The Autism Little Learners Podcast: Recent Episodes

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div]:bg-bg-000/50 [&_pre>div]:border-0.5 [&_pre>div]:border-border-400 [&_.ignore-pre-bg>div]:bg-transparent [&_.standard-markdown_:is(p,blockquote,h1,h2,h3,h4,h5,h6)]:pl-2 [&_.standard-markdown_:is(p,blockquote,ul,ol,h1,h2,h3,h4,h5,h6)]:pr-8 [&_.progressive-markdown_:is(p,blockquote,h1,h2,h3,h4,h5,h6)]:pl-2 [&_.progressive-markdown_:is(p,blockquote,ul,ol,h1,h2,h3,h4,h5,h6)]:pr-8"> _]:min-w-0 gap-3 [&_>_:last-child]:mb-0 print:block print:[&_>__+_]:mt-3 standard-markdown"> "Don't buy him letters." That's what a professional told Cari Ebert when her son Aaron was two. He was "obsessed," they said, and needed to be moved toward more appropriate play.

Cari ignored them. Those letters were how Aaron showed joy, and how she connected with him. Nearly two decades later, that same deep interest in letters, numbers, and dates is what landed him a job he loves.

That moment is the heart of today's episode, because it's exactly what happens when we treat autism as a journey instead of a tragedy.

This is Cari's keynote from this year's Preschool Autism Summit. She brings two lenses to it: 30+ years as a pediatric SLP, and 21 years as mom to her autistic son. Together they make a case that so much of what we were taught to fear, grieve, and "fix" was never the problem. The problem was the language, the linear milestones, and the compliance-first thinking we inherited.

Cari walks us through Aaron's whole story, from spelling words before he could speak, to teaching himself to tie his shoes at 20, to reading bedtime stories to his baby nephew. Along the way she gives us a clearer, kinder way to talk to families and a real shift in how we show up for autistic children.

We'll talk about:

• why the child is exactly the same the day after a diagnosis, and it's the adults who need to shift
• the power of first messages, and how "red flags" teach families to fear a diagnosis
• deficit-based language versus affirming, neutral, strengths-based language
• what autism is not, and what it actually is
• the spiky, non-linear developmental profile
• reframing the spectrum into a support-needs profile
• honoring autistic joy as the doorway to connection and learning

Because we don't get to decide where an autistic child's journey ends. Our job is to keep believing there's more ahead.

In This Episode, You'll Learn

• Why autism is a journey, not a tragedy, and what changes when we lead with curiosity instead of fear
• How deficit-driven language sends the message that something is "wrong" with the child, and how to choose affirming or neutral language instead
• Why autism is not a delay, a disease, or something a child outgrows
• What a spiky developmental profile is, and why milestone charts don't fit autistic development
• How to give families space to grieve their expectations, not the child in front of them
• What presuming potential looks like in real life, including how video modeling helped Aaron learn a skill on his own timeline
• Why deep interests, from Metallica to NASCAR, are the way in, not something to redirect

Key Takeaways

• The diagnosis doesn't change the child; it changes how the adults see and support them
• Regulation creates the conditions for learning, and connection comes before communication
• All behavior has meaning; it's a clue, not a problem to extinguish
• Progress isn't linear, and growth continues across the whole lifespan
• Communication is a right, not something a child has to earn
• Autistic children are different, not less
• We stretch strengths instead of fixing deficits
• Families are the experts on their child, and the most important members of the team

Try This

• Take one traditional IEP goal and ask AI to rewrite it in neurodiversity-affirming language, without percentage-of-accuracy measures
• Swap deficit words for neutral ones this week: "deep interests" instead of "obsessions," "prefers consistency" instead of "rigid"
• Learn one child's deep interest, and use it as your starting point instead of redirecting it
• Reframe a behavior you'd usually try to stop, and ask what it's communicating about the nervous system
• Notice a child's glimmers, the small things that bring them micro-moments of joy, and make room for them
• Start with connection before you ask for a single communication skill

Related Resources & Links Cari Ebert's website - The Learning to Learn program, the Silly Sounds cards, and The SLP Talk Show podcast Preschool Autism Summit 2026 - Grab the summit replay bundle, a free guide, and get on the waitlist for 2027 Autism Little Learners Membership

When we treat autism as a journey instead of a tragedy, we stop asking a child to prove they're worthy of our belief and start offering it from the very beginning. Cari's son didn't become worthy the day he got a job or gave a keynote. He was always worthy. Once you see every autistic child that way, it changes everything about how you teach.

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The one who melts down at the smallest request, who seems to dig in the moment you say "do this."...you know this child. In this episode I sit down with Casey Ehrlich, PhD — social scientist, founder of At Peace Parents, and a leader in the first peer-reviewed PDA research in the United States — to talk about PDA: what it is, why it's a nervous system response rather than defiance, and what actually helps.

PDA isn't defiance. It's a survival-level drive for autonomy — and once you see that, you respond to the child in front of you completely differently.

PDA most often stands for pathological demand avoidance, but many autistic people prefer pervasive (or persistent) drive for autonomy — because autonomy is right at the root of what activates the nervous system. Casey defines it as a survival drive for autonomy and equality that can override other survival instincts like eating, sleeping, toileting, and even safety.

We talk through what PDA actually looks like in young children, why behavior that reads as oppositional or manipulative is so often a nervous-system response, and the practical, compassionate shifts that help a dysregulated child feel safe again — in the classroom and at home.

We'll talk about:

● what PDA stands for — and why many autistic people prefer "pervasive drive for autonomy"

● why demand avoidance is a nervous system response, not manipulation or defiance

● the five characteristics Casey looks for, including equalizing behavior

● why we flip the order for PDA kids: nervous system and autonomy first

● the difference between independence and autonomy

● real strategies: signals of safety, declarative language, and rhythms over routines

In This Episode, You'll Learn

• What PDA is, and why "pervasive or persistent drive for autonomy" may describe it better

• How a survival drive for autonomy can override eating, sleeping, toileting, and safety

• Why "equalizing behavior" can look oppositional but is actually a nervous-system response

• How to read the early signals that a child is moving toward fight-or-flight

• Why reducing spoken language and using declarative language lowers perceived demands

• How to send signals of safety with your face, tone, and body — and why getting low matters

• What the "four S's" — safe nervous system, screens, sensory/novelty, special interest — reveal about regulation

• Why repair and felt safety, not teaching, are the moves in the hard moment

Key Takeaways

• PDA is a nervous system response, not defiance or manipulation

• Autonomy is at the root — a perceived loss of autonomy activates the survival brain

• For PDA kids, think nervous system and autonomy first, then sensory, executive function, and communication

• Independence is doing a task alone; autonomy is having a genuine say in what happens

• Signals of safety often matter more than words

• Declarative language lowers the demand a child perceives

• Think rhythms, not rigid routines — even a chosen routine can start to feel like lost autonomy

• Compassion over compliance — always

Try This

• Pause and ask whether a behavior might be a nervous-system response to a perceived demand

• Lower the demand: swap questions and directions for declarative, observational statements

• Get low to the child's level and soften your face, tone, and pace

• Offer real autonomy — a genuine say, not just a choice between two adult-chosen options

• Reduce spoken language during escalation and wait for the child to re-engage

• Build in rhythms instead of rigid routines

• In the hard moment, focus on repair and felt safety, not on teaching the lesson

Related Resources & Links

💚 Casey Ehrlich — At Peace Parents (free PDA masterclass)

💚 At Peace Parents Podcast

💚 The Declarative Language Handbook by Linda K. Murphy

💚 Free Visual Support Starter Set

💚 Autism Little Learners Membership

When we stop asking "How do I get this child to comply?" and start asking "What is this child's nervous system telling me?" everything changes. PDA kids aren't giving us a hard time — they're having a hard time. And when we lead with autonomy, safety, and compassion, we give them what they actually need to come back to calm and connection.

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That child who waits for you to start every sentence? In this replay I sit down with SLP Alexandria Zachos — founder of Meaningful Speech — to talk about how years of prompting quietly create prompt dependence, and how silence, connection, and a child-led approach help gestalt language processors find their own spontaneous voice.

Prompting doesn't lead to spontaneous language. Connection, silence, and meeting a child where they are do.

Gestalt language processing (GLP) is a normal, natural way of developing language — just a different path than the analytic, word-by-word route most of us were taught. Alex walks us through what it actually is, how the stages unfold from delayed echolalia to flexible, novel grammar, and why so many kids we've labeled "echolalic" or "scripting" are simply gestalt language processors who need a different kind of support.

We also dig into the hard truth about prompting — why fill-in-the-blank, cloze phrases, and always initiating for a child can lead to prompt dependence — and what to do instead: natural language modeling, honoring all communication, and trusting silence to make room for language to emerge.

We'll talk about:

● what gestalt language processing is — and why it isn't a disorder

● the six stages of gestalt language development, from delayed echolalia to complex grammar

● how prompting and compliance-based strategies create prompt dependence over time

● why our ultimate goal is spontaneous, flexible, multimodal communication

● how silence, connection, and being a trusted communication partner change everything

● why it's never too late for an older child who has become prompt dependent

In This Episode, You'll Learn

• What gestalt language processing is, and how it differs from analytic language development

• How the stages unfold — delayed echolalia, mitigated echolalia, the "magic" word-freeing stage, and grammar

• Why delayed echolalia is always communicating something, even when it isn't literal

• How to do "detective work" to figure out what a child's gestalt actually means

• Why years of prompting and cloze phrases lead to prompt dependence, not spontaneous language

• What targeted natural language modeling looks like across communicative functions

• Why "the change starts with us," not with fixing the child

• How silence and the OWL approach (Observe, Wait, Listen) create space for language to emerge

• Why acknowledging all communication — a smile, a nod, a repeat — builds the trust language grows from

Key Takeaways

• Gestalt language processing is a natural way of developing language, not a disorder

• Delayed echolalia is meaningful — it's communicating something worth investigating

• Prompting does not build spontaneous communicators; child-led support does

• Our goal is spontaneous, flexible, novel communication — including through AAC

• Change starts with what we model and how we respond, not with the child

• Silence is a strategy: spontaneous language emerges when the pressure is off

• Acknowledge all communication to build the relationship and trust

• Use a child's own gestalts — and put them into AAC — for instant buy-in

• It's never too late for an older, prompt-dependent child

Try This

• Notice how often you prompt, question, or fill in the blank — then try saying less

• Use the OWL approach: observe, wait, and listen before you speak

• Let silence sit; follow the child's lead and join what they love

• Acknowledge every attempt to communicate with a repeat, a smile, or a nod

• Model language naturally instead of asking the child to perform it

• When you hear a gestalt, do some detective work to learn what it means

• Add a child's gestalts into their AAC device for automatic buy-in

• With an older prompt-dependent child, plan low-pressure sessions to rebuild trust first

Related Resources & Links

💚 Alexandria Zachos — Meaningful Speech (free masterclass on echolalia & child-led therapy)

💚 Meaningful Speech — Beginner's Guide to AAC (free masterclass)

💚 Natural Language Acquisition by Marge Blanc

💚 Free Visual Support Starter Set

💚 Autism Little Learners Membership

When we stop trying to pull language out of a child and start building a relationship they feel safe in, something shifts. Gestalt language processors don't need more prompting — they need us to slow down, model naturally, honor every way they communicate, and trust that the silence is doing work too. That's where spontaneous, joyful communication has room to grow.

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Teaching autistic preschoolers can feel lonely. This is the episode where I pull back the curtain on the membership that became the opposite of that island — where it came from, what's inside, and the community that surprised me most.

Teaching young autistic children can feel like being on an island. The membership is the opposite of that.

I'll tell you how it began in grief, after I lost my dad in 2019, and grew into a genuine passion for helping educators and parents feel less overwhelmed and celebrate the small wins that build on each other.

I'll share the story of Laura — a member who started with four empty walls and turned them into a classroom where children are seen, presumed competent, and given every chance to communicate. And I'll tell you why, even with hundreds of resources inside, people don't stay for the resources. They stay for each other.

We'll talk about:

• how Autism Little Learners was born out of one of the hardest seasons of my life
• why teaching young autistic children so often feels like being on an island
• the member who started with four empty walls — and what her classroom looks like now
• the Four Foundations framework: Regulate, Connect, Routines, and Teach
• what's actually inside the membership (and what isn't the reason people stay)
• how a community of real educators in real classrooms makes the island disappear

In This Episode, You'll Learn

• How a grief-driven project quietly grew into a community of educators and caregivers
• Why the "island feeling" — not a lack of skill — is where so many educators stall out
• How Laura set up a brand-new autism classroom from an empty room using the membership
• What it looks like to build connection and trust with students before placing demands
• The Four Foundations that give you a clear path through your day
• What the membership includes: resources, on-demand trainings, handouts, adapted books, and a high support needs curriculum
• Why presuming competence changes what children are able to show you

Key Takeaways

• You don't have to do this work alone
• The island feeling is common — and it's usually where progress stalls
• Transformation rarely starts with a breakthrough; it starts with support and consistency
• Presume competence — never underestimate what a child can do
• Children are soaking it all in, even when it looks like they aren't watching
• Resources matter, but community is what keeps educators going
• Small, consistent shifts — supported and sustained — are the ones that change everything
• Regulate, Connect, Routines, Teach: a simple framework for a complicated day

Try This

• Name your own "island" moment — then bring it to people who understand it
• Model AAC with no pressure and no expectation of an immediate response\Build connection and trust with a student before adding any demands
• Set up one predictable routine that helps a child feel safe
• Turn a board book you already own into an adapted, hands-on book
• Celebrate one small win this week, and share it with another educator
• When you feel stuck, reach for a person, not just another resource

Related Resources & Links

💚 Autism Little Learners Membership

💚 Preschool Autism Summit

This membership is the opposite of the island. It's an empty room becoming a place where children are seen, presumed competent, and given every chance to communicate and learn — with a whole community standing alongside the educator who makes it happen. If you've been feeling that island feeling lately, come take a look. I think, for a lot of you, it will feel like home.

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My non-speaking three-year-old student told me "This is boring" on his AAC device.

That moment changed everything for me, because that is communication, and that is competence. It's exactly what today's episode is about: presuming competence, an idea that quietly shapes everything else we do with young autistic children.

Because so often, the ability was there all along. What was missing wasn't the child's capacity. It was the tools, and an adult willing to believe there was something worth saying.

This conversation explores what presuming competence actually means, why it matters so much in the preschool years, the prerequisite myths that hold kids back, and the practical shifts that help us act like the capable child is already there.

We'll talk about:

● what presuming competence really means

● why the preschool years set a child's trajectory

● the "prerequisite trap" and why there are no readiness skills for communication

● why speech is not the same as intelligence

● what presuming competence looks like in a real classroom

● why communication should never have to be earned

Because we don't know what a child knows until they have the tools to tell us.

In This Episode, You'll Learn • What it actually means to presume competence, and why it's a starting posture, not a reward • Why the false belief that "speech equals intelligence" causes real harm • How the way we describe a child can become a self-fulfilling prophecy • Why there are no prerequisites for communication, no pointing, matching, or "safe behavior" required • How lowered expectations in early childhood can follow a child for a lifetime • Practical ways to presume competence with non-speaking and minimally speaking children • Why cognitive testing can dramatically underestimate what a child knows • What it means to make communication available rather than something a child has to earn

Key Takeaways • Presuming competence means believing in a child's capacity before they can prove it • Non-speaking does not mean non-understanding • Speech is not the same as intelligence • There are no readiness skills required for robust AAC • Children grow toward the expectations we hold for them • We don't talk about a child in front of them, because we presume they understand • Behavior almost always has deeper meaning than a few simple categories • Communication is a right, not something a child has to earn

Try This • Pick one child whose abilities you may be quietly underestimating, and shift one assumption this week • Talk to every child as if they understand every word, because they very well might • Stop talking about a child in front of them, even with co-teachers and paras • Follow a child's deep interests instead of restricting them • Model language without requiring the child to perform it back • Make room for silence, simply being a calm, trusting presence • Hold cognitive test scores loosely, and presume there is more inside than the test could reach

Related Resources & Links AAC In The Classroom

AAC- What Most Educators Miss

Preschool Autism Summit Registration- Grab your free ticket to the 3rd Annual Preschool Autism Summit (Happening Now)

Autism Little Learners Membership

When we presume competence, we stop waiting for children to prove they're ready and start making sure they always have the opportunity to communicate. Our job was never to decide when a child is ready. It's to make sure the door is always open. And once you start seeing every child as already capable, it changes everything about the way you teach.

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What if defiance is really dysregulation? In this episode I sit down with Alyssa Blask Campbell — New York Times bestselling author of Tiny Humans, Big Emotions, founder of Seed & Sow, and co-creator of the Collaborative Emotion Processing method — to talk about emotional intelligence, unique nervous systems, and why the behavior we find hardest is so often a child asking for support.

When we see challenging behavior, we're usually looking at a nervous system that needs support — not a child who needs fixing.

Alyssa breaks down the five components of emotional intelligence — self-awareness, self-regulation, empathy, motivation, and social skills — and why every one of us develops them differently. She shares a fresh way to understand empathy, a powerful reframe around the word "autistic" and our own implicit biases, and why so much of supporting a dysregulated child starts with regulating ourselves first.

We also get into her flagship free tool, the regulation questionnaire built alongside OTs, and the sensory shift that's helping schools cut behavior support calls by 60 percent — not by adding more tools, but by matching the right tool to the child in front of you.

