Example | Syntax & Morphology in a Mixed Group Therapy Setting


When my students walk into the therapy room, I have my computer open and waiting, and the four students sit down at my horseshoe table. They know when they sit down for 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 through lesson planning for their varying IEP needs. Because of the robust library of Syntax and Morphology therapy materials, I can easily locate the targets necessary for each individual student without searching for physical materials or data collection materials.

This is a group of 2nd graders. One is working on artic and language (vocabulary), one is working on fluency and two are working on language (syntax and morphology related goals).

Since I have Amplio technology, my favorite thing to do is to take a language sample once a month. It gives me a reference for how my language students have progressed over the school year. That data is really helpful for me to write goals and develop present levels of performance (PLOPs). After this, I instruct three of the students to get started on independent work, I focus on taking a language sample with a Student who is working on syntax and morphology goals. Student A has been working on using the subject, verb, and object to label pictures. 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. The computer is collecting a lot of data! Every word said by the student is collected in expressive activities, such as syntax and morphology.

This allows for more practice time for each student because I can move faster and simultaneously 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.

In addition, 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 remotely. It’s easy to use the remote feature in the Amplio Learning 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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