If you’ve ever wondered how the Competent Learner Model (CLM) became the powerful teaching and learning system it is today, part of the answer starts with a meeting in the early 1990s—and a lot of collaboration.
In a recent conversation (entire interview on YouTube), Richard Laitinen reflected on the journey that began when he first met Vicci Tucci and eventually helped shape the modern Competent Learner Model used by clinicians today.
And like many great partnerships, it started simply: two professionals realizing they spoke the same scientific language—and that by collaborating they could build something bigger.
Dr. Laitinen first connected with Tucci in the early 1990s. At the time, CLM was already developing as a structured approach to teaching learners essential repertoires. But in 2001, their collaboration took a deeper turn.
The mission? Expand CLM beyond traditional school settings and into home-based services.
That shift opened the door to a much broader question: How can we make CLM work anywhere learning happens?
By 2003, the pair launched a major effort to revamp curriculum protocols, combining Tucci’s vision for scalable programming with Laitinen’s deep technical expertise. He also spent some time working from within Tucci Learning Solutions as part of the collaboration. The result was a stronger, more precise framework—one designed to maintain quality even as it expanded across settings and teams.
One of the themes Dr. Laitinen emphasizes is that CLM stands apart because of its scientific foundation. Rather than relying on internal explanations like motivation or agency, CLM operates from a science-of-consequence model. In other words, behavior is shaped by the conditions surrounding it – and when those conditions are engineered well, learning becomes predictable and reliable.
This commitment to science shows up in several defining features of the model:
CLM programs are designed so clinicians can implement them consistently and accurately. That reliability is key to producing meaningful outcomes.
Another hallmark of the model is the systematic reduction of aversive conditions in learning environments, allowing instruction to remain productive and supportive.
CLM focuses heavily on foundational learning skills, particularly:
These repertoires help learners attend to and learn from the world around them – making future instruction far more effective.
One unexpected superpower of CLM? Culture.
When clinicians use the model, they also share a common deterministic language. Instead of debating opinions or interpretations, teams can analyze learning environments using the same scientific framework.
The result:
Dr. Laitinen describes CLM not as a finished product, but as a “path of treatment.”
That path must evolve alongside research.
One idea he proposes is embedding replicable research support directly into the curriculum itself, potentially through digital features that allow programs to continuously integrate new findings.
In other words, the curriculum of the future may not just deliver instruction – it may actively support research and innovation at the same time.
Another area Laitinen is passionate about is clinical training.
To build real mastery, he encourages exercises he calls:
These activities push clinicians to explain concepts fluently and spontaneously. The goal isn’t memorization – it’s true behavioral fluency, allowing practitioners to adapt while maintaining precision.
Why does that matter?
Because learning environments are dynamic. And clinicians must be able to control for variance in those environments.
One of Dr. Laitinen’s most memorable descriptions of the CLM clinician is this:
“Think like a behavioral engineer.”
In practice, that means constantly analyzing the concurrent schedules of reinforcement competing for a learner’s attention.
When learners choose one activity over another, several variables are usually at play:
Magnitude – How big is the payoff?
Latency – How quickly does reinforcement occur?
Effort – How hard is the response?
Probability – How likely is success?
Understanding these variables allows clinicians to design learning environments where productive behavior wins the competition.
That’s not guesswork.
That’s engineering.
What began as a professional collaboration between Laitinen and Tucci has grown into a model used by clinicians around the world.
And the spirit that launched it—scientific curiosity, collaboration, and relentless improvement—continues to guide CLM today.
As Dr. Laitinen’s reflections make clear, the story of the CLM isn’t just about a model.
It’s about building a culture of precise thinking, shared language, and thoughtful design—all in service of helping learners become truly competent.
With heartfelt gratitude, we celebrate the retirement of Michele Saleh, Tucci Learning Solutions’ Early Start Program Coordinator and an extraordinary leader whose influence has shaped countless lives. Although Michele officially
