Example | Articulation in the Therapy Setting


When my students walk into the therapy room, I have my computer open and waiting on them and four students sit down at my horseshoe table. They know when they sit down for articulation therapy to open up their devices and get them ready to use. We talk about their weekends and I have already assigned each of them target goals for their varying articulation needs.

Because of the robust library of articulation therapy materials, I can easily assign the targets necessary for each individual student in direct alignment with the IEP, no need for searching for physical materials (i.e., articulation cards) to use with students or data collection materials. For this activity, I don’t need paper, because I am assigning accuracy and the computer is collecting the data as I go through the targets with each student. This allows for more practice time for each student. Because I can move faster and keep them engaged with technology for longer periods of time. It’s no problem if one of my students is working from home, in another classroom or building, because I can include them in my group remotely and provide equitable materials and attention.

It’s always nice to see students with similar needs in the same group. On our campus, the SLP at Blackburn Elementary is swamped, she has a caseload of 88! My caseload is only 42. To relieve her, I am going to work with some of her students that need help with articulation. It’s easy to use the remote feature in the Amplio platform to relieve my fellow SLP with her hefty caseload.

  • SLP computer open; students sit at the table and open their devices
  • Establish rapport and group social welcome
  • Daily targets are already assigned to students
  • Targets directly align with IEP; no need to search for or organize materials
  • In real-time accuracy assigned; auto documented in the student’s file
  • Increased intensity of students because we are making use of every minute through simultaneous goal practice among students
  • Can include remote learners
  • Equitable materials and attention to all students
  • Migrating caseloads between districts to alleviate heavy caseloads





Dr. Teressa Chapman

Dr. Teressa Chapman

Dr. Teressa Chapman is a special education leader with two decades of experience. Teressa has served as a special education teacher, grades K-8, and also has experience serving in administration in K-12. Dr. Chapman also has extensive knowledge with supporting pre-service and graduate-level teachers with best practices and individualized support through experience with her own nonprofit and higher education roles. Teressa has a passion for innovation and integrating technology into supporting students. Her doctoral dissertation research focused on blended learning interventions for vulnerable groups. Teressa is thrilled to be part of the innovation taking place at Amplio, and is excited to use her knowledge and expertise to support partners with individualized support utilizing effective interventions for their students.

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