Peer Relationships and Interpersonal Reactivity as Predictors of The Social Competence of Learners With Autism

AUTHOR(S)

ELA MAY M. MEDILLO ROGAR R. GARCIA, EdD

ABSTRACT

—— Poor social competence among learners with Autism remains a significant concern in inclusive education. This study determined a predictive model of social competence using peer relationships and interpersonal reactivity as predictors. Employing a predictive research design, the study involved 150 respondents selected through universal sampling. Data were analyzed using multiple linear regression analysis. Findings revealed that peer relationships and interpersonal reactivity significantly and moderately predict the social competence of learners with Autism, collectively explaining 46% of the variance. The results support Social Learning Theory, which emphasizes the role of observation and social interaction in behavior acquisition. It is recommended that future research explore additional variables to account for the remaining variance in social competence. Moreover, schools may optimize resources and implement targeted interventions to strengthen peer relationships and interpersonal reactivity among learners with Autism. Keywords: Intepersonal reactivity, learners with Autism, peer relationships, predictors social competence