We'll talk about:

• the five components of emotional intelligence, and why we each develop them differently
• why regulation is never one-size-fits-all
• a fresh way to understand empathy: believing a feeling is true for the child
• the Collaborative Emotion Processing method, and why most of it is about us
• how implicit bias shapes the way we respond to an autism diagnosis
• the free regulation questionnaire, and the sensory shift that cut behavior calls by 60%

In This Episode, You'll Learn

• The five components of emotional intelligence: self-awareness, self-regulation, empathy, motivation, and social skills
• Why "the volcano" is such a powerful way to teach kids self-awareness
• Why regulation strategies have to match a child's unique nervous system
• A new definition of empathy — connecting over what a child feels, not why
• How implicit biases quietly shape what we expect of an autistic child
• Why supporting kids well starts with regulating ourselves first
• The difference between sensory-seeking and sensory-sensitive needs, and why the right tool matters
• How a free regulation questionnaire helps match the right support to the right child
• Why predictable routines are regulating and build a child's autonomy

Key Takeaways

• Challenging behavior is often a dysregulated nervous system asking for support
• Every human has a unique nervous system — regulation is not one-size-fits-all
• We each develop the five components of emotional intelligence differently
• Empathy means believing a child's feeling is true, no matter the reason behind it
• The work starts with the adult: our self-awareness, our biases, our self-care
• The right sensory tool beats more tools — match the tool to the child
• Meeting sensory needs for everyone can dramatically reduce behavior support calls
• Predictability regulates the nervous system and supports autonomy
• Your reactivity isn't failure; it's dysregulation — and there's a path forward

Try This

• Name the "volcano" with a child to build self-awareness before the explosion
• Ask what truly calms this nervous system instead of defaulting to deep breaths
• Practice empathy by believing the feeling, without judging the reason for it
• Notice the story or bias behind your own reaction to a behavior
• Map your own nervous system: what recharges you, and what drains you
• Offer a sensory tool to any child who needs it, not just to one labeled child
• Build in predictable routines and transition objects to ease the day
• Regulate yourself first, then return to the child with more capacity

Related Resources & Links

• Seed & Sow — free Regulation Questionnaire
• Tiny Humans, Big Emotions by Alyssa Blask Campbell
• Big Kids, Bigger Feelings by Alyssa Blask Campbell
• Preschool Autism Summit (July 2026)

We all have a unique nervous system, and none of us regulate the same way. When we stop trying to manage behavior and start getting curious about the human in front of us — what's dysregulating, what's regulating, what support would actually help — everything softens. Behavior becomes communication, and our job becomes connection. That's good for our autistic learners, and it turns out it's good for every child in the room.

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Imagine understanding every word around you while the adults talk over you like you're not even there — and not having a reliable way to communicate until you're almost 19. That's part of Jordyn Zimmerman's story. Jordyn is an autistic woman who is non-speaking and a full-time AAC user, and in this conversation she shares, from lived experience, what will change how you show up in your classroom.

Communication is a basic human right. It is never something a student has to earn, and there are no prerequisites for AAC. None.

We talk about why a lack of speech is not a lack of language, what an AAC-rich environment really looks like, the difference between requesting systems and robust language-based AAC, and what "presume competence" actually means as an action, not just a phrase. Jordyn also shares her advocacy work and the simple, powerful truth that every learner deserves a way to comment, question, joke, disagree, and tell their own stories.

A quick heads up before you listen: Jordyn prepared some answers ahead of time and responded to others in real time, so you'll hear pauses between each question and Jordyn's answer. I challenge you to resist the urge to fast-forward through the wait time. Sitting with that silence is one of the most important skills of a good communication partner — in this episode, and in your classroom.

We'll talk about:

• why a lack of speech is not a lack of language — and non-speaking is not non-understanding
• why communication is a basic human right, not something a student earns
• the real differences between PECS, core boards, and robust language-based AAC
• what an AAC-rich environment looks like, and why it's hard to build in separated settings
• what "presume competence" actually looks like in daily practice
• Jordyn's advocacy work — and why there are no prerequisites for AAC

In This Episode, You'll Learn

• What Jordyn wishes the adults around her had understood about supporting AAC users
• Why consistent, individualized access to a communication system matters from the start
• How to build an AAC-rich, language-rich environment that goes beyond the device
• Why PECS is a requesting system, and what robust AAC makes possible
• How autonomy, choice, and agency separate true communication from requesting alone
• What presuming competence means as an action, including offering robust vocabulary from the beginning
• Why we shouldn't limit a student's vocabulary until they've "proven" competence
• Why honoring wait time is a core communication-partner skill

Key Takeaways

• Communication is a basic human right, never something a student earns
• There are no prerequisites for AAC — none
• A lack of speech is not a lack of language; non-speaking is not non-understanding
• Robust, language-based AAC offers autonomy; requesting systems alone do not
• An AAC-rich environment models language in every way, not just through the device
• Presume competence by offering robust language access from the very beginning
• Honoring wait time is part of being a good communication partner

Try This

• Resist the urge to fill silence — give real wait time and let the person respond
• Model language through AAC, not just spoken words, throughout the day
• Offer robust vocabulary from the start instead of waiting for "proof" of readiness
• Build an AAC-rich environment so every child both hears and sees language
• Look for any "prerequisites" in your setting — then work to remove them
• Assume the child understands, and talk with them, never over them
• Make space for commenting, joking, and disagreeing, not just requesting

Related Resources & Links

Jordyn Zimmerman Website

Jordyn's documentary

Preschool Autism Summit + VIP Day (Jordyn returns for a deeper conversation)

No research or framework can teach us what it feels like to understand everything and have no way to say it. When we presume competence, offer robust language from the start, build AAC-rich environments, and honor wait time, we stop asking children to earn their voices and start making sure they always have one. That is the work, and it changes everything.

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He was banging his head on the floor, and Tara remembers the tears sliding down her cheeks and the only words she could find: "How can I help you?" That moment, and dozens of others over 25 years in the classrooms, the real origin story of the Preschool Autism Summit.

In this episode, we flip the script. Instead of Tara behind the mic, her teammate Shawna takes over as host and interviews Tara about how the summit actually began, long before it was an annual event with 30 presentations and thousands of attendees.

What started as one teacher making her own resources because nothing existed for three- and four-year-olds has grown into something much bigger than a conference. Tara and Shawna talk about the isolating early years of teaching "back in the 1900s," the students who taught Tara how to teach, and the gut-level "if it feels yucky, don't do it" moments that pushed her away from compliance-based practices and toward regulation, connection, and respect for autistic children.

If you've ever wondered how the Preschool Autism Summit came to be — or why this work matters so deeply — this conversation is for you.

In This Episode, You'll Learn * Why Tara started Autism Little Learners — and how it began with simply making her own classroom materials * What teaching autistic students looked like "back in the 1900s," before online resources, memberships, or virtual courses existed * The students who shaped how Tara supports autistic children today * How the idea for the Preschool Autism Summit was born in late 2023 — and why preschool-specific training was the gap she set out to fill * What makes the summit different from a traditional conference (no travel, no cold ballrooms, no weird sandwiches) * How autistic adults review every single presentation to keep the summit genuinely neuroaffirming * Why Tara moved away from behavioral approaches like hand-over-hand prompting and toward regulation and connection * What attendees can expect from the 2026 summit, July 12–15

Key Takeaways * Change often starts with one small idea. Tara never set out to leave the classroom or build a business — she just wanted to share the resources she was already making. * Teaching autistic children can feel isolating. Many educators and SLPs are the only one or two doing this work in their entire school. Community is what breaks the "you're on an island" feeling. * Regulation comes first, connection right beside it. A dysregulated child isn't able to learn — and learning is hard without genuine connection. * Connection means weaving in what a child loves, not dangling their interests as a reward to get compliance. * If it feels yucky, don't do it. That gut feeling is worth trusting — and now there are neuroaffirming alternatives that didn't exist decades ago. * Autistic voices belong at the center. Autistic adults review every presentation, so "neuroaffirming" is a practice, not just a label. * Small shifts in adult behavior have lifelong impact. A child is autistic — it's part of who they are, not something they carry and set aside. * This is a movement, not just an event. One free ticket can reach roughly 10 students. Tara's goal: reach a million. * None of us have to do this work alone.

Try This * Reflect on how your own practice has changed over the years. * Name one area where you're moving from compliance toward connection. * Think of a child who reshaped how you see your work. * Reach out to one educator who shares your values. * Grab your free ticket and learn alongside thousands of educators, therapists, and families at the 2026 Preschool Autism Summit.

Resources & Links * Preschool Autism Summit Registration — Grab your free ticket to the 3rd Annual Preschool Autism Summit, July 12–15, 2026: preschoolautism.com * This year's summit features 30+ presentations, make-and-take sessions with Tara, and an All Access Pass option for year-round access plus certificates of completion.

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What if behavior isn't something to stop, but something to listen to? In this episode, we're talking about one of the biggest mindset shifts happening in autism education right now: moving from compliance-based teaching toward connection, regulation, and understanding.

Because what often gets labeled as "behavior" in preschool classrooms is actually communication.

I'll walk you through what changes when educators stop asking, "How do I stop this behavior?" and start asking, "What is this child telling me right now?"

This conversation explores the nervous system underneath behavior, the long-term impact of compliance-focused practices, and what regulation-first support can look like in real preschool classrooms.

We'll talk about: ● why "behavior" is often communication ● the hidden cost of compliance-based teaching ● what dysregulation actually looks like in young children ● why regulation must come before expectation ● classroom examples of regulation-first support ● how relationship-building changes learning outcomes

Because compliance is not the same as learning.

In This Episode, You'll Learn • Why many challenging behaviors are rooted in nervous system needs • How sensory overwhelm, transitions, and demands impact regulation • The difference between compliance and genuine engagement • Why regulation-first classrooms support learning more effectively • What co-regulation looks like during difficult moments • Practical ways to support autistic preschoolers without forcing participation • Why connection creates more sustainable outcomes than control

Key Takeaways • Behavior is communication • Dysregulation is not defiance • Compliance does not equal learning • Nervous systems must feel safe before learning can happen • Regulation-first support benefits all children, not just autistic children • Co-regulation happens through presence, not pressure • Flexibility and relationship-building create more meaningful participation • Educators can support children without requiring perfect compliance

Try This • Pause before responding to a behavior and ask what the child may be communicating • Look for sensory, emotional, or environmental stressors underneath dysregulation • Offer lower-demand moments during difficult transitions • Loosen one classroom expectation this week and observe what changes • Build in predictable regulation supports throughout the day • Focus on helping the child feel safe before asking them to perform • Replace "How do I stop this?" with "What support is needed here?"

Related Resources & Links 💚 Preschool Autism Summit💚 AAC What Most Educators Miss 💚 Calm Spaces Supports

💚 Autism Little Learners Membership

When we shift from compliance to connection, we stop seeing children as problems to manage. We begin seeing nervous systems asking for support. And once you start looking through that lens, it changes everything about the way you teach.

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In this episode, we're talking about something so many of us were taught to do with the best of intentions, but that can quietly work against us: prompting.

Because when nearly every interaction becomes a question, a direction, or a cue, communication can actually shrink instead of grow.

I'll walk you through what happens when a child learns that communication only ever shows up after an adult prompts them, and how that can lead to waiting, shorter responses, or disengaging altogether.

This conversation explores the difference between testing and communicating, why processing time matters so much, and the simple, doable shifts that help authentic communication flourish in real preschool classrooms and homes.

We'll talk about:

● what prompt dependence actually is

● why constant prompting can feel exhausting for autistic children

● the difference between testing a skill and true communication ● why so many of our interactions quietly become tests

● what happens for AAC users under constant prompting

● five simple shifts that invite communication instead of demanding it

Because communication is something we build together, not something we pull out of children.

In This Episode, You'll Learn * What prompt dependence is and how it develops * Why what looks like a lack of communication may actually be communication fatigue * The difference between testing what a child knows and genuine communication * Why autistic children may wait, give the shortest response, or disengage * How constant prompting adds pressure for AAC users * Why processing time matters and what happens when we interrupt it * How following a child's interests creates more communication than prompting does * What it means to model language without expecting imitation

Key Takeaways * Prompts are not the problem, but prompting should not become the whole interaction * Communication is not the same thing as testing * Silence is often a child processing, not refusing * Comments reduce pressure in a way questions cannot * Children learn language through thousands of models, not through being quizzed * Connection creates communication opportunities more effectively than prompts * The goal is not perfect responses, it is authentic communication * When we reduce pressure, we often get more communication, not less

Try This * Notice the balance of questions versus comments in your interactions this week * Comment more and question less during one daily routine, like snack or play * After you say something, pause and wait, counting to ten before adding anything * Follow the child's interests and join their world instead of redirecting them * Model words and phrases on the AAC device without requiring imitation * Create an opportunity to communicate, like a clear container or two snack choices, then wait * Replace "What do you want?" with setting up the moment and letting the child lead

Related Resources & Links 💚 Preschool Autism Summit💚 AAC What Most Educators Miss

💚 Autism Little Learners Membership

When we stop pulling for responses and start building moments worth communicating about, something shifts. The pressure lifts, the child relaxes, and communication starts to grow on its own terms. And once you start seeing it that way, it changes the way you show up in every interaction.

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In this episode, we're talking about echolalia, what it really is, what it's doing, and why so many autistic children communicate this way. For years, many educators and therapists were taught to reduce echolalia or move children "past it." But research, autistic voices, and deeper understanding of gestalt language processing have helped shift that thinking in important ways.

Echolalia is not meaningless repetition. It is communication. Today's conversation explores:

• what echolalia actually is
• the difference between immediate and delayed echolalia
• how gestalt language processors acquire language differently
• why scripts and repeated phrases often carry deep meaning
• what educators can do instead of trying to eliminate echolalia
• how to support communication in more affirming and responsive ways

Because every echo carries meaning. And when we stop trying to eliminate it, we can finally start listening.

In This Episode, You'll Learn • What echolalia actually is and why it matters • The difference between immediate and delayed echolalia • What Gestalt language processing (GLP) means • How GLPs acquire language differently than analytic language processors • Why scripts and repeated phrases often carry emotional meaning • Common signs a child may be a gestalt language processor • Why echolalia should not be treated as meaningless repetition • How echolalia supports regulation, processing, requesting, protesting, and connection • Why declarative language is often more supportive than constant questions • How to model language from the child's perspective • Why AAC and visuals can support clearer communication • How to shift from correcting echolalia to understanding it

Key Takeaways • Echolalia is communication, not a behavior to eliminate • Many autistic children naturally process language in chunks or gestalts • Scripts often represent feelings, memories, or emotional experiences • The words a child says may not always be literal, but they still carry meaning • Questions can increase pressure for many gestalt language processors • Modeling without correction creates safer opportunities for communication growth • Pronoun reversals are often part of chunk-based language learning • Children deserve communication support that honors their natural language style • Curiosity and connection matter more than perfection

Signs a Child May Be a Gestalt Language Processor * Echolalia or scripting * Pronoun reversals * Strong musicality or memorized songs * Rewatching the same scenes repeatedly * Rich intonation patterns * Long jargon strings with emotional tone * Repeating phrases tied to emotional experiences

Try This • Reduce the number of questions you ask during play and routines • Use more declarative language like "Mmm, cookie" or "Let's go outside" • Model phrases from the child's perspective • Notice repeated scripts and look for patterns around when they appear • Watch body language alongside echolalia for additional communication clues • Respond to the meaning behind the script, not just the words themselves • Support communication with visuals and AAC when needed • Pause and allow processing time instead of filling every silence

Resources Mentioned Meaningful Speech https://meaningfulspeech.com/

More Than Words by The Hanen Centre https://hanen.org

💚 Visual Supports Starter Set💚 AAC What Most Educators Miss💚 Autism Little Learners Membership💚 Social Story Library

Final Thoughts A child repeating a script is not "just scripting." A child echoing your words is not failing communication. A child singing full songs before generating original sentences is still using language.

Echolalia is language.

Sometimes borrowed. Sometimes memorized. Sometimes repeated word for word.

But always meaningful. When we stop trying to eliminate echolalia and start listening to it, we begin to understand so much more about what a child is trying to communicate. And that shift changes everything.

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In this episode, we're talking about something that often gets overlooked in early language development: symbolic sounds and exclamatory words. The "vrooooms," "uh-ohs," "wheees," and "mooos" that many children use before traditional words are not meaningless sounds. They are real communication.

This conversation explores why these early sounds matter so much, especially for autistic preschoolers, minimally speaking children, and children just beginning their communication journey.

We'll talk about:

● why symbolic sounds are often easier for children to produce than traditional words

● how exclamatory words help build joint attention and connection

● why modeling without pressure matters

● how these sounds support regulation, engagement, and communication

● simple ways to naturally model symbolic sounds during play and routines

Because before words doesn't mean before language. Language is already there.

In This Episode, You'll Learn • What symbolic sounds and exclamatory words actually are • Why sounds like "moo," "uh-oh," and "beep beep" count as meaningful communication • How symbolic sounds are often easier for children to produce than traditional words • Why these sounds are especially powerful for non-speaking and minimally speaking autistic children • How exclamatory words support joint attention and imitation • Why communication grows through exposure, not expectation • The importance of modeling without pressure or correction • How repetition supports language learning and regulation • Simple play-based ways to model symbolic sounds throughout the day • Why joyful connection matters more than perfect responses

Key Takeaways • Language begins long before traditional words emerge • Symbolic sounds and exclamatory words are valid forms of communication • Early communication often develops through emotionally meaningful sounds and shared experiences • Joint attention and connection are foundational to language learning • Modeling language without pressure creates safer opportunities for communication growth • Repetition supports learning, regulation, and confidence • Communication should never be measured only by spoken words • Joy, connection, and shared attention are powerful language-building tools

Try This • Add symbolic sounds naturally into play routines like cars, animals, bubbles, or sensory bins • Use exclamatory words during real moments: "uh-oh," "wow," "whoa," and "oops!" • Pause after modeling a sound and give the child space to process • Match your facial expressions and tone to the sound you're modeling • Let the child's interests guide which sounds you use • Repeat sounds often without turning them into a drill or demand • Focus on connection and shared enjoyment instead of performance

Simple Ideas Mentioned in This Episode ● The falling toy: "Oh no!"

● Car ramps with "wheee!" and "vroooom!"

● Surprise bags with animal sounds

● Books with exaggerated reactions and exclamatory words

● Peek-a-boo animal games

● Sound books with one symbolic sound per page

Related Resources & Links 💚 Visual Supports Starter Set 💚 AAC What Most Educators Miss 💚 Autism Little Learners Membership 💚 Social Story Library

Final Thoughts A child who says "vroooom" while pushing a car is communicating. A child who gasps during a game is communicating. A child who laughs during peek-a-boo is communicating.

When we broaden our understanding of language, we stop waiting only for perfect words and start recognizing the meaningful communication already happening right in front of us.

Every sound matters. Every moment of connection matters. And every joyful interaction becomes another building block for language growth.

