative support can then transition from one environment to another and grow with the student as they progress through their education. One method to shift this stimulus is structured teaching. Autism Treatment and Education and educators could use it to create effective programming for students identified with developmental disabilities. With evidence supporting the use of structured teaching strategies, particularly system work, for students with ASD, it would be constructive to generalize this intervention to students with other developmental disabilities. This study seeks to extend the findings of previous research supporting the use of structured work systems with individuals with ASD and individuals with developmental disabilities. Specifically, the proposed study will evaluate the following questions:1. Implementing structured work systems will reduce immediate dependency in students with developmental disabilities,2. Will the structured work system increase the time spent on the task?,3. Work completion will increase as a result of implementing a work system?