Example | Social Pragmatics in Autism 1:1 Setting


I go into the self-contained autism classroom. I am working with a student who is a speaker; he demonstrates a lot of echolalia but does have a lot of language.

I selected the “would you rather – all about me” activity. In this scenario, he answers the question and then he asks me the question. We do all of the activities together.

Then we do “talking bubble greetings.” I make a statement, then he has to choose the correct response from the selections available in the activity. He practices inference-making about what should come next while having a field of 3 responses to choose from. I do this with him twice a week for 15 minutes in the classroom at an Amplio station. He seems to progress more quickly with the frequency than he would with one 30 minute session a week. Eventually, I will try to generalize this skill by having him respond with no visual prompt in front of him, ie the Amplio activity.

  • Autism classroom
  • 1:1 twice a week for 15 minutes
  • Amplio 1:1 station
  • “Talking bubble greetings”
  • Go through activities on the learning path together so we can talk about it.
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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