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In this episode, we bring everything together and move into the how. After exploring what deep interests are and why forcing engagement backfires, we now look at how to actually incorporate a child's deep interests to support meaningful learning.

If you've ever planned a thoughtful activity only to watch a child walk away, this conversation will help you shift how you approach teaching. Instead of trying to pull children into activities that don't feel meaningful to them, we explore how to bring learning into what they already love.

This episode walks through practical ways to embed deep interests into everyday classroom and therapy activities without turning them into rewards or using them as leverage. When we make the interest part of the learning itself, engagement becomes more natural, regulation is supported, and skills begin to develop in a way that feels safe and connected

In This Episode, You'll Learn • The difference between using interests as a reward vs embedding them into learning • How to take one deep interest and apply it across multiple skill areas • Ways to support matching, fine motor, language, and literacy using interests • Why meaningful materials increase engagement without increasing pressure • How to model language during play instead of relying on questions • The role of connection before introducing learning opportunities • How to start small without overhauling your entire classroom • Why structure and child-led learning can coexist • How to rethink centers and classroom setup through the lens of student interests • The importance of following a child's lead to build trust and participation

Key Takeaways • Deep interests can become the learning activity, not a reward for completing it • The skill stays the same, the materials and approach shift • Engagement increases when learning feels meaningful and connected • Language develops through modeling inside play, not through pressure • One interest can support multiple developmental goals • Connection must come before instruction for learning to be effective • Small shifts in materials can create big changes in participation • Structure and predictability still matter within a child-led approach • Classrooms feel more supportive when interests are reflected in the environment • Learning becomes more sustainable when it is rooted in what a child loves

When we stop separating learning from what a child enjoys, we create opportunities for skills to grow in ways that feel natural, engaging, and meaningful.

Try This • Choose one child's deep interest and incorporate it in a familiar activity • Swap generic materials for items connected to what the child loves • Model language during play instead of asking questions • Join the child's activity without adding demands right away • Embed the interest into one routine, like centers or small group time • Observe how engagement changes when materials feel meaningful • Keep expectations simple and focus on connection first • Build from one small success instead of trying to change everything

Often, the most impactful shift is not adding something new, but changing how we use what we already have. When learning is connected to a child's interests, engagement grows in a way that feels safe, supported, and lasting.

Related Resources & Links Autism Little Learners Membership www.autismlittlelearners.com/pod

Child Interest Survey

3 Strategies To Foster Engagement In Autistic Preschoolers

Play Based Learning, Engagement and Deep Interests

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In this encore episode, we're revisiting one of the most meaningful conversations from the early days of the podcast — a wide-ranging chat with speech-language pathologist Nicole Casey about gestalt language processing, echolalia, and what it really takes to support autistic communicators.

What if the words a child is repeating aren't random?

Gestalt language processing (GLP) is a natural way of acquiring language where children begin with whole strings of intonationally-defined language — often lifted from songs, shows, or meaningful moments — instead of starting with single words. These "gestalts" are not literal, but they carry deep meaning. And when we miss that meaning, we miss the child.

Nicole walks us through what GLP is, how it differs from analytic language development, and how to recognize it even in non-speaking or minimally speaking children. We also get into something just as important: why connection, relationship, and presuming competence are the foundation that every strategy is built on. Without those, the techniques don't land. With them, even small shifts can transform a child's communication journey.

This is a longer, story-rich episode — the kind of conversation where two SLPs who love this work just couldn't stop sharing examples. You'll hear about Toyota Tacomas, Downy Unstoppables, Peter the doll, "we all fall down," and a spin class playlist that included the Delta Airlines theme song. Every story carries a lesson worth holding onto.

In This Episode, You'll Learn

• What gestalt language processing is and how it differs from analytic language development
• Why GLP is not a diagnosis, just another natural way of acquiring language
• How to identify gestalt language processors, including those who are non-speaking
• What echolalia, echopraxia, and "jargon" might really be telling us
• Why gestalts are non-literal and how to uncover what a child actually means
• How to use Nicole's free Gestalt Tracker to share insights across a team
• Why WH-question goals are often a poor fit for early-stage GLPs
• How presuming competence changes what we see, hear, and teach
• Why AAC systems weren't designed for GLPs and what that means for us
• How following a child's deep interests opens the door to language and connection

Key Takeaways

• Echolalia is meaningful communication, not background noise
• Gestalts carry emotional and experiential context — they are not literal
• Identifying a GLP starts with tuning in, not testing
• Children feel safer and communicate more when they feel understood
• The way the lead adult treats an autistic child sets the tone for the entire classroom
• Relationship comes first; strategies work because of connection, not in spite of it
• Asking questions a child already knows the answer to is a real and valid form of connection
• Following the child's special interest is not a distraction — it's the path
• Progress isn't always measurable on a SMART goal; look for magic moments
• Presuming competence is the most important thing we can bring to every interaction

Try This

• Listen for repeated phrases with the same intonation and write them down
• Ask the parent where a gestalt might have come from — they often know
• Present language from the child's perspective ("let's play" instead of "do you want to play")
• Replace "are you okay?" with the language the child actually needs ("that was scary")
• Use the child's favorite songs, shows, and interests inside your activities
• Share gestalts and their meanings across the whole team, including paras
• Record sessions (with permission) so you can catch what you missed
• Look for "magic moments" of connection as real data, not extra data

When we slow down enough to believe that echolalia is meaningful, everything changes — for the child, for the team, and for us.

Links:

Nicole's Instagram (The Child Led SLP): https://www.instagram.com/thechildledslp/

Website: https://childled.org/

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to "hang out" with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don't miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

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In this episode, we gently shift how we understand one of the most common challenges in classrooms and therapy spaces: low engagement. When a child walks away, refuses, shuts down, or pushes materials aside, it can feel confusing and frustrating, especially when you're trying to help them learn.

But what if disengagement isn't defiance?

This episode explores why forcing engagement through prompting, token systems, and increased demands often backfires, especially for autistic children whose nervous systems may already be overwhelmed. We walk through how traditional compliance-based approaches can unintentionally increase dysregulation and reduce trust, even when they are well-intentioned.

Instead of focusing on how to get a child to participate, we reframe the question toward understanding what the child is communicating and what support they may need. You'll learn how to recognize disengagement as meaningful information, why regulation must come before learning, and how to shift toward connection-based strategies that actually support engagement over time.

In This Episode, You'll Learn • Why disengagement is not defiance, but communication • What low engagement can look like across different children • Why increasing demands often leads to more resistance • How the nervous system responds to pressure (fight, flight, freeze) • What the "compliance trap" looks like in real classrooms • Why token boards and first-then systems can increase stress • The importance of presuming competence in every interaction • How ignoring communication can lead to escalation • Why regulation must come before participation • How deep interests can support meaningful engagement

Key Takeaways • Disengagement is information, not a behavior problem • Pressure increases dysregulation, not participation • Fight, flight, and freeze are nervous system responses, not choices • Compliance-based strategies can unintentionally reduce trust • Communication should be honored in all forms • Regulation is a prerequisite for learning, not something to earn • Children would engage if they could, something is getting in the way • Deep interests provide a natural pathway into connection and learning • Small shifts in adult response can change the entire interaction • Connection builds engagement, not control

When we stop trying to force engagement, we begin to understand it, and that's where meaningful learning starts.

Try This • Pause instead of immediately prompting or redirecting • Ask what the child might be communicating in the moment • Observe signs of dysregulation before increasing demands • Lower the expectation to make the task feel doable • Replace questions with simple comments to reduce pressure • Sit beside the child and focus on connection, not performance • Follow the child's lead during play or interaction • Bring the child's deep interest into the activity instead of withholding it

Often the most supportive shift is moving from control to curiosity. When we meet a child where they are, rather than pulling them toward compliance, engagement begins to grow in a way that feels safe, meaningful, and sustainable.

Related Resources & Links Autism Little Learners Membership www.autismlittlelearners.com/pod

Child Interest Survey

3 Strategies To Foster Engagement In Autistic Preschoolers

Play Based Learning, Engagement and Deep Interests

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In this episode, we explore a powerful shift in how we understand one of the most recognizable traits in autistic children: their deep interests. If you've ever watched a child return to the same topic, object, or activity again and again with intense focus, you may have wondered whether it's something to redirect or expand.

But what if the interest isn't the problem?

This episode walks through why many educators and autistic adults are moving away from the term "special interests" and toward "deep interests," and why that language shift matters. We explore how deep interests are connected to monotropism, a different style of attention where focus goes deep instead of wide, and how that impacts learning, regulation, and engagement.

Instead of viewing these interests as limiting or rigid, we'll reframe them as powerful entry points for connection, communication, and meaningful learning. You'll walk away with a clearer understanding of what deep interests are, why they matter, and how to begin noticing and supporting them in real classroom and therapy settings.

In This Episode, You'll Learn • Why many professionals are shifting from "special interests" to "deep interests" • What monotropism is and how it shapes attention and learning • How deep interests support regulation and nervous system stability • Why deep focus is not a deficit, but a different processing style • How interests naturally expand over time when they are respected • The connection between flow states and learning in autistic children • Why removing an interest can disrupt regulation and engagement • How to begin identifying a child's deep interest through observation • The role families play in understanding a child's interests • Why unusual interests still hold meaning and value

Key Takeaways • Deep interests are not a behavior to manage, they are a pathway to connection • Monotropic attention allows children to focus deeply rather than broadly • Interests often support regulation, not just engagement • Flow states provide intrinsic motivation without external rewards • Respecting interests supports communication and trust • Interests tend to expand naturally when they are honored • Removing an interest can unintentionally remove a regulation tool • The topic of the interest is less important than the relationship to it • Language shapes perception, and perception shapes support • Joy, focus, and regulation are valid and meaningful outcomes

When we shift from redirecting interests to understanding them, we create space for deeper connection, stronger regulation, and more meaningful learning.

Try This • Notice what the child returns to again and again • Observe what brings visible joy, calm, or focus • Watch what they choose during unstructured time • Ask families what their child talks about or seeks out at home • Follow the interest during play instead of redirecting away from it • Use the interest as a starting point for interaction and communication • Pause before labeling an interest as "too much" or "fixated" • Replace correction with curiosity in the moment

Often the most supportive shift is not changing the child's behavior, but changing how we see it. Deep interests are not something to move children away from. They are often the clearest path into connection, regulation, and learning.

Related Resources & Links Autism Little Learners Membership www.autismlittlelearners.com/pod

Child Interest Survey

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In this episode, we continue the play series by talking about the gentle bridge from exploratory play into functional play. If a child loves dumping toys, spinning wheels, dropping objects, or lining things up, it can be tempting to rush toward "using the toy the right way."

But functional play grows best when it feels safe, connected, and joyful. This episode explores how to support the shift from sensory-driven exploratory play into one-step and early multi-step functional play without turning it into a power struggle.

Instead of forcing imitation or moving too quickly into adult-led teaching, we'll walk through how to build from what the child already loves by using regulation, connection, and one small expansion at a time.

This conversation is especially helpful for educators, therapists, and caregivers supporting autistic children who are ready for the next layer of play but still need the sensory and emotional safety of familiar patterns.

In This Episode, You'll Learn • What functional play looks like in practical, classroom-friendly terms • Why cause and effect is often the first bridge out of exploratory play • Why rushing the shift into functional play can create stress and resistance • The simple framework: Regulate → Connect → Expand • How to expand dumping, spinning, and "put in" play patterns • Readiness signs that tell you a child may be ready for one-step play • Why building multiple one-step actions makes pretend play easier later • How to keep functional play playful instead of turning it into drill work • Why goals should guide exposure rather than create performance pressure • How small expansions support long-term sequencing and symbolic play

Key Takeaways • Functional play is the next natural layer after exploratory play • Cause-and-effect toys and routines often create the safest bridge • Regulation and connection need to come before expansion • One small variation is more effective than pushing a full new skill • Readiness cues help us know when the stretch is safe • One-step actions become the building blocks for multi-step and pretend play • Joy and emotional safety keep the brain open for learning • Development unfolds in layers and cannot be rushed

When we focus on small bridges instead of big leaps, play expands in a way that feels safe and sustainable.

Try This • Identify one exploratory play pattern the child already loves • Join the action before offering a new idea • Add one simple cause-and-effect variation • Model one clear one-step action like push, drop, or press • Pause and wait without adding pressure • Track which one-step actions the child enjoys repeating

Sometimes the most meaningful progress comes from one tiny bridge built on something the child already trusts.

Related Resources & Links Autism Little Learners Membership www.autismlittlelearners.com/pod

Play and Learn

Functional Play and Autism

Play-Based Learning for Autistic Children

Honoring Diverse Styles of Play

Fine Motor and Sensory Bins

Gently Expanding Autistic Play: Tips For Parents and Educators

Visual Support Starter Set

Visual Supports Facebook Group

Functional play is not about replacing exploratory play. It is about building on the sensory and emotional safety that exploratory play already provides. When we honor the stage and expand gently, new layers of learning unfold naturally.

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In this episode, we continue the play series with an important reframe for educators, therapists, and caregivers: Exploratory play is not a problem to fix. It is a stage to understand. When a child dumps toys, spins wheels, mouths objects, drops items, or repeats the same action over and over, it can be easy for adults to feel pressure to stop it.

But what if the behavior isn't the problem?

This episode explores why exploratory play is a foundational stage of development, especially for young autistic children, and how repetitive sensory-driven play often supports regulation, motor planning, focused attention, and early cause-and-effect learning.

Instead of rushing children into more "functional" play, we'll walk through how to understand the sensory and developmental purpose behind exploratory play and how to gently shape it into the next stage without removing what already feels safe.

This conversation is especially helpful for classrooms and therapy spaces where dumping, dropping, spinning, and repetitive object play can feel chaotic but are actually providing important information to the child's nervous system.

In This Episode, You'll Learn • Why exploratory play is a real developmental stage, not a behavior problem • What children are learning when they dump, spin, drop, or mouth objects • Why autistic children may remain in this stage longer • The difference between safe boundaries and eliminating play entirely • Why adult anxiety around "stuck" can lead to premature redirection • How exploratory play naturally becomes functional play through cause and effect • Why repetitive play often supports nervous system regulation • Supportive classroom shifts that make exploratory play feel safer and more intentional • How to expand exploratory play without taking away the joy

Key Takeaways • Exploratory play is sensory-driven learning • Repetition helps the nervous system gather information and build predictability • Dumping, spinning, dropping, and mouthing are forms of information gathering • Regulation often needs to come before more complex play can emerge • Boundaries can shape play safely without removing the sensory experience • Cause-and-effect routines create a natural bridge into functional play • Classroom environments feel calmer when exploratory play is planned for • The goal is to respect the stage, not rush past it

When we stop trying to "fix" exploratory play, we make space for regulation, connection, and authentic development.

Try This • Observe what sensory pattern the child is repeating • Ask what need the repetitive action might be meeting • Create safe dumping, dropping, or spinning spaces in the classroom • Add one small cause-and-effect variation like a ramp, tube, or drop zone • Use boundaries that shape safety without removing the experience • Plan sensory-rich play intentionally into the classroom day

Often the most supportive shift is moving from correction to curiosity. Exploratory play is not something children need to be rushed out of. It is a sensory-rich stage that supports regulation, learning, and development. When we respect it as the foundation it is, the next stage of play unfolds much more naturally.

Related Resources & Links Autism Little Learners Membership www.autismlittlelearners.com/pod

Play and Learn

Functional Play and Autism

Sensory Play and Autism

Play-Based Learning for Autistic Children

Honoring Diverse Styles of Play

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In this episode, we continue the play series with one of the most common questions educators and caregivers ask: How do I help expand play without taking over? It can be tempting to jump in quickly when a child is lining up cars, spinning wheels, dumping toys, or repeating the same action over and over.

But meaningful play growth does not come from control. It comes from connection. This episode explores how to gently widen play skills while still honoring autistic play as meaningful, sensory-rich, and deeply connected to regulation.

Instead of redirecting repetitive or exploratory play too quickly, Tara walks through how to observe first, join gently, and add one small playful variation that keeps the child in the driver's seat. This conversation is especially helpful for educators, therapists, and parents supporting autistic children who are moving from exploratory play into functional and early pretend play.

In This Episode, You'll Learn • Why exploratory play is a real and important developmental stage • The difference between expanding play and taking over play • How to use Observe, Wait, Listen before stepping in • Why joining repetitive play builds connection and trust • How to add one small variation without disrupting regulation • Ways to move from dumping and dropping into functional cause-and-effect play • How to layer actions to support more flexible play • Why repetitive play often serves emotional safety and predictability • How pretend play grows naturally from functional play • Why exposure matters more than enforcement

Key Takeaways • Exploratory play lays the foundation for communication, regulation, and cognition • Expansion works best when adults observe before stepping in • Joining first communicates safety and respect • One small playful variation is more effective than a full adult-led storyline • Cause-and-effect routines create a natural bridge into functional play • Pretend play develops more easily when earlier stages are honored • Regulation cues help us know when the stretch is too big • The goal is to widen possibilities, not control outcomes

When we expand from the child's existing play pattern, we support flexibility without disrupting joy.

Try This • Observe the child's current play pattern before adding anything • Join the play by imitating their action first • Add one small variation like a sound effect, pause, or simple cause-and-effect moment • Expand one action into a second step, like car down ramp → crash • Think in layers by expanding toys, actions, and then combinations • Watch regulation cues to decide whether to keep stretching or step back

Sometimes one small shift is all it takes to open the door to deeper connection and more flexible play.

Related Resources & Links Autism Little Learners Membership www.autismlittlelearners.com/pod

Play and Learn

Functional Play and Autism

Sensory Play and Autism

Play-Based Learning for Autistic Children

Honoring Diverse Styles of Play

Expanding play is not about changing how autistic children play. It is about honoring what already feels safe and joyful, then gently widening what feels possible one small step at a ti

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In this episode, we begin a brand new series all about play with a foundational idea that challenges many traditional beliefs:

Autistic play is real play.

• Not practice play.
• Not "pre-play."
• Not something that needs to be fixed before it counts.

For many years, educators and caregivers were taught that certain types of play were more valuable or developmentally appropriate than others. But when we assume that only certain forms of play "count," we risk missing the meaning behind what children are already doing.

This episode explores how autistic play often supports regulation, focus, and connection, and why honoring it is the starting point for building relationships and expanding play in meaningful ways.

