Is the competent learner model effective for students with autism?

This study examined the effectiveness of an alternative instructional strategy (Competent Learner Model) for enhancing the social interactions of a student with autism. One eight-year old student with autism participated in this study. He was assessed for initial levels of functioning in each of the five repertories using the Competent Learner Repertoire Assessments of the Competent Learner Model. Following the initial results, varied generalized instruction in each of these domains began. Methods of instruction utilized direct teaching (DT) as well as peer-teaching as part of the generalized concept. The results showed impressive improvement for four out of the five repertoires being addressed by this study. Overall results of this study indicated 80% growth of a single numerical rise in competency levels while he showed greater growth in two specific domains of social interactions. Additionally, 40% growth of the social domains being studied showed a rise in competent levels of two numerical rises