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Amplio Customer Support

This article will review how to contact our team across all available communication channels.

Updated over a month ago

Background

If you need help, we're here for you! Contact our Customer Support Team for:

Technical or content issues, feature requests and feedback, questions about our platform, or ongoing caseload maintenance (like adding/removing students).

Users can contact Amplio Customer Support via phone, email, or even direct message from within the platform. This article will provide contact information for our team as well as guidance to access this information from within the platform at any time.

You may view the article below for more information or check out this walk-through to learn more about how to access our Help Center and contact our team.

Amplio Customer Support - Talk To Us

Contact Information

Phone

Local (301) 244-9160

Toll Free (888) 317-7077

Email

Click on the Phone icon from the left side menu to access our contact information from within the platform at any time.

Message Us

You can conveniently message our team from within the platform at any time. Begin by clicking on the Amplio Icon in the lower right corner. In the window that appears, select "message." Next, select "send us a message." You can even attach files or images to help explain your issue or question!

Please ensure you do not send student personal identifying information (PII) via message or email when contacting our team. We recommend using students’ initials and ID numbers.

Amplio Help Center

The Amplio Help Center is where you'll find a wealth of resources designed to support you in maximizing the use of our evidence-based speech and language platform and ensuring the best outcomes for your students.

To find the Help Center, click on the Amplio Icon in the lower right corner. The easiest way to find what you need is by using the search bar and selecting the article that best matches your query. Alternatively, you can select "Help" to find an article by exploring our collections.

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