In This Episode, You'll Learn • Why traditional ideas about "correct play" can limit our understanding of autistic children • The qualities that actually define play, including intrinsic motivation and joy • How monotropic focus can support deep engagement and regulation • Why repetitive play, lining up toys, scripting, and sensory exploration can all be meaningful forms of play • How regulation and nervous system needs influence how children play • Why interrupting play too quickly can lead to dysregulation • The difference between correcting play and joining play • Simple ways adults can gently expand play without disrupting it • How visual supports can offer play ideas without creating pressure • Why people games can be powerful when children aren't interested in toys yet

Key Takeaways • Play is defined by its qualities, not by how it looks • Autistic play often supports regulation, focus, and sensory organization • Repetition and deep focus are not deficits — they can represent engagement and immersion • When adults dismiss a child's play, they miss opportunities for connection • Joining a child's play builds trust and opens the door for expansion • Expansion should be offered gently rather than demanded • Visual supports can make play possibilities visible without forcing participation • People games create shared joy and connection even without toys

When we shift from correcting play to understanding it, we create space for authentic connection.

Try This • Observe a child's play without interrupting and look for signs of enjoyment and engagement • Join the play by copying what the child is doing rather than redirecting it • Model one small variation within the play without requiring imitation • Add simple visual invitations that show new possibilities without pressure • Try people games like peekaboo, chase, or movement routines to build connection • Focus on protecting joy rather than controlling how play should look

Small moments of curiosity and joining can transform how play unfolds.

Related Resources & Links Autism Little Learners Membership www.autismlittlelearners.com/pod

Play and Learn

Functional Play and Autism

Sensory Play and Autism

Play Based Learning for Autistic Children

Honoring Diverse Styles of Play

Autistic play is not something that needs to be corrected before it counts. It is authentic, meaningful play that often supports regulation, connection, and exploration. When adults begin with curiosity instead of correction, play becomes a space where trust, joy, and growth can flourish.

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Your visual schedule helps students understand the structure of the day. But what helps them understand what's happening inside each activity?

In this episode, we explore mini-schedules, a visual support that breaks down the steps within an activity so students can see what they are doing right now, how much there is to do, and when the activity will end.

Even when a daily visual schedule is working well, some moments of the day can still feel unpredictable or overwhelming. Mini-schedules provide clarity within those moments, helping reduce uncertainty and supporting participation.

In This Episode, You'll Learn • The difference between a daily visual schedule and a mini-schedule • Why activities that feel open-ended can increase anxiety for some students • How mini-schedules help make the beginning, middle, and end of an activity visible • Which classroom activities benefit most from mini-schedules • How to visually track progress through an activity as each step is completed • The difference between first/then boards and compliance-based reward systems • How to use first/then as a simple visual sequence rather than a behavioral tool • When to expand beyond first/then into multi-step visual sequences • The difference between mini-schedules and visual sequences for routines • How to begin introducing mini-schedules in your classroom or therapy space

Key Takeaways • Visual schedules outline the day, but mini-schedules clarify what is happening within each activity • When activities feel endless or undefined, a child's nervous system may stay on edge • Mini-schedules make the structure of an activity visible and predictable • Seeing progress through an activity helps students tolerate the middle of the task • First/then boards work best when used as neutral sequencing tools rather than reward systems • Mini-schedules are flexible and change depending on the activity • Visual sequences support routines that happen the same way every time • Adding visual structure within activities can reduce anxiety and increase participation

When students can see where an activity begins and ends, the experience becomes more manageable.

Try This • Choose one activity that tends to feel difficult or unpredictable for students • Break the activity into 3–5 visible steps and create a simple mini-schedule • Visibly mark each step as it is completed by removing, covering, or moving the icon • Try using a mini-schedule during circle time, art, music, or small group activities • Use first/then boards as a visual sequence rather than a reward structure • Post visual sequences for routines like handwashing, arrival, or getting dressed

Small layers of visual clarity can significantly reduce uncertainty during activities.

Related Resources & Links Autism Little Learners Membership: www.autismlittlelearners.com/pod

Visual Schedules Made Easy Course

Visual Schedules: Choosing The Symbols And Length

Using A Visual Schedule At Preschool: 3 Types To Promote Independence

Visual Supports Coaching Week

Visual Supports Starter Set

Portable Visual Schedules

Mini-schedules are not about controlling behavior. They are about making expectations visible and predictable. When students can see what they are doing, how much there is to do, and when the activity will end, their nervous system has the information it needs to stay regulated and engaged.

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What if the reason a visual schedule "isn't working"… isn't because the child can't use visuals. What if the real issue is that one small piece of the system needs adjusting?

In this episode, we walk through the most common reasons visual schedules fall apart in classrooms and therapy spaces. From schedule length to symbol clarity to how the schedule is introduced, small adjustments can make a big difference.

Instead of abandoning visual schedules altogether, this episode offers a troubleshooting lens. Because when the schedule fits the child's developmental level and nervous system capacity, it becomes a powerful support for transitions, predictability, and independence.

In This Episode, You'll Learn • Why children sometimes treat visual schedules like choice boards • How highlighting the "now" activity can reduce confusion and meltdowns • When a schedule may simply be too long for a child's current processing capacity • How to recognize when symbols aren't meaningful yet • Why real photos or functional objects can sometimes work better than clipart • The role of matching symbols to locations to strengthen comprehension • How schedule delivery (bringing the picture vs. walking to the schedule) can change engagement • Why modeling the schedule matters more than quizzing children about it • How nervous system load and transition stress affect how schedules are received • Why visual schedules should be adjusted, not abandoned, when they aren't working

Key Takeaways • When a visual schedule isn't working, it's usually a mismatch in design — not a child's inability to use visuals • Grabbing future icons often means a child doesn't yet understand sequence • Shortening a schedule can build comprehension and reduce overwhelm • Symbols must connect to real experiences in order to be meaningful • Matching symbols to destinations helps children understand what visuals represent • The way a schedule is delivered can either reduce or increase transition stress • Visual schedules are environmental supports, not comprehension tests • Adjusting one variable at a time allows you to see what actually helps

Small refinements can transform a schedule from something children ignore… into something they rely on.

Try This • If a child grabs future icons, highlight the "now" activity with a visual anchor or shorten the schedule • If a child ignores the schedule, try moving to less abstract symbols such as real photos or functional objects • Add matching symbols at activity locations so children can connect the picture to the destination • Experiment with bringing the "next" picture to the child instead of requiring them to walk to the schedule • Model the schedule calmly instead of asking comprehension questions • If transitions feel tense, pause and consider the child's regulation and overall load

Sometimes the smallest adjustment can completely change how a visual schedule works.

Related Resources & Links Autism Little Learners Membership: www.autismlittlelearners.com/pod

Visual Schedules Made Easy Course

Visual Schedules: Choosing The Symbols And Length

Using A Visual Schedule At Preschool: 3 Types To Promote Independence

Visual Supports Coaching Week

Visual Supports Starter Set

When a visual schedule doesn't work, it doesn't mean anyone failed. It means the system needs refinement. Visual supports are not all-or-nothing tools. They are flexible, adjustable supports designed to meet children where they are developmentally.

And when we approach them with curiosity instead of frustration, they often become the predictable, calming support they were meant to be.

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What if the reason your visual schedule isn't working… isn't because the child "doesn't respond to visuals"… but because the symbols you chose aren't meaningful to them yet? In this episode, we'll explore something that often gets overlooked in conversations about visual schedules: symbol selection.

Because not all pictures are created equal.

We talk through the continuum from less abstract to more abstract symbols, how to recognize when a symbol isn't connecting, and how to adjust in ways that increase clarity instead of frustration.

This isn't about making your visuals look better. It's about making them meaningful.

In This Episode, You'll Learn • Why symbol selection is just as important as schedule length

• The continuum from functional objects to written words

• Why some clipart icons are more abstract than we realize

• Signs that a symbol may not yet be meaningful to a child

• When to shift from line drawings to real photographs

• When functional objects can act as both a symbol and a transition bridge

• The difference between miniature objects and functional objects

• How to use baskets or containers for object-based schedules

• How to gradually move along the abstraction continuum

• Why observation is your most valuable data point

Key Takeaways • A visual schedule only works if the child understands what the symbol represents

• "They don't get visuals" often means the symbol is too abstract

• Real photos reduce abstraction and increase familiarity

• Functional objects can reduce the gap between "what's next" and "what do I do"

• It's okay to mix clipart, photos, and objects

• Symbol selection is a process, not a one-time decision

• Meaning matters more than aesthetics

• When symbols are meaningful, transitions soften and anticipation grows

Try This • Observe whether the child orients to the schedule without prompting

• Notice if they can match the symbol to the location or activity

• If clipart isn't connecting, try a real photograph of your actual classroom space

• If photos still feel abstract, experiment with a functional object

• Increase picture size if a child isn't visually attending

• Focus on meaning over uniformity

Small adjustments in abstraction can completely change how a schedule functions.

Related Resources & Links Autism Little Learners Membership: www.autismlittlelearners.com/pod

Visual Schedules Made Easy Course

Visual Schedules: Choosing The Symbols And Length

Using A Visual Schedule At Preschool: 3 Types To Promote Independence!

Visual Supports Starter Set

This episode isn't really about clipart versus photos. It's about access.

If the symbol isn't meaningful, the schedule can't reduce anxiety. It can't increase independence. It can't support smoother transitions.

But when the symbol clicks — when it truly represents something familiar and concrete — you'll see it.

They'll glance at it, carry it, and anticipate what's coming next. It's not about making visuals prettier. It's about making them meaningful.

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What if the reason a visual schedule "isn't working" isn't because the child can't handle it — but because we've accidentally made it too big… or too small… or too adult-centered?

In this episode, we'll unpack one of the most common questions educators ask: "How long should a visual schedule be?"

And the answer isn't about minutes. It's about nervous systems.

Together, we explore how schedule length impacts regulation, why longer isn't always better, and how to adjust visual supports in ways that reduce cognitive load instead of increasing it.

Because visual schedules are not about endurance. They are about safety and predictability.

In This Episode, You'll Learn

• Why visual schedule length is about regulation — not stamina
• How full-day schedules can unintentionally increase cognitive load
• The signs that a schedule may be too long for a child's window of tolerance
• Why shortening a schedule is not lowering expectations
• How nervous system capacity changes across the day, week, and school year
• When to use full-day schedules, half-day schedules, or now-and-next boards
• How delivery matters — including when to bring the schedule to the child
• Practical ways to gradually increase schedule length over time
• How responsive adjustments build independence more effectively than pressure

Key Takeaways

• Visual schedules are regulation supports, not compliance tools
• Longer does not automatically mean better
• Too much future information can overwhelm a child's nervous system
• Shorter schedules increase success and build capacity safely
• The right length can change depending on the day or environment
• Differentiation within one classroom is good teaching
• Growth happens within the window of tolerance
• Safety and predictability support independence

Try This

• Observe how a child responds when they first see the schedule — calm orientation or visible stress
• Experiment with reducing the number of icons for one student and monitor regulation
• Try a "now and next" format for a child who struggles with anticipation
• Consider whether the schedule should stay on the wall or travel to the child
• Only expand schedule length when the current level feels completely regulated
• Small, thoughtful adjustments can shift an entire day.

Related Resources & Links

Autism Little Learners Membership: www.autismlittlelearners.com/pod

Visual Schedules: Why They Work and How They Help Autistic Children

Visual Schedules: Choosing The Symbols And Length

Visual Schedules Made Easy

Visual Support Starter Set

Visual Supports Coaching Week Replays

So… how long should a visual schedule be?

Long enough to create predictability.Short enough to maintain regulation. There is no magic number of icons. There is only what works for this child, on this day, in this classroom. Visual schedules are not about endurance. They are about safety. And when children feel safe, learning follows.

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What if AAC feels heavy in your classroom, not because you're doing it wrong — but because you've been carrying pressure that was never meant to be there?

In this episode, we reflect on what unfolded during AAC Bootcamp and explore the invisible weight educators, SLPs, and caregivers often carry when supporting AAC users. From second-guessing modeling to worrying about prompt dependency, progress monitoring, and team hesitation, this conversation gently reframes what AAC is actually meant to be.

AAC is not about performance. It is about exposure.

You'll hear real classroom examples of what modeling without expectation looked like in action, what shifted when adults removed pressure, and how teams began moving from urgency to presence.

This episode centers regulation, access, and sustainability — because support works best when it fits daily life.

In This Episode, You'll Learn

• • Why AAC often feels fragile or intimidating in school settings
• • The hidden performance pressure educators carry around communication
• • The difference between modeling for exposure and modeling for output
• • What modeling without expectation actually looks like in real routines
• • Why slow AAC growth is expected — and meaningful
• • How core boards increase language visibility across the classroom
• • What changes when devices become part of classroom culture
• • How to support paraprofessionals and team members in feeling confident with AAC
• • Why advocacy increases when educators feel clear and grounded
• • How shifting from outcomes to opportunities changes everything

Key Takeaways

• • AAC is not about performance — it is about exposure
• • Modeling without expectation reduces pressure and builds trust
• • Communication grows through consistent, low-pressure modeling
• • Slow progress does not mean ineffective support
• • When nervous systems are supported, learning becomes possible
• • Language should be visible and available across routines
• • Confidence across teams increases access for students
• • Culture shifts happen when adults align around shared understanding
• • Access reduces pressure

Try This

• • Choose one daily routine — snack, art, sensory bins, or transitions — and model one or two core words naturally without pausing for imitation
• • Place one core board in a high-use area to increase visual exposure
• • Share this phrase with your team: "We're modeling for exposure, not performance."
• • Focus on consistency over intensity

Related Resources & Links

Autism Little Learners Membership (includes full AAC Bootcamp replay): www.autismlittlelearners.com/pod

AAC Companion Pack

AAC Strategies: Building Buy-In to Help Teams Embrace AAC as a Child's Voice

Gestalt Language Processing & Music

Communication, Autism & AAC: Why AAC Is Not a Reward

AAC and Dysregulation: Why Kids Can't Use AAC When They're Dysregulated

When adults move from pressure to presence, classrooms feel safer. When we trust exposure, language grows. Connection is the foundation.

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For years, autistic play has been misunderstood, redirected, or even discouraged. But what if the very things we've been trying to "fix" are actually authentic expressions of joy, regulation, and connection?

In this replay of my powerful conversation with nationally recognized pediatric SLP, speaker, and neurodiversity-affirming advocate Cari Ebert, we explore why autistic play is real play — and why honoring it changes everything.

Together, we unpack deep interests, regulation-first teaching, expanding play without pressure, and what it truly means to presume competence.

This episode will gently challenge old assumptions and give you practical, relationship-based strategies you can use right away.

In This Episode, You'll Learn * Why autistic children play differently — and why different doesn't mean wrong * The difference between wide interests and deep interests * How honoring deep interests builds meaningful connection and communication * What "regulate, reach, teach" looks like in real classrooms and therapy sessions * Why compliance-based approaches often lead to dysregulation * How to expand play schemes without pressure or power struggles * What it truly means to presume competence * Why autistic joy deserves to be protected and celebrated

Key Takeaways * Autistic play is authentic play * Different does not mean deficient * Connection builds communication * Regulation must come before instruction * Behavior is communication, especially during dysregulation * Deep interests are powerful pathways to learning * Presuming competence can unlock incredible potential * Honor autistic joy

Try This * Choose one child this week and intentionally shift your lens. * Observe their deep interest without interrupting or redirecting * Join their play through parallel play — without an agenda * Model one small expansion (no pressure, no hand-over-hand) * Adjust one environmental factor to support regulation * Reframe one "behavior" by asking: What is the why behind this? * Small shifts in perspective can create big shifts in connection.

Related Resources & Links * Cari Ebert's book: The Learning to Learn Program * Download Cari's free handout: Autistic Play Is Authentic Play at: https://cariebert.com/freebie * Get Tara's Play Stages Checklist here: https://autismlittlelearners.myflodesk.com/q76ntpgbge

You can find Cari at: www.cariebert.com

When we stop trying to fix autistic play and instead honor it, something powerful happens.

We see regulation increase. We see connection deepen. We see communication grow.

And most importantly — we protect autistic joy.

Autistic children become autistic adults. The way we respond to their play today shapes how they experience themselves tomorrow.

Let's honor their joy.

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Winter often brings changes in schedules, energy levels, and tolerance — and when the world outside the classroom feels less predictable, nervous systems feel it. This episode focuses on supporting regulation and emotional safety when routines feel harder to maintain.

In this episode, we explore how disrupted routines, stress outside of school, and unpredictable changes can impact regulation for autistic children.

So often, these moments are framed as behavior issues or skill challenges. But when we shift toward regulation, predictability, and connection, we begin to see changes in:

• regulation
• engagement
• communication
• emotional safety

This conversation is grounded in real classrooms and real constraints, with practical strategies educators and caregivers can use right away.

In This Episode, You'll Learn

• Why regulation is the foundation for learning and communication
• How disrupted routines and outside stressors often show up in children's nervous systems first
• What co-regulation really means and why it comes before self-regulation
• How predictable routines reduce cognitive load and support emotional safety
• Practical classroom strategies using visuals, sensory supports, and calming sequences
• Why behavior is often communication rather than defiance or choice

Key Takeaways

• Regulation supports learning
• Predictability creates safety
• Co-regulation happens through presence, not pressure
• Access matters more than performance
• Small, consistent shifts matter more than perfection
• Support works best when it fits real classrooms

Try This

Choose one routine or moment this week to focus on.

• Start the day with connection before demands
• Use a visual schedule or change card to support predictability
• Model calm through your voice, body, and presence
• Try one co-regulation strategy consistently
• Notice regulation and engagement rather than output

You don't need to do everything at once for change to happen.

Related Resources & Links

• Calming Kit (visual regulation supports)
• Visual Schedules for Transitions
• Social Stories for Changes, Taking Breaks, and Sensory Support
• Mindfulness for Neurodivergent Learners (book referenced in the episode)

If supporting regulation during times of change feels challenging, you're not alone.

There are tools and supports designed to help you create predictability, safety, and connection in real classrooms, without adding pressure.

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In this episode, we're talking about what truly changes when AAC is modeled all day—not just during instruction, but during play, routines, transitions, and real-life moments.

So often, AAC is treated as something that happens only at the table or during therapy. But when modeling AAC becomes part of the entire day, communication shifts from a task to a relationship.

This episode explores how modeling AAC without expectation builds regulation, engagement, trust, and spontaneous communication over time.

In this episode, you'll learn: * What "all-day AAC modeling" actually means (and what it doesn't) * Why modeling AAC throughout the day supports regulation and engagement * How modeling without expectation reduces pressure for kids and adults * Examples of AAC use during play, routines, and transitions * Why AAC devices and core boards should be available beyond instruction * How consistent modeling supports spontaneous communication * Why relationships grow stronger when communication is modeled relationally * Common reasons adults stop modeling AAC—and why consistency matters

Key takeaways: * Modeling AAC all day means access across the entire day * Communication grows through exposure, not pressure * Modeling without expectation builds safety and trust * AAC works best when it's part of daily life, not a special activity

Try this today: * Choose one routine (snack, play, or transitions) and commit to modeling AAC there for a week * Model on a core board or AAC device without prompting or expecting a response * Notice engagement, connection, and regulation—not how many buttons are pressed

Want support modeling AAC all day? If you want to feel more confident using AAC beyond structured moments, you don't have to figure it out alone.

My AAC Bootcamp is designed to help educators and caregivers model AAC naturally across the entire day—during play, routines, and real-life moments—without pressure or perfection.

When AAC is modeled all day, communication stops being a task—and starts becoming a relationship.

Links & Related Podcast Episodes * Visual Schedule Pictures Resource * Visual Schedule Information * Visual Schedules Made Easy Course

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In this episode, we're unpacking a common—and harmful—myth in autism and AAC support: the idea that communication must be earned.

You'll hear why treating AAC as a reward makes regulation harder, not easier—and how unconditional access to communication supports regulation, trust, and participation, especially during autism meltdowns.

This episode reframes AAC as access, not a behavior strategy, and offers practical ways to support communication during real-life moments of distress.

In this episode, you'll learn: * Why AAC should never be used as a reward * How communication and regulation are deeply connected in autism * What happens when AAC is removed during autism meltdowns * Common autism meltdown causes related to communication breakdown * Why withholding an AAC device can increase distress and shutdown * How AAC supports self-advocacy and emotional safety * What modeling AAC during dysregulation can look like (without pressure) * How shifting adult mindset changes long-term outcomes

Key takeaways: * Communication is a basic human right, not something children earn * AAC supports regulation instead of waiting for it * Withholding communication can increase meltdowns and reduce trust * Modeling AAC without expectation builds safety and access

Try this today: * Keep the AAC device available during moments of frustration or distress * Model one regulation-related word (help, stop, or all done) without expecting a response * Honor protests and communication attempts as meaningful

Want support using AAC with confidence? If you're realizing AAC has been used conditionally—or you're unsure how to support communication during hard moments—you're not alone.

My AAC Bootcamp is designed to help educators and caregivers confidently model AAC across the entire day, including transitions, play, and moments of dysregulation.

AAC doesn't need to be perfect to be powerful. When communication is always available, regulation becomes more possible—for everyone.

Links & Related Podcast Episodes * AAC Bootcamp Registration

• AAC Devices In The Classroom
• AAC - Getting Team Buy In

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In this episode, we're talking about the powerful connection between AAC and dysregulation—and why regulation is access to communication.

So often, AAC is treated as a skill kids are expected to use only when they're calm and regulated. But when a child is dysregulated, overwhelmed, or in survival mode, accessing any form of communication—spoken or AAC—is incredibly hard.

This episode reframes AAC as an access tool, not a reward, and explores what it really means to support communication during hard moments.

In this episode, you'll learn: * Why AAC use often breaks down during dysregulation * How the nervous system impacts access to communication * Why "calm first, communication later" is a harmful myth * How AAC can support regulation, not wait for it * What happens when AAC is removed during meltdowns * Why consistent AAC access builds trust and reduces frustration * How to model AAC during dysregulation without pressure or expectation * Simple shifts that make AAC more accessible across the day

Key takeaways: * Dysregulation limits access to communication for all children * AAC should be available during hard moments—not withheld * Communication supports regulation; it's not something kids earn * Modeling AAC without expectation builds trust and long-term access

Try this today: * Keep AAC available during moments of dysregulation, even if it's not used * Model one regulation-related word (like help, stop, or all done) without expecting a response * Notice engagement and trust before output—communication grows from safety

Want support making AAC truly accessible? If AAC has only been used during calm or structured moments, you're not alone. My AAC visuals and AAC Bootcamp are designed to help educators and caregivers confidently model AAC throughout the entire day—including transitions, play, and moments of dysregulation.

AAC doesn't require perfection. It requires access.

Links & Related Podcast Episodes

• AAC Bootcamp Registration
• AAC & Protests
• Getting Started With AAC
• Child Interest Survey - find what lights a child up!

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In this special episode, Tara sits down with her friend and collaborator Sarah Habib from The Calm Caterpillar to share some exciting news—you're hearing it here first! Together, they've written a brand-new book, The Mindfulness Guide for Neurodivergent Learners, and this conversation takes you behind the scenes of how it came to life and why it's so needed.

This episode is a must-listen for educators, therapists, and parents who want practical, neurodiversity-affirming strategies to support regulation, transitions, and connection—without compliance-based approaches.

About the Book The Mindfulness Guide for Neurodivergent Learners is a 90-page, full-color, action-oriented guide designed to be:

• Easy to read and visually supportive
• Practical and immediately usable in classrooms and homes
• Grounded in neurodiversity-affirming, non-compliance-based practices

The book includes:

• Real classroom photos and examples
• Scripts you can actually use
• Visual supports and calming strategies
• QR codes for free downloadable resources
• Tools for co-regulation, not just "self-regulation"
• Ideas for supporting transitions, calm corners, sensory needs, and deep interests

What You'll Hear in This Episode * How the idea for the book started (spoiler: it began with a simple message ☺️) * Why regulation is the foundation for learning, connection, and communication * The importance of modeling regulation strategies as adults * Why mindfulness strategies should be practiced in a regulated state * How to move away from token boards and "earning" regulation tools * Using deep interests (like favorite characters) to support transitions and engagement * Real-life classroom examples that actually worked * Why consistency across home, school, and childcare matters so much * The difference between compliance-based approaches and compassionate, child-centered ones

A Big Takeaway This book isn't about quick fixes. It's about:

• Modeling
• Consistency
• Trust
• And honoring how neurodivergent learners experience the world

As Tara and Sarah emphasize, slow burns are okay—real change takes time, repetition, and relationship.

Special Listener Bonus Podcast listeners get 15% off the book!

👉 Buy the book here or go to www.autismlittlelearners.com/all15 🧾 Use code: ALL15

Feel free to share this episode with colleagues, family members, childcare providers, or anyone who supports neurodivergent learners.

Watch this episode on YouTube here to see everything Tara & Sarah are talking about!

https://youtu.be/kh9FxP9YRxM?si=hGIBq-moWwC5X3df

Connect with Sarah Habib * Website: www.thecalmcaterpillar.com * Instagram: @thecalmcaterpillar

Be sure to check out Sarah's regulation tools mentioned in the episode, including Bloomie, Flutter, and Rory, which are being used in classrooms around the world.

Connect with Tara Phillips Learn more about Tara and her work at www.autismlittlelearners.com Follow along on Instagram at @autismlittlelearners

Be sure to explore Tara's neurodiversity-affirming resources, trainings, and classroom-ready supports designed to help educators and caregivers feel confident supporting young autistic and neurodivergent learners.

Final Words This episode is a celebration—of collaboration, shared values, and a resource created with deep care for neurodivergent learners and the adults who support them. As Tara says, regulation is the foundation—and this book is a powerful place to start.

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Today we're talking about one of my favorite tools for supporting autistic preschoolers — visual schedules. These simple supports can make transitions smoother, reduce anxiety, and help kids feel safe and confident as they move through their day. I'll share a quick story from the classroom and break down why visual schedules work so well, especially for our autistic little learners.

Show notes:

● Why visual schedules are one of the most effective supports for autistic preschoolers

● A real classroom story about a child who struggled with transitions until a one-picture schedule changed everything

● How visual schedules create predictability and reduce anxiety

● Why spoken language disappears — and visuals don't

● The connection between regulation, safety, and understanding what's coming next

● How visual schedules increase independence without pressure

● Why challenging behaviors often decrease when routines become visible

● The different types of visual schedules used in early childhood

● Why starting with ONE picture is developmentally appropriate and often most effective

● Practical tips you can use tomorrow to make transitions smoother and more connected

Links & Related Podcast Episodes ● Visual Schedule Pictures Resource

● Visual Schedule Information

● Visual Schedules Made Easy Course

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In this replay episode, I'm thrilled to bring back one of the most impactful conversations I've ever had on the podcast — my interview with Dr. Barry Prizant, world-renowned speech-language pathologist and author of the groundbreaking book Uniquely Human.

Our discussion gets to the heart of why the field of autism education is shifting away from compliance-based, behavior-focused models and toward approaches rooted in compassion, emotional regulation, and trusting relationships.

Dr. Prizant shares powerful insights about: ✨ understanding autistic behaviors as meaningful human responses ✨ how storytelling has shaped his work and shaped Uniquely Human ✨ why reflective practice is essential in our classrooms ✨ and how listening to autistic voices is helping reshape "what works" in autism education

We also dig into topics like echolalia, the SCERTS model, relationship-based intervention, non-speaking communication, and why honoring a child's intuition and individuality is more effective—and more humane—than rigid compliance.

This conversation left me feeling inspired, energized, and hopeful about where autism education is heading… and I know it will do the same for you.

Bio

Barry M. Prizant, PhD, CCC-SLP is recognized as among the world's leading scholars on autism and as an innovator of respectful, person- and family-centered approaches. He is Director of Childhood Communication Services, Adjunct Professor of Communicative Disorders at the University of Rhode Island, and has fifty years of experience as an international consultant and researcher. Barry has published five books, 150 articles/chapters, and is co-author of The SCERTS Model, now being implemented internationally. He was a two-time featured presenter at the UN World Autism Awareness Day, with more than 1000 presentations internationally. Barry's book Uniquely Human: A Different Way of Seeing Autism (2022) is the best-selling book on autism since 2015, published in 26 languages and ranked by Book Authority as #1 of the "100 best books on autism of all time". Barry co-hosts a podcast, Uniquely Human: The Podcast, with his friend, Dave Finch, an autistic audio engineer.

Dr. Barry Prizant's Links:

Website: https://barryprizant.com/

Uniquely Human Podcast: https://podcasts.apple.com/us/podcast/uniquely-human-the-podcast/id1532460901

Uniquely Human Book: https://amzn.to/4e5VWZN

The Scerts Model Books: https://amzn.to/4kFpbF5

DRBI (Developmental Relationship-Based Intervention) Interview: https://podcasts.apple.com/us/podcast/uniquely-human-the-podcast/id1532460901?i=1000711834231

Autistic Self Advocacy Network (ASAN): https://autisticadvocacy.org/

Amy Laurent Ted Talk "Compliance Is Not The Goal": https://www.ted.com/talks/amy_laurent_compliance_is_not_the_goal_letting_go_of_control_and_rethinking_support_for_autistic_individuals?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare

Thinking Person's Guide To Autism: https://thinkingautismguide.com/

David Finch Website: https://davidjfinch.com/

Ros Blackburn & Sigourney Weaver Interview: https://uniquelyhuman.com/2021/04/23/logically-illogical-an-interview-with-ros-blackburn-with-special-guest-sigourney-weaver/

Takeaways

• Dr. Barry Prizant brings decades of expertise in speech-language pathology, psycholinguistics, and autism advocacy — grounded in human connection, not behavior control.
• Uniquely Human was written to change the narrative around autism by sharing stories that center humanity, not deficits.
• Autistic behaviors are human responses, not symptoms to extinguish — and understanding the "why" leads to more effective and compassionate support.
• Emotional regulation and relationships matter more than compliance; kids cooperate when they feel safe, supported, and understood.
• The shift toward neurodiversity-affirming practice requires reflective practice and humility from professionals — especially when something isn't working.
• Evidence-based practice is broader than peer-reviewed research. It also includes family insight, lived experience, and data from everyday interactions.
• Parents' intuition matters, and professionals should never ask families to ignore what feels right for their child.
• Compliance-focused approaches often overlook emotional development, social connection, and the child's authentic voice.
• True support begins with trust, co-regulation, and being a calming presence when a child is overwhelmed.
• Listening to autistic voices is essential for shaping ethical and effective educational practices.
• Meaningful progress happens through everyday activities, strengths, and interests, not isolated drills.
• The field is moving toward relationship-based, developmental models (like SCERTS)—and that gives real hope for the future.

You may also be interested in these supports

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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This episode is back as a replay because the conversation is still incredibly relevant—and the questions around PECS and AAC haven't gone away.

In this episode, we take a thoughtful, nuanced look at the Picture Exchange Communication System (PECS) and its role in supporting autistic communication. While PECS has been widely used for decades, growing research, lived experience, and neurodiversity-affirming practice are prompting professionals to ask deeper questions about autonomy, flexibility, and what true communication really looks like.

I'm joined by speech-language pathologists Paulina Elias and Dr. Amanda Blackwell from Natural Communication for a powerful discussion about how PECS originated, what it does well, and where it can fall short—especially when communication is limited to requesting or tightly controlled exchanges.

We explore why many clinicians are shifting toward multimodal, child-led AAC approaches that support regulation, self-expression, and authentic connection. You'll hear us unpack topics like honoring a child's right to say "no," moving away from hand-over-hand prompting, and choosing communication tools that grow alongside a child rather than restricting them.

Whether you're a parent, educator, or therapist, this replay episode offers updated perspectives that may challenge old assumptions—and help you feel more confident in supporting communication that is respectful, functional, and truly empowering.

🎥 Watch on YouTube: https://youtu.be/Tu4rKeAM0dc

📖 Read the blog here: https://autismlittlelearners.com/pecs-autism/

Key Takeaways * PECS was developed in the 1980s as a structured system rooted in behavior-based principles and primarily supports requesting. * Communication is more than asking for wants—autistic children deserve access to tools that support commenting, protesting, refusing, and expressing feelings. * Rigid communication systems can unintentionally limit autonomy and authentic self-expression. * Hand-over-hand prompting raises concerns about consent and agency; hand-under-hand support allows for greater learner control. * AAC should be multimodal, flexible, and adaptable to a child's evolving communication needs. * Children must have the freedom to say "no" and communicate disagreement in order for communication to be meaningful. * Relationship, trust, and emotional safety are foundational to successful communication development. * Communication tools should grow with the child rather than requiring a complete "switch" later on. * Neurodiversity-affirming AAC honors individuality, regulation needs, and multiple communication styles. * Family insight and lived experience are critical pieces of evidence-based practice. * Access to AAC resources in multiple languages increases equity and meaningful participation for families. * The field is moving away from rigid systems toward child-led, respectful, and empowering communication supports—and that shift matters.

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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This episode is back by popular demand—and for good reason. One of the most requested and talked-about conversations on The Autism Little Learners Podcast, this replay dives into Pathological Demand Avoidance (PDA) with licensed psychologist Dr. Taylor Day.

In this episode, we explore PDA as a profile within autism, with a strong focus on nervous system differences, autonomy, and the fight-or-flight response. Dr. Tay shares why traditional behavior-based approaches often miss the mark for children with PDA and offers compassionate, practical insights for parents and educators who want to support children in ways that truly work.

If you're navigating intense demand avoidance, burnout, or power struggles—or supporting a child who needs a more flexible, relationship-based approach—this conversation is a must-listen (or re-listen).

🎥 Watch on YouTube: https://youtu.be/htWAXEnkyzE?si=s9tYLCnIbdt4LDOy

📖 Read the blog here: https://autismlittlelearners.com/pathological-demand-avoidance/

Links:

Dr. Tay's Instagram: https://www.instagram.com/the.dr.tay/

Dr. Tay's Website: https://drtaylorday.com

Evolve Podcast: https://podcasts.apple.com/us/podcast/evolve-with-dr-tay-the-podcast-for-parents-of-autistic-kids/id1659784037

Takeaways

• PDA is not a formal diagnosis, but a commonly discussed profile within autism that centers on nervous system differences.
• A child's behavior often reflects a stress response, not intentional defiance.
• For children with PDA, autonomy is a need, not a preference.
• Traditional compliance-based parenting and teaching approaches often escalate challenges rather than reduce them.
• Understanding fight, flight, freeze, and fawn responses helps adults respond with compassion instead of control.
• Reducing demands can be supportive when paired with strong relationships and thoughtful boundaries.
• Collaboration between parents, educators, and providers leads to more consistent and effective support.
• Seeing the human behind the behavior shifts how we problem-solve and connect.
• Teaching autonomy, flexibility, and regulation skills supports long-term well-being.
• Offering meaningful choices can increase engagement and reduce stress.
• Prioritizing mastery and understanding over repetition helps children feel safe and successful.
• Parents are experts on their children and their insights matter.
• Educational systems work best when they adapt to children—not the other way around.
• Connection, trust, and felt safety are foundational for learning and growth.

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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Have you ever wondered how to talk to children about autism in a way that feels natural, positive, and empowering? In this replay episode, I'm bringing back my incredibly insightful conversation with Andi Putt (Mrs. Speechie P) — an Autistic SLP who specializes in autism evaluations and neuro-affirming support.

Andi shares compassionate, practical ways to talk to autistic children about their identity, how to approach conversations with peers and siblings, and why starting these discussions early can make a profound impact on a child's confidence, self-understanding, and mental health. We also dive into how to use everyday moments to normalize autism, reduce stigma, and help all children grow in empathy and acceptance.

This is one of those episodes that educators and families continuously return to… and for good reason.

Takeaways

• Why conversations about autism should start early — and continue over time
• How explaining autism positively can support a child's self-concept and emotional well-being
• Simple, child-friendly ways to describe autism using strengths-based language
• Strategies for helping peers understand behaviors through empathy (including Andi's amazing "bear in the classroom" analogy)
• How open discussions reduce stigma, prevent bullying, and foster more inclusive classrooms
• Why kids are often more accepting and adaptable than adults assume
• How to avoid common mistakes adults make when talking about autism — and what to say instead
• The power of validating children's needs, identities, and differences without shame
• The importance of individualized support and asking children what they prefer or need
• How to talk about stimming, sensory overload, fight-or-flight responses, and regulation in ways young kids can understand
• Tips for sharing information with classmates (and when parent/child permission is needed)

Bio:

Andi Putt, also known as Mrs. Speechie P, is an Autistic Speech Language Pathologist specializing in team-based Autism evaluations and neuro-affirming support. She is dedicated to empowering families and helping Autistic children understand and embrace their authentic selves while also advocating for each individual's unique needs. When she's not advocating for others, you can find her indulging in a good book, planning her next travel adventure, procrastinating literally anything, or enjoying time with her family.

Links:

Andi's website: https://www.mrsspeechiep.com/

Andi's resources for talking to children about autism: https://www.mrsspeechiep.com/shop-all

Andi's IG account (@mrsspeechiep): https://www.instagram.com/mrsspeechiep/?hl=en

Watch the YouTube version of this podcast episode here: https://youtu.be/8YA5QELKAnc?si=CcMulQitmKXs-Yfi

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In today's episode of The Autism Little Learners Podcast, I'm diving into one of the most meaningful parts of working with autistic preschoolers: connection. When we lead with compassion, honor sensory needs, and truly celebrate each child's unique way of being, we create the emotional safety that helps them learn, communicate, and thrive.

I'm sharing why stepping out of "teacher mode," validating autistic play, and tapping into deep interests are essential for forming authentic relationships. If you're ready for simple, practical strategies that build trust, reduce overwhelm, and create joyful, neuroaffirming classrooms and homes, this episode is for you.

• Building authentic connection creates a sense of emotional safety for autistic children.
• Sensory and regulation needs must be supported before meaningful connection can occur.
• A calm, steady adult presence helps children co-regulate and learn what regulation feels like.
• Stepping out of "teacher mode" makes connection more natural and less overwhelming.
• Autistic play is meaningful, valid, and should be honored rather than redirected.
• Deep interests are powerful bridges for building trust, engagement, and communication.
• Leading with compassion instead of compliance helps children feel seen, respected, and safe.
• Joyful, neuroaffirming environments increase engagement and support learning.
• Presuming competence communicates respect for all forms of communication and autonomy.
• Prioritizing connection has long-term positive effects on confidence, engagement, and overall development.

Links & Related Podcast Episodes * Episode 90: Autism & Play Culture with Dr. Pamela Wolfberg: https://podcasts.apple.com/us/podcast/the-autism-little-learners-podcast/id1665404820?i=1000671411034 * Blog: Strength-Based Approach For Teaching Autistic Children: https://autismlittlelearners.com/strength-based-approach/ * Barry Prizant's book (Uniquely Human): https://amzn.to/3MjnpgF

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

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This week, we're bringing you an encore episode featuring Sarah Habib, founder of The Calm Caterpillar — and it's one worth revisiting. Sarah's work has made a powerful impact on classrooms and families across the country, helping children (both neurodivergent and neurotypical) learn to regulate big emotions with simple, practical tools.

In our conversation, Sarah shares how her calm corner kits, sensory supports, and breathing tools have transformed daily routines, reduced classroom disruptions, and created emotionally supportive spaces where kids can thrive. You'll also hear the incredible story of her work in Uvalde, Texas, and how she supported guidance counselors in building trauma-informed calm spaces for students.

Whether you missed this episode the first time or you're listening again to soak up more ideas, this encore is filled with actionable, compassionate strategies for creating neurodiversity-affirming environments.

Watch on YouTube: https://youtu.be/1kzqoTm_XGM

Key Takeaways * Emotional regulation is a teachable skill, especially when tools are introduced during calm moments. * Consistency between home and school boosts success, as seen with the calm corner kits launched during the pandemic. * Sensory-rich tools like weighted plushes and tactile breathing aids help children connect with their bodies and calm their nervous systems. * Co-regulation from adults comes first — modeling calm responses helps children learn what regulation looks and feels like. * Buddy Breathing is an accessible, no-material strategy that supports both neurotypical and neurodivergent children. * Calm corners in classrooms empower kids to self-regulate and build independence. * Understanding ACEs (Adverse Childhood Experiences) is crucial for supporting emotional well-being. * The Uvalde initiative highlights the power of community care and trauma-informed support. * Schoolwide implementation works — The Calm Caterpillar program now serves students ages 2–18 across 45+ schools. * Collaboration with educators and caregivers creates sustainable emotional support systems for children.

This week, we're bringing you an encore episode featuring Sarah Habib, founder of The Calm Caterpillar — and it's one worth revisiting. Sarah's work has made a powerful impact on classrooms and families across the country, helping children (both neurodivergent and neurotypical) learn to regulate big emotions with simple, practical tools.

In our conversation, Sarah shares how her calm corner kits, sensory supports, and breathing tools have transformed daily routines, reduced classroom disruptions, and created emotionally supportive spaces where kids can thrive. You'll also hear the incredible story of her work in Uvalde, Texas, and how she supported guidance counselors in building trauma-informed calm spaces for students.

Whether you missed this episode the first time or you're listening again to soak up more ideas, this encore is filled with actionable, compassionate strategies for creating neurodiversity-affirming environments.

Watch on YouTube: https://youtu.be/1kzqoTm_XGM

Connect With Sarah: * Instagram:https://www.instagram.com/thecalmcaterpillar/?hl=en * Website: thecalmcaterpillar.com * Email: sarah@thecalmcaterpillar.com

Resources Mentioned: * ACES info: https://www.cdc.gov/violenceprevention/aces/about.html * ACES info: https://healthy.kaiserpermanente.org/health-wellness/health-encyclopedia/he.understanding-how-adverse-childhood-experiences-aces-can-affect-children.acm1499 * The Calm Caterpillar products: https://thecalmcaterpillar.com/collections/shop-all

Related Supports from Autism Little Learners:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

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Welcome back to the Autism Little Learners Podcast! Today, we're talking about something that often gets overlooked when we think about AAC and autism—teaching and honoring protests.

So often, AAC is used mostly for requesting items. But communication is about so much more. Autistic children need to know how to use their AAC systems for autism to say no, stop, don't like, all done, or help.

In this episode, I'll share why honoring protest is essential, what the difference is between acknowledging and honoring protests, and how modeling protest words on AAC for autistic kids builds trust, reduces frustration, and empowers children with self-advocacy.

I'll also walk you through the 8 Steps to Honor Protests—a simple framework you can start using right away in your classroom, therapy sessions, or at home.

So let's dive in and discover why protest isn't just communication—it's empowerment.

Takeaways:

AAC and autism go hand in hand—AAC should be used for more than requesting; it's for all communication.

Protest is valid communication, not misbehavior.

Honoring protests means changing, pausing, or stopping an activity when possible.

Acknowledging protests means validating and empathizing, even if you can't change what's happening.

AAC systems for autism should always include words for no, stop, don't like, all done, and different.

Modeling protest words daily helps children learn how to set boundaries and self-advocate.

Honoring protests builds trust and prevents escalation into meltdowns or shutdowns.

Following the 8 Steps to Honor Protests shifts teams and families from compliance to connection.

Link:

8 Steps To Honoring Protests Freebie: https://autismlittlelearners.myflodesk.com/ofzbilarwd

You May Also Like: * Visual Support Starter Set (Free Download): www.autismlittlelearners.com/visuals * Visual Supports Facebook Group * Autism Little Learners on Instagram * Autism Little Learners on Facebook

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Transitions happen all day long—moving from playtime to circle time, heading to lunch, or wrapping up to go home. For many autistic children, these changes can feel overwhelming, confusing, or even distressing. But with the right understanding and tools, we can make transitions smoother and more predictable.

In this episode, I'm diving into why transitions can be hard for autistic kids and sharing practical, compassionate strategies to support them. You'll learn how to ease anxiety, build predictability, and create routines that work for both you and your students or child.

Whether you're an educator, therapist, or parent, this episode will help you see transitions through an autistic lens—and give you ideas you can use right away to make them more successful.

Takeaways:

• Predictable routines help autistic children feel safe and secure.
• Transitions can cause anxiety due to uncertainty or sensory overwhelm.
• Executive functioning differences make shifting attention harder.
• Emotional attachments to activities can make ending them distressing.
• Monotropism explains deep focus—and how it can be both a challenge and a strength.
• Visual schedules and countdown tools (like a star chart or all-done bucket) create structure and comfort.
• Empathy, validation, and preparation go a long way.
• Video modeling can make transitions more concrete and successful.

🔗 Resources Mentioned: * Free Video Modeling Guide * Blog Post: How To Use Video Modeling * Related Podcast Episode #15 * More on Monotropism

You May Also Like: * Visual Support Starter Set (Free Download): www.autismlittlelearners.com/visuals * Visual Supports Facebook Group * Autism Little Learners on Instagram * Autism Little Learners on Facebook

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In this special episode of The Autism Little Learners Podcast, I'm celebrating 10 years of Sesame Workshop's Autism Initiative and the creation of the beloved character, Julia! I had the absolute joy of sitting down with Kama Einhorn and Dr. Abigail Bucuvalas from Sesame Workshop to talk about the incredible impact of authentic representation, inclusion, and collaboration with the autism community.

We dive into how Julia was created to truly reflect the experiences of autistic children and families, the thoughtful research that goes into every Sesame Workshop project, and the global reach of their work. You'll also hear about puppeteer Stacey Gordon—whose personal connection to autism brings such authenticity to Julia's voice—and some exciting new projects on the horizon that continue to celebrate acceptance, understanding, and belonging for all children.

Key Takeaways: * Sesame Workshop's Autism Initiative has been making an impact for a decade. * Julia was created to reflect the experiences of autistic children and promote understanding. * Collaboration with autistic individuals, families, and experts is central to Sesame Workshop's process. * Representation in media helps normalize conversations about autism and inclusion. * Puppeteer Stacey Gordon brings personal insight and authenticity to Julia's character. * Every piece of content is research-based and tested before release. * The team continually evolves to ensure portrayals of autism are authentic and neurodiversity-affirming. * Julia's story continues to grow — showing her friendships, family life, and even her communication with an AAC device. * Free, bilingual resources are available for families at SesameWorkshop.org/Autism. * The Autism Initiative has had a global impact, expanding to shows like Sisimpur in Bangladesh.

Guest Bios: Before we jump in, I'd love to tell you a bit more about today's guests, Kama and Abby.

Kama Einhorn As Senior Director of Content Design for Sesame Workshop's Global Education group, Kama Einhorn develops multimedia resources for children, parents, and providers. Before joining the Workshop in 2004, she wrote and edited early childhood teaching resources for Scholastic. Kama holds a master's degree in education from the University of California at Berkeley.

Dr. Abigail Bucuvalas Dr. Abigail Bucuvalas is the Senior Director of Curriculum and Programs in the Global Education Department at Sesame Workshop. In this role, she leads the processes for curriculum development and program design, collaborates on monitoring and evaluation, and develops new project concepts within the areas of nature, health, and social norms and inclusion. Previously, she led education activities for LEGO Foundation-funded work in development and crisis-affected settings, managed educational content and partnerships for the Nigerian co-production of Sesame Street, and directed a professional development project for teachers in Ghana. Before joining Sesame Workshop, Abigail collaborated on health research in the U.S. and abroad, funded by the American Cancer Society and the National Institutes of Health. She holds an Ed.D. in Health Education and an Ed.M. in International Educational Development from Teachers College, Columbia University, and an A.B. in Psychology from Harvard University.

Learn More: Explore all of Sesame Workshop's autism resources and celebrate Julia's 10th anniversary at www.sesameworkshop.org/autism.

🎧 Listen On: Apple Podcasts | Spotify | Autism Little Learners Website

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Today, we're revisiting one of your favorite episodes — my conversation with Laura Hayes, a speech-language pathologist who specializes in AAC and supports gestalt language processors. Laura brings so much insight, compassion, and practical wisdom to the topic of AAC — you are going to love everything she shares!

If you missed this one the first time around (or even if you've heard it before), I encourage you to listen again — you'll walk away feeling inspired and equipped with new ideas you can use right away.

Bio: Laura Hayes is a speech-language pathologist with over 15 years of experience supporting individuals who use augmentative and alternative communication (AAC) in both school and medical settings. She's presented at state, national, and international conferences, been published, and supported both inpatient pediatric and educational AAC research. Laura currently hosts a podcast for her school district called Innovative AAC Solutions, and she created an online course on gestalt language processing and AAC through Meaningful Speech. She has helped thousands of AAC users move toward autonomous, meaningful communication.

In this encore episode, Laura and I dive into how to honor all forms of communication, presume competence, and model language in ways that truly empower our autistic students.

Topics we cover:

• Laura's Journey & AAC Innovations: How her sister inspired her path and how she helps others through her AAC Innovations platform.
• Common Missteps in AAC: Why phrases like "say it on your talker" may do more harm than good — and what to say instead.
• The Power of Modeling: Why seeing adults model AAC helps children build authentic, autonomous communication.
• Presuming Competence: How believing in every child's potential transforms our approach to teaching communication.
• Gestalt Language Processing & AAC: Understanding how some children learn language in chunks and what that means for AAC support.

Connect with Laura Hayes:

• Instagram: https://www.instagram.com/aac_innovations/

Resources Mentioned:

• Lily's Voice – Providing AAC devices for children in need: https://www.instagram.com/lillysvoice/
• Meaningful Speech Course: AAC & Gestalt Language Processing
• The Role Of Perception In AAC (PrAACtical AAC)
• Stimming And AAC (YouTube)

Key Takeaways:

• AAC support is a learning journey — and that's okay!
• Every child's language development looks different, and all communication attempts matter.
• Microlearning AAC strategies can build confidence for educators and caregivers over time.

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AAC devices give children access to communication all day long—not just during therapy or structured lessons. For many students in the special ed classroom, the key to success isn't just having an AAC communication device, but actually using it in meaningful, everyday contexts.

This is especially true when we think about AAC device autism connections. Many autistic children benefit from consistent access to AAC, whether they are nonspeaking, minimally speaking, or have unreliable speech. Embedding AAC in daily routines ensures that communication is always possible.

The good news? You don't need extra time or complicated materials to make this happen. With a little intention, you can build AAC use into the routines you're already doing. In this post, I'll share three simple, powerful ways to incorporate AAC devices into daily routines.

Takeaways:

AAC devices belong in daily routines, not just in therapy sessions. Real-life practice helps children learn communication more naturally.

Embedding AAC into the special ed classroom shows students that their AAC communication device is a valid and reliable voice.

Transitions are powerful practice opportunities—using an AAC device for autistic children during arrival, lining up, or clean-up builds consistency.

Mealtime routines are motivating and perfect for modeling words like eat, drink, more, different, and don't like.

Play and learning activities make communication fun—AAC devices can be used during block play, dramatic play, sensory bins, and art.

Circle time is a group setting where AAC can shine and is ideal for modeling language.

Families can use AAC at home during everyday routines like waking up, chores, family time, and bedtime.

Taking AAC into the community—at grocery stores, restaurants, or playgrounds—gives children real-world practice and builds confidence.

Related podcast episodes:

#24

#96

#143

#144

You may also be interested in these supports:

• Visual Support Starter Set: www.autismlittlelearners.com/visuals
• Visual Supports Facebook Group: https://www.facebook.com/groups/3922278281209994/
• Autism Little Learners on Instagram: http://www.instagram.com/autismlittlelearners
• Autism Little Learners on Facebook: https://www.facebook.com/autismlittlelearners/

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Welcome back to the Autism Little Learners Podcast! Today we're talking about a message that I'm deeply passionate about: there are no prerequisites to robust AAC.

For far too long, people have believed that children need to prove they're "ready" before being given a robust AAC device. But that simply isn't true. AAC and autism go hand in hand, and every child deserves access to communication—whether they are speaking, nonspeaking, or minimally speaking.

In this episode, I'll bust some common ©uld never be treated as a last resort—it's a lifeline for connection, autonomy, and confidence.

✅ 8 Takeaways: * Robust AAC is for everyone—there are no prerequisites for access. * AAC and autism are not separate; AAC gives autistic children a reliable voice. * Waiting for readiness only delays communication and increases frustration. * Robust AAC devices support language development, not just basic needs. * Modeling AAC is key—input comes before output, just like with spoken language. * Providing robust AAC does not stop speech; in fact, it can encourage it. * Starting with full systems (instead of limited boards) builds long-term success. * Giving access to robust AAC from the start respects children's autonomy and presumes competence.

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Welcome back to the Autism Little Learners Podcast! Today we’re diving into one of the most powerful strategies for supporting communication in young autistic children—modeling AAC.

Just like children learn spoken language by hearing it all around them, AAC users need to see and hear their language modeled on their device or core board. In this episode, we’ll talk about what modeling AAC is, why it matters, and how you can start using it in your daily routines—even if you don’t have a high-tech device yet.

We’ll also bust some common myths, share practical tips for modeling without expectation, and explore how modeling goes far beyond just requesting—it’s about helping kids express their feelings, build confidence, and connect with the people around them.

So let’s jump in and discover how you can make communication accessible, joyful, and empowering through the simple practice of modeling AAC.

Takeaways:

• There are no prerequisites to robust AAC—all children deserve access to communication right now.
• Modeling AAC means pairing spoken words with symbols on a device or core board to show how language works.
• Modeling without expectation is key—input matters more than immediate output.
• Consistent modeling builds language growth, confidence, and autonomy for AAC users.
• Myths debunked: AAC doesn’t stop speech, it doesn’t confuse children, and you don’t need to be a tech expert to model.
• Start small: choose one routine (like snack or play) and model 1–2 high-frequency core words.
• If you don’t have a device yet, you can begin with core boards to give children access now.
• Remember, progress over perfection—every modeled word is a seed planted toward communication success.

Links & Related Podcast Episodes:

• Free core board: www.autismlittlelearners.com/visuals
• Episode #96: https://podcasts.apple.com/us/podcast/the-autism-little-learners-podcast/id1665404820?i=1000676636848
• Episode #24: https://podcasts.apple.com/us/podcast/the-autism-little-learners-podcast/id1665404820?i=1000618489743

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Today on the Autism Little Learners Podcast, I’m joined by Julia DeNey, founder of Sensational You—a brand dedicated to creating adaptive clothing for children with sensory differences. Julia’s journey is such an inspiring one. She started in the world of fashion, but it was her time working in special education that opened her eyes to just how much sensory needs can impact a child’s ability to learn and thrive.

