Abstract
These procedures examined the impact of teacher–student ratios on staff and student behavior in a therapeutic day school. Ratios (teacher:student) of 5:4, 4:4, 3:4, and 2:4, involving the teacher, paraprofessionals, and four junior high students with autism were measured. Using momentary time sampling, environment, organization, student, and staff activity data were collected. Higher ratios correlated with increased student engagement and fewer behavioral interventions, while lower ratios led to decreased staff–student interactions and more behavioral interventions.
• Authors discussed the impacts of teacher–student ratios in educational settings for children with autism.
• State guidelines need revision to be sensitive to classroom composition.
• Researchers have focused on academic outcomes and teacher perceptions.
• Momentary time sampling is a practical approach for clinicians to use when objectively assessing variables in the classroom setting.