What is the therapist's role in the consequence phase of discrete trial teaching?

In discrete trial teaching, the therapist's role during the consequence phase is pivotal as it involves administering consequences based on the learner's response. This phase is crucial as it directly impacts the effectiveness of the teaching process. When a response is made, the therapist evaluates whether the response is correct or incorrect and then provides the corresponding consequence, which can be reinforcement for a correct response or an error correction for an incorrect response.

This approach is integral to behavioral learning; it serves to strengthen desired behaviors through positive reinforcement and to guide learners toward the correct responses through appropriate feedback mechanisms. By responding appropriately to the learner's actions, the therapist helps to establish clear connections between behaviors and their outcomes, which is fundamental for learning and skill acquisition in individuals with autism.

In contrast, simply providing feedback without the context of a consequence does not reinforce learning effectively; changing the instructional method without assessing the consequences could hinder progress; asking additional questions at this stage might confuse the learner and detract from the focus on the established behavior. Thus, administering consequences is a vital and necessary component of this teaching strategy.