Sensory friendly clothes can make everyday life easier for autistic kids. In this episode, learn how adaptive clothing supports comfort, confidence, and learning. I can’t wait for you to hear this conversation!

Takeaways

• Julia's background in fashion led her to create Sensational You.
• Sensory needs can significantly impact children's learning.
• Adaptive clothing can help minimize sensory irritations.
• Real-life feedback from families is crucial for product development.
• The importance of understanding dysregulation in children.
• Innovative designs include built-in sensory tools.
• Community support has been vital for Sensational You's growth.
• The future vision includes a wider range of sensory-friendly products.
• Adaptive fashion should be accessible in mainstream stores.
• Sensory-friendly solutions are becoming more recognized in society.

Bio & Links

Julia DeNey studied Fashion Design at Cornell University and later worked as a special-education paraprofessional with autistic students. Combining her design expertise with her classroom experience, she founded Sense-ational You, an adaptive clothing brand that supports individuals with autism, ADHD, and sensory sensitivities.

https://shopsenseationalyou.com/

https://shopsenseationalyou.com/pages/back-to-school-sensory-checklist

https://www.instagram.com/senseational_you/

https://www.tiktok.com/@senseational_you

Chapters

00:00 Introduction to Sensational You

02:52 The Journey from Fashion to Sensory Solutions

05:49 Understanding Sensory Needs in Education

08:40 Innovative Adaptive Clothing Designs

11:31 Real-Life Impact of Sensory Clothing

14:15 Feedback and Community Support

17:19 Future Vision for Sensational You

20:15 Conclusion and Resources

You may also be interested in these supports:

• Visual Support Starter Set: www.autismlittlelearners.com/visuals
• Visual Supports Facebook Group: https://www.facebook.com/groups/3922278281209994/
• Autism Little Learners on Instagram: http://www.instagram.com/autismlittlelearners
• Autism Little Learners on Facebook: https://www.facebook.com/autismlittlelearners/

If you’re enjoying the Autism Little Learners Podcast, I’d love for you to leave a rating and review—it helps more educators and parents find these conversations and join our community.

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In today’s episode of the Autism Little Learners Podcast, I’m joined by Sofia Dumery, Senior Vice President of Design at Melissa & Doug® Toys. If you’ve ever wondered what goes into creating timeless, high-quality toys that truly support children’s development, you’re going to love this conversation. We dive into the importance of open-ended play, how toys can spark language and connection, and why durability, inclusivity, and sustainability matter so much in toy design. Whether you’re a parent, educator, or therapist, you’ll come away with fresh inspiration for using play as a powerful tool for learning and connection.

Sofia also explains Melissa & Doug’s commitment to inclusivity, durability, and safety, including their extensive testing process and collaborations with occupational therapists. We discuss how sensory elements and realistic designs make their toys appealing to children of all abilities, while also easing fears and building confidence. Finally, we highlight surprising ways their toys have been used in therapy and at home, and how play—when led with joy and creativity—strengthens relationships and creates rich learning opportunities.

About Sofia Dumery

As Senior Vice President of Design at Melissa & Doug®, Sofia Dumery oversees the creation of all toys and ensures those toys deliver on the brand's mission to ignite imagination and wonder in all children so they discover their passions and their purpose. She leads a team across blue-sky innovation, product, and licensing design. The team is committed to ensuring its inclusive, open-ended products help kids of all abilities build confidence and develop essential skills.

In addition to setting the product's vision and strategy, Sofia is responsible for all new toy innovations, working with independent inventors, external partners, and in-house creative team. She holds 17 patents and is always searching for breakthrough innovations. Sofia works closely to ensure toys not only meet children's play patterns and market expectations but also deliver on key sustainability goals.

Prior to joining Melissa & Doug® in 2011, Sofia was Design Director at Callaway Arts & Entertainment. There, she built the product strategy and growth of Sunny Patch, at that time an exclusive line for Target.

Sofia holds a Bachelor of Arts in Economics from Columbia College, Columbia University, and a Masters in Industrial Design from Pratt University. She, her daughter and their cat Kiwi live in Westport, Connecticut. When it comes to play, Sofia's passions include biking, camping, and reading.

About Melissa & Doug®

From classic wooden toys to realistic pretend play sets, Melissa & Doug® products inspire creative thinking through screen-free, open-ended play! We make well-crafted toys that are developed with care to be passed down from generation to generation or shared family to family. When kids play with Melissa & Doug® toys, anything is possible!

Melissa & Doug® Links:

Website: https://www.melissaanddoug.com

Instagram: https://www.instagram.com/melissaanddougtoys/

Facebook: https://www.facebook.com/MelissaAndDoug/

Takeaways

1. Purposeful, open-ended play matters – Melissa & Doug focus on toys that encourage imagination, creativity, and engagement rather than passive entertainment
2. Classic play patterns never go out of style – Blocks, pretend play, and exploratory play still hold the same developmental value they did generations ago
3. Toys support language development – Hands-on play is deeply connected to building speech, language, and social skills, making it especially valuable for young learners
4. Designing with inclusivity in mind – Melissa & Doug avoid rigid age labels, build toys with realistic details, and create open-ended opportunities for all children to play at their own level
5. Durability and quality are key – Toys are tested extensively (even “gorilla tested”) to ensure they perform well, reducing frustration and supporting consistent learning experiences
6. Neurodiversity is part of the mission – The company researches child development, collaborates with occupational therapists, and designs toys that avoid overwhelming sensory input while still providing tactile experiences
7. Realism helps children learn about their world – From the dentist set to ice cream counters, realistic details prepare kids for real-life experiences and help ease fears Sustainability and safety are priorities – Melissa & Doug use FSC-certified wood, focus on long-lasting design, and test rigorously to meet the highest safety standards
8. Unexpected ways toys are used – From sensory bins with puzzle pieces to elderly adults using Water Wow! for calming effects, Melissa & Doug toys support creativity across ages and abilities
9. Play builds connection – When adults model joy, silliness, and curiosity with toys, it deepens relationships with children and enriches their learning

You may also be interested in these supports

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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By popular demand, we’re bringing back one of the most impactful episodes! This conversation dives into the powerful link between stress and behavior in autistic children, and why compassionate, neurodiversity-affirming approaches make all the difference.

You’ll discover how to reframe behavior as communication, support self-advocacy, and create environments that reduce stress and meet the unique needs of autistic children. Whether you’re an educator, therapist, or parent, this episode offers practical tools you can use right away.

Key Takeaways:

1. Stress and behavior are closely linked for autistic children.
2. Environments that increase stress can make behaviors harder.
3. Behavior is communication—understanding it is essential.
4. Compassionate approaches focus on unmet needs, not compliance.
5. Compliance-driven methods can harm emotional well-being.
6. Self-advocacy is critical for safety and empowerment.
7. Protests and refusals are valid forms of communication.
8. Predictable routines can ease anxiety.
9. Co-regulation helps children manage emotions.
10. Communication tools empower autistic children to thrive.

Resources & Links:

Research article #1: https://pmc.ncbi.nlm.nih.gov/articles/PMC6061115/

Research article #2: https://pmc.ncbi.nlm.nih.gov/articles/PMC3245359/

Calming Kit for preschoolers: https://www.teacherspayteachers.com/Product/Calm-Down-Kit-For-Calming-Corner-In-Special-Education-8140160

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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Hi friends, welcome back to the Autism Little Learners Podcast. I’m Tara, a speech-language pathologist who has spent over 25 years working with young autistic children and their families.

Today, we’re going to talk about a topic that brings up a lot of feelings for educators, therapists, and parents: the Picture Exchange Communication System, or PECS. Specifically, why PECS isn’t enough for preschoolers.

Now, before I dive in, I want to be clear—PECS is not evil. It’s not “bad.” For many kids, it has opened the door to communication, and that’s something to celebrate. But PECS, on its own, isn’t enough. Our preschoolers need more than compliance-based exchanges to build rich, lifelong communication.

Takeaways

• PECS was created in the 1990s to teach kids to request items using pictures.
• Traditional PECS training often emphasized compliance over authentic communication.
• Rigid use of PECS protocols sometimes caused frustration and meltdowns in children.
• PECS has major limitations, including prompt dependency and a narrow focus on requests.
• Research shows PECS helps with requesting, but not broader communication or social connection.
• Evidence-based practice must balance research, clinical experience, and client perspectives.
• Autistic adults report that PECS can restrict autonomy, dignity, and language development.
• PECS can be a stepping stone, but should not be the final communication system.
• Robust AAC systems provide greater vocabulary, flexibility, and authentic language use.
• Communication should always prioritize connection, not compliance.

Resources & Links:

Jordyn Zimmerman’s Article: https://communicationfirst.org/slps-as-aac-gatekeepers/

Julie Roberts Article: https://therapistndc.org/the-problem-with-pecs/

Research Article: https://pure.psu.edu/en/publications/a-review-and-analysis-of-the-picture-exchange-communication-syste

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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I’ve got a short and sweet episode for you today! I’ll be sharing 3 tips for introducing a morning meeting or circle time to young autistic children in a self-contained preschool classroom. If you are an educator working in that setting, you don’t want to miss this episode!

Topics Discussed:

• Preparing and getting organized before starting a circle time for young autistic children in a special education preschool classroom
• Using visual supports, such as a visual mini-schedule, and all done bucket during group time
• Using songs to signal the end of group time

Links Mentioned In This Episode About Visual Supports:

• Visual Supports Starter Set
• Blog Posts Related To “Routines”
• What My Preschool Autism Classroom Looked Like

Save your seat at my upcoming Circle Time Masterclass here.

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

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Welcome back to the Autism Little Learners Podcast. I’m Tara, and I’m so glad you’re here today. If you’ve been following along, this is Part 2 of our series on potty training autistic children with compassion.

In our last episode, we talked about why potty training can be harder for autistic kids, how to prepare the environment, and how to build comfort and readiness before we ever expect a child to actually use the toilet. We also talked about some of the common pitfalls to avoid—like forcing kids to sit on the toilet every 10 minutes, or relying on outdated “3-day potty training” advice that just doesn’t work for many of our kids.

If you missed that episode, I highly recommend going back to listen first, because it really sets the foundation for everything we’ll talk about today.

In this episode, we’re moving into the “how.” We’ll go over practical strategies for implementation, how to track progress and make adjustments, and we’ll spend some time troubleshooting common challenges—things like fear of flushing, withholding, resistance, and nighttime dryness.

This episode is going to be full of tips you can use right away, so let’s dive in.

Takeaways

• Potty training is not linear—setbacks are normal, and small steps forward are worth celebrating.
• Visual supports like cue cards, schedules, and step-by-step sequences give structure and predictability.
• Pairing bathroom trips with natural routines (after meals, before leaving the house, before bed) helps build consistency.
• Incorporating a child’s special interests into social stories, visuals, or play makes potty training more engaging.
• Tracking data helps you see patterns and know whether strategies are working or need to be adjusted.
• Fear of flushing can be reduced by covering sensors on automatic toilets or using noise-reducing headphones.
• Resistance behaviors like excessive flushing or playing in toilet water can be redirected to alternative sensory activities.
• Withholding urine or bowel movements is often about anxiety or routine preference—focus on relaxation, stability, and medical checks if needed.
• Nighttime dryness is a separate developmental milestone and often comes much later—don’t let it overshadow daytime progress.

Resources & Links:

Free Potty Training Guide: www.autismlittlelearners.com/toilet

Potty Training Course: www.autismlittlelearners.com/pottycourse

Potty Training List In Tara’s Amazon Shop: https://amzn.to/45TD6lX

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this special two-part series we’re tackling one of the biggest challenges many parents and educators face—potty training autistic children. I’ll be sharing compassionate, practical strategies that take into account sensory differences, communication needs, and interoception, so you can feel more confident guiding your autistic child or students. Whether you’re just getting started or stuck somewhere in the process, this series will give you the tools and encouragement you need.

Takeaways

• Potty training autistic children is not a sprint—it’s a marathon (or at least a half-marathon). Progress looks different for every child.
• Sensory sensitivities, interoception challenges, and communication differences are three of the biggest reasons potty training can be harder for autistic kids.
• Collecting baseline data (when accidents happen, how often they go) helps you build a roadmap for success.
• Making the bathroom inviting and sensory-friendly is a first step—soft lighting, calming colors, and incorporating favorite characters can reduce anxiety.
• Visual supports (bathroom symbols, step-by-step sequences, cue cards) build predictability and reduce uncertainty.
• Exposure without pressure is key—start with goals like entering the bathroom or sitting on the toilet fully clothed.
• Modeling helps—siblings, parents, dolls, or stuffed animals can demonstrate potty routines in a playful way.
• Social stories provide a predictable narrative that prepares children for what happens during potty time.
• Imitation skills (like copying silly faces or clapping) build the foundation for imitating potty routines later.
• Avoid common pitfalls: don’t put kids on the toilet every 10 minutes, don’t force long, stressful sits, and don’t expect “3-day training” timelines to work for every child.

Resources & Links:

Free Potty Training Guide: www.autismlittlelearners.com/toilet

Potty Training Course: www.autismlittlelearners.com/pottycourse

Potty Training List In Tara’s Amazon Shop: https://amzn.to/45TD6lX

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Fostering positive relationships with autistic preschoolers is incredibly important. In this episode, I talk about emotional safety, understanding sensory needs, and the role of co-regulation in supporting self-regulation. The discussion highlights the need to step out of traditional teacher roles, validate autistic play, and harness deep interests to create meaningful connections. Core values such as compassion over compliance and honoring neurodiversity are explored, along with strategies for creating joyful, neuroaffirming classrooms. The conversation concludes with a focus on the long-term impact of connection and the importance of empowering educators and caregivers.

Takeaways:

• Positive relationships create emotional safety for children.
• Understanding sensory needs is crucial for connection.
• Co-regulation supports self-regulation in children.
• Stepping out of teacher mode fosters authentic connections.
• Autistic play is valid and meaningful, reflecting unique interactions.
• Deep interests can be a doorway to connection.
• Compassion over compliance is essential in education.
• Creating joyful, neuroaffirming classrooms enhances learning.
• Presuming competence in communication builds trust.
• Connection lays the foundation for long-term success.

Links:

Episode 90: Autism & Play Culture with Dr. Pamela Wolfberg https://podcasts.apple.com/us/podcast/the-autism-little-learners-podcast/id1665404820?i=1000671411034

Blog: Strength-Based Approach For Teaching Autistic Children: https://autismlittlelearners.com/strength-based-approach/

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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Today’s episode is an encore of my conversation with Andi Putt, an incredible speech-language pathologist, and autism advocate. As we head back to school, it’s the perfect time to revisit this discussion on talking to kids about autism—whether it’s peers, siblings, or the autistic child themselves. Andi shares practical, positive strategies to start these conversations early and empower kids with understanding and empathy.

Have you ever wondered how to talk to children about autism? In today’s episode, I had the honor of talking to Andi Putt about the importance of early conversations about autism, and how to empower autistic children through understanding their identity. We also talk about the significance of normalizing these conversations among peers and Andi offers some effective ways to explain autism to children. This episode is one that you are going to want to share with everyone you know!

Takeaways

• Advocacy for autism should start early and be ongoing
• Understanding autism can empower children and improve mental health
• Conversations about autism should be age-appropriate and continuous
• Normalizing discussions about autism helps reduce stigma
• Children are often more accepting of differences than adults expect
• It's important to recognize individual needs in educational settings
• Open communication about autism can foster understanding among peers
• Language around autism should be positive and supportive
• General discussions about autism can help reduce bullying
• Empathy is crucial in understanding children's reactions
• Celebrating differences fosters a more inclusive environment
• Resources can help parents and educators communicate about autism
• Open conversations can lead to greater understanding among peers

Bio:

Andi Putt, also known as Mrs. Speechie P, is an Autistic Speech Language Pathologist specializing in team-based Autism evaluations and neuro-affirming support. She is dedicated to empowering families and helping Autistic children understand and embrace their authentic selves while also advocating for each individual’s unique needs. When she’s not advocating for others, you can find her indulging in a good book, planning her next travel adventure, procrastinating literally anything, or enjoying time with her family.

Links:

Andi’s website: https://www.mrsspeechiep.com/

Andi’s resources for talking to children about autism: https://www.mrsspeechiep.com/shop-all

Andi’s IG account (@mrsspeechiep): https://www.instagram.com/mrsspeechiep/?hl=en

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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Let’s be honest, back-to-school can feel overwhelming. There’s excitement, sure, but there’s also anxiety—both for kids and for parents and caregivers. For autistic kids, who often thrive on predictability and routine, this transition can feel extra big.

The good news? We can make it easier. There are small, proactive things we can do that help autistic children feel safe, supported, and ready to learn.

Today, I’m sharing four strategies that I’ve seen work time and time again

Takeaways

• Preparing autistic children for back-to-school with small, proactive steps can reduce anxiety and build confidence.
• A visual countdown calendar and practice runs make new routines feel predictable and easier to manage.
• Reading a social story daily helps children understand what to expect, making the first day feel familiar and safe.
• Personalizing social stories with school photos and teacher pictures increases comfort and understanding.
• Sharing a Child Interest Survey or “All About Me” sheet helps teachers connect quickly and support each child’s unique needs.
• Knowing a child’s favorite toys or interests can ease transitions and spark engagement on day one.
• Comfort items like a small toy, family photo, or fidget tool can provide emotional security throughout the school day.
• Progress, not perfection, is the goal—small, consistent steps create smoother transitions and more positive school experiences.

Links

Free Story Library (Going To School Story): :https://autismlittlelearners.myflodesk.com/xo348maka7

Child Interest Survey: https://autismlittlelearners.myflodesk.com/xq5o4kiwzd

All About Me Forms: https://www.teacherspayteachers.com/Product/All-About-Me-Template-For-Special-Education-11899087

You may also be interested in these supports from Autism Little Learners:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this powerful reflection episode, Tara shares one of the most impactful moments of her career—her conversation with Jordyn Zimmerman during the 2025 Preschool Autism Summit. Together, they unpack the importance of presuming competence, providing early AAC access, and creating neurodiversity-affirming learning spaces. Tara also shares emotional ripple stories from participants, illustrating how nearly 50,000 educators and therapists are creating waves of change for autistic children around the world.

