This article describes the preliminary qualitative results of a therapeutic laboratory involving the Pepper robot, as a facilitator, to promote autonomy and functional acquisition in autistic children with low support needs (level 1 support). The lab, designed and led by a multidisciplinary team, involved 4 children, aged 11 to 13 years, and was organized in weekly meetings for the duration of four months. The following is the result of an in-depth qualitative evaluation of the interactions that took place between the children and the Pepper robot, with the aim of analyzing their effectiveness for the purpose of promoting the development of social and communication skills in the participants. The observations and analyses conducted during the interactions provided valuable insights into the dialogue and communication style employed and paved the way for possible strategies to make the robot more empathetic and engaging for autistic children.