Key Takeaways:

1. Presume competence—always. Speech is not the same as intelligence, and we must stop making assumptions based on verbal ability.
2. Non-speaking ≠ non-verbal. The term “non-verbal” implies a lack of language; “non-speaking” affirms that language exists, even without speech.
3. There are no prerequisites for AAC. Children do not need to match, point, or “behave” a certain way before receiving access to communication tools.
4. PECS is not a communication system. It is a requesting system and does not provide full language access.
5. AAC must include access to robust, literacy-based tools. Limiting a child to a core board or basic images restricts their ability to truly communicate.
6. Talking about students in front of them causes real harm. Many non-speaking students hear and understand far more than people assume.
7. Lack of access to communication is traumatic. It can lead to emotional and physical distress—and we have a responsibility to prevent that.
8. Real inclusion means access, not separation. Segregated classrooms limit growth and potential; all students deserve meaningful academic instruction.
9. Educators are making real-time ripples. From texting SLPs during the summit to creating team trainings, attendees are already pushing change.
10. Small shifts create big waves. With over 49,000 participants, the summit’s ripple effect may reach nearly half a million autistic children—and it all starts with choosing compassion over compliance.

Links

Jordyn’s Documentary: https://thisisnotaboutme.film/

Jordyn’s Website: https://www.jordynzimmerman.com/

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this encore episode of The Autism Little Learners Podcast, Tara reconnects with Cari Ebert, a respected speech-language pathologist and passionate advocate for neurodiversity-affirming practices. Together, they revisit a powerful conversation that redefines what play and connection can look like for autistic children.

Cari shares valuable insights into why autistic play is real, meaningful, and should be honored as such. She explains how deep interests can be a gateway to learning, joy, and communication—and how adults can build stronger relationships with children by embracing these passions. The episode also explores the idea of presuming competence and cultivating supportive environments where every child feels seen and valued.

Whether you're hearing this conversation for the first time or listening again, it’s packed with practical ideas and heart-centered strategies to help you support autistic children in ways that truly honor who they are.

Key Takeaways:

• Autistic children experience and express play in unique, valid ways.
• Deep interests are powerful tools for building trust and engagement.
• Connection and respect must come before compliance or correction.
• Play is not a prerequisite for learning—it is learning.
• Presuming competence opens the door to authentic communication.
• Environments that support individuality fuel growth and joy.
• Reflecting on our practices helps us better support each child.

Bio: Cari Ebert, MS, CCC-SLP, is a pediatric speech-language pathologist in private practice in the Kansas City, Missouri area. She received her bachelor’s degree from the University of Iowa in 1993 and her master’s degree from Southern Illinois University at Carbondale in 1995. Cari is a therapist, consultant, author, product developer, and nationally recognized speaker who gets paid to do what she loves most—TALK! She has an animated personality, and this translates to a high-energy speaking style. Cari has an Autistic son, allowing her to engage audiences both as a professional and as a parent of a neurodivergent child.

Website: www.cariebert.com

Cari's free handout "Autistic Play Is Authentic Play": https://cariebert.com/freebie

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this episode, I’m sharing something really exciting with you—a sneak peek into the upcoming Preschool Autism Summit, happening July 14–16, 2025! You’ll get to hear short clips from some of our amazing presenters, and I’ll pop in between each one to give you a little intro and context.

These speakers are bringing so much heart, wisdom, and practical support to the table. Whether you're a special educator, SLP, OT, or a parent, you’re going to walk away from the summit feeling more confident, more supported, and ready to take action.

🎉 And hey—if you’re listening before July 17th, 2025, you still have time to grab your free ticket or upgrade to the All-Access Pass, which gives you access to all 25+ presentations for a full year, plus some amazing bonuses!

Grab your free ticket here: www.preshoolautismsummit.com

Also, be sure to follow me on Instagram to be the first to know about events like the Preschool Autism Summit: http://www.instagram.com/autismlittlelearners

Have an awesome day!

Tara

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Hi there, and welcome back to the Autism Little Learners podcast! I’m Tara Phillips, and today I’m joined by speech-language pathologist Alexandria Zachos for an amazing conversation all about Gestalt Language Processing.

We talk about how our understanding of language development has evolved, the real struggles around prompt dependence, and why a child-led approach is so important—especially for Gestalt language processors. Alexandria shares so many helpful insights, including how we can better support these communicators by building authentic connections and honoring all the ways they express themselves.

Whether you’re a therapist, teacher, or parent, this episode is packed with practical strategies to encourage spontaneous language and support meaningful communication. I’m so excited for you to hear this one!

Takeaways

• Gestalt Language Processing is a natural way of developing language.
• Many SLPs are unaware of Gestalt Language Development despite its long history.
• Prompt dependence often stems from traditional teaching strategies.
• Child-led therapy is essential for fostering spontaneous communication.
• Silence can be a powerful tool in therapy sessions.
• Acknowledging all forms of communication builds trust with children.
• Using a child's Gestalt can enhance engagement and communication.
• Therapists should focus on the child's interests to promote language use.
• It's never too late to shift from prompt dependence to child-led approaches.
• Building authentic relationships is key to effective communication.

Bio

Alexandria Zachos is the founder, clinical director, owner, and senior speech-language pathologist with Social Butterfly Inc. and Meaningful Speech® She has been a practicing SLP for 21 years and has worked extensively with gestalt language processors since 2016, utilizing Blanc's Natural Language Acquisition protocol. She educates SLPs, parents, and related professionals through her social media platforms, podcasts, blogs, and her internationally acclaimed courses on http://Meaningfulspeech.com/. When she's not wearing her SLP hat she enjoys reading fiction, walking in the woods and spending time with her husband and daughters around Chicagoland.

Links

• Meaningfulspeech.com for everything!
• https://www.meaningfulspeech.com/free-resources for our free masterclass, free AAC+GLP beginner's guide, our blog, research & resources, podcasts, interviews, and webinars
• http://meaningfulspeech.com/course for our internationally acclaimed original GLP + child-led course (now over 30+ PDH and all USA SLPs need for their 3-year ASHA cycle!)
• http://meaningfulspeechregistry.com/ to find a local SLP who has GLP knowledge and can see your child locally. SLPs are invited to join after taking our course and passing the multiple choice and written exam with 80% or higher (feedback provided!). Must be able to take private clients. Not a list of those who have taken the course!
• http://meaningfulspeech.com/AAC-course for a direct link to our AAC+GLP course. Our instructor, Laura Hayes, is an AAC specialist and will teach you how to modify any AAC system for the GLP. We also have bonus modules showing specific recommendations for most AAC apps/devices currently being sold or offered for free.

You may also be interested in these supports

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this episode, I had the absolute honor of speaking with Dr. Barry Prizant—renowned speech-language pathologist and author of the best-selling book Uniquely Human. We talked about how the field of autism education is shifting away from compliance-based approaches and moving toward more compassionate, relationship-centered models.

Dr. Prizant shared powerful insights about emotional regulation, storytelling, and the importance of truly listening to the lived experiences of autistic individuals. We also explored topics like non-speaking communication, the SCERTs model, and how collaboration among educators and families can create lasting change. This conversation left me feeling inspired and hopeful about the future of autism education, and I just know you will feel the same!

Bio

Barry M. Prizant, PhD, CCC-SLP is recognized as among the world’s leading scholars on autism and as an innovator of respectful, person- and family-centered approaches. He is Director of Childhood Communication Services, Adjunct Professor of Communicative Disorders at the University of Rhode Island, and has fifty years of experience as an international consultant and researcher. Barry has published five books, 150 articles/chapters, and is co-author of The SCERTS Model, now being implemented internationally. He was a two-time featured presenter at the UN World Autism Awareness Day, with more than 1000 presentations internationally. Barry’s book Uniquely Human: A Different Way of Seeing Autism (2022) is the best-selling book on autism since 2015, published in 26 languages and ranked by Book Authority as #1 of the “100 best books on autism of all time”. Barry co-hosts a podcast, Uniquely Human: The Podcast, with his friend, Dave Finch, an autistic audio engineer.

Dr. Barry Prizant’s Links:

Website: https://barryprizant.com/

Uniquely Human Podcast: https://podcasts.apple.com/us/podcast/uniquely-human-the-podcast/id1532460901

Uniquely Human Book: https://amzn.to/4e5VWZN

The Scerts Model Books: https://amzn.to/4kFpbF5

DRBI (Developmental Relationship-Based Intervention) Interview: https://podcasts.apple.com/us/podcast/uniquely-human-the-podcast/id1532460901?i=1000711834231

Autistic Self Advocacy Network (ASAN): https://autisticadvocacy.org/

Amy Laurent Ted Talk “Compliance Is Not The Goal”: https://www.ted.com/talks/amy_laurent_compliance_is_not_the_goal_letting_go_of_control_and_rethinking_support_for_autistic_individuals?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare

Thinking Person’s Guide To Autism: https://thinkingautismguide.com/

David Finch Website: https://davidjfinch.com/

Ros Blackburn & Sigourney Weaver Interview: https://uniquelyhuman.com/2021/04/23/logically-illogical-an-interview-with-ros-blackburn-with-special-guest-sigourney-weaver/

Takeaways

• Dr. Barry Prizant has a rich background in speech language pathology and autism advocacy.
• His book 'Uniquely Human' emphasizes storytelling and compassionate approaches to autism.
• Connecting with families and understanding their experiences is crucial for professionals.
• Reflective practice is essential for educators to improve their connections with students.
• Changing the narrative around autism is vital for acceptance and understanding.
• Evidence-based practices must consider the lived experiences of autistic individuals.
• Understanding autistic behaviors as human responses can lead to more effective support.
• Evidence-based practice includes more than just peer-reviewed research.
• Parents' intuitions should be respected in therapeutic settings.
• Behavior analytic approaches often overlook emotional and social development.
• Compliance-based methods can lead to the dehumanization of autistic individuals.
• Building trust is essential for effective communication with children.
• Listening to autistic voices is crucial in shaping educational practices.

You may also be interested in these supports

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this episode of the Autism Little Learners Podcast, I sit down with Alex Lamoreaux—a mom of three, including two autistic boys—to talk about her personal and powerful journey with autism. From receiving a late diagnosis herself to navigating complex medical advice, Alex shares how she shifted from fear to confidence in parenting.

We dive into what it really means to trust your gut as a parent and honor the unique needs of each child. This heartfelt conversation explores the emotional ups and downs of advocating for autistic kids and highlights the power of intuition, self-advocacy, and community. You won't want to miss Alex’s inspiring and relatable story.

Bio

Alex Lamoreaux is a late-diagnosed neurodivergent mom of three young boys and a Licensed Clinical Social Worker with a background in addiction recovery and trauma treatment. After two of her sons were diagnosed with autism, she dove into learning—and unlearning—what it really means to support autistic children. Now in the thick of parenting and advocacy, Alex shares practical, real-life insights with honesty and heart, hoping to spark connection and offer support to fellow parents on similar journeys.

Alex’s TikTok Account

https://www.tiktok.com/@alex.lamx?_t=ZT-8xBXQBH46la&_r=1

Takeaways

• Late diagnosis can provide clarity and reduce shame over past differences.
• Parents often feel overwhelmed by the amount of information available.
• Shifting from panic to empowerment is crucial in parenting.
• Each autistic child is unique and requires different interventions.
• There is no one-size-fits-all approach to autism.
• Trusting parental instincts is essential for effective parenting. You do not have to fill your child's day with therapy.
• Trust your gut feelings about your child's needs.
• Parents often know their children best, despite professional opinions.
• Medical professionals may not always have the latest information on autism.
• Advocating for your child can be challenging, but it is essential.
• Bringing a list to meetings can help parents stay focused.
• Cognitive dissonance is common when navigating medical advice.
• Parents should feel empowered to change providers if necessary.
• Finding clarity amidst overwhelming information is crucial for parents.

You may also be interested in these supports

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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Welcome back to the Autism Little Learners Podcast!

If you haven’t listened to Part 1 of this conversation on autism and water safety yet, be sure to go check that out first—it’s episode #125. In that episode, I sat down with Dayna Harvey, a certified swim instructor who specializes in working with autistic children, and Andy Roszak, an emergency preparedness expert with experience at FEMA and the CDC. Together, we shared eye-opening statistics and essential first steps families can take to begin protecting their children around water.

In this episode—Part 2—we’re diving even deeper. You’ll hear more from Dayna and Andy about why swim lessons alone aren’t enough, how to use visual supports to reinforce water safety, and the critical role of community awareness in preventing drowning.

Whether you’re a parent, caregiver, teacher, or therapist, this conversation is full of actionable strategies and resources to help keep autistic children safe. Let’s get started.

Bio

Andy Roszak, JD, MPA, EMT-Paramedic is the Founder and Chief Executive Officer of the Institute for Childhood Preparedness, where he leads efforts to strengthen emergency planning, disaster recovery, and resilience across early childhood and community-based settings. With more than 20 years of experience in public health, emergency management, and health policy, Andrew has worked at the local, state, federal, and nonprofit levels-supporting initiatives that help communities prepare for, respond to, and recover from crises.

Andy is a frequent contributor and subject matter expert for Sesame Street in Communities, where he supports efforts around preparedness, disaster response, and resilience for families and caregivers. A former firefighter, paramedic, and hazardous materials technician, he has also served as a Health Policy Fellow in the U.S. Senate, a senior advisor at the U.S. Department of Health and Human Services, and as a Senior Preparedness Advisor supporting Super Bowl 46 and the Indianapolis 500.

Andy is an award-winning author of the Preparing for the Unexpected book series, and his work has been recognized by organizations including the Red Cross, the City of El Paso, and Sesame Street, where he was named a Sesame Street Hero. His focus is on practical, real-world strategies to help individuals, organizations, and communities be better prepared for whatever challenges may come. Andy is the proud father of two daughters, aged 1 and 4.

Dayna Harvey is a Water Safety and Drowning prevention educator as well as a Swim Lesson Teacher, who specializes in working with children with autism and their parents. She has been teaching swim lessons for the past 35 years and is certified through the Red Cross as well as a program called AutismSwim.

Dayna is on a MISSION to educate and empower parents with information, strategies and hands on tools to help them keep their children safer in and around water because we MUST eradicate childhood drowning. The autism community saw more drownings in 2024 than in any year prior and that has intensified Dayna's commitment to reach more parents with her message and her methods.

Dayna and the Waiting Whale kids, who she created to help engage both parents and children in the education process, have developed the "Where there is water, I will WAIT!" program and The Waiting Whales - Water Safety Kit

Water Safety With Miss Dayna Links:

www.WaterSafetyWithMissDayna.com

www.Facebook.com/WaterSafetyWithMissDayna

www.Instagram.com/WaterSafetyWithMissDayna

Miss Dayna’s Water Safety Kit:

https://watersafetywithmissdayna.com/water-safety-kit

Institute For Childhood Preparedness Links:

https://www.childhoodpreparedness.org/

Free Safety-Related Social Stories:

https://www.childhoodpreparedness.org/printables

Takeaways

• Water safety is crucial for all children, especially autistic children.
• Visual cues and predictable routines enhance learning for children.
• Creating a waiting area can significantly reduce drowning risks.
• Parents must be fully attentive when children are around water.
• Consistency in teaching water safety is key to success.
• Using a water safety kit can help establish safe practices.
• Children can learn to wait before entering water environments.
• Swim lessons should focus on both water safety and swimming skills.
• Parents should evaluate their home environment for water hazards.
• Empowering parents with knowledge is essential for preventing drownings.

You may also be interested in these supports

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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Welcome back to the Autism Little Learners Podcast.

Today, I’m joined by two incredible guests—Dayna Harvey, a certified swim instructor who specializes in teaching autistic children, and Andy Roszak, an emergency preparedness expert who has worked with FEMA and the CDC. Together, we’re diving into a topic that’s incredibly important—and honestly, one that doesn’t get talked about enough: water safety for autistic children.

As a speech-language pathologist and someone who’s worked closely with autistic children for over two decades, I’ve seen just how real the risks are. Drowning is one of the leading causes of accidental death for autistic kids, and it’s something we have to bring more awareness to.

In this episode, we’re not just sharing facts and statistics—we’re getting personal and practical. Dayna and Andy offer eye-opening insight and simple, proactive strategies that parents, caregivers, and educators can use right away. We’ll talk about risk assessments, layers of protection, communication tools, and the role of community awareness in preventing tragedies.

My goal with this conversation is to empower you with actionable steps so you can feel more confident and prepared when it comes to water safety. Let’s work together to protect and support our little learners—not just in the classroom, but in every part of their lives.

Bio

Andy Roszak, JD, MPA, EMT-Paramedic is the Founder and Chief Executive Officer of the Institute for Childhood Preparedness, where he leads efforts to strengthen emergency planning, disaster recovery, and resilience across early childhood and community-based settings. With more than 20 years of experience in public health, emergency management, and health policy, Andrew has worked at the local, state, federal, and nonprofit levels-supporting initiatives that help communities prepare for, respond to, and recover from crises.

Andy is a frequent contributor and subject matter expert for Sesame Street in Communities, where he supports efforts around preparedness, disaster response, and resilience for families and caregivers. A former firefighter, paramedic, and hazardous materials technician, he has also served as a Health Policy Fellow in the U.S. Senate, a senior advisor at the U.S. Department of Health and Human Services, and as a Senior Preparedness Advisor supporting Super Bowl 46 and the Indianapolis 500.

Andy is an award-winning author of the Preparing for the Unexpected book series, and his work has been recognized by organizations including the Red Cross, the City of El Paso, and Sesame Street, where he was named a Sesame Street Hero. His focus is on practical, real-world strategies to help individuals, organizations, and communities be better prepared for whatever challenges may come. Andy is the proud father of two daughters, aged 1 and 4.

Dayna Harvey is a Water Safety and Drowning prevention educator as well as a Swim Lesson Teacher, who specializes in working with children with autism and their parents. She has been teaching swim lessons for the past 35 years and is certified through the Red Cross as well as a program called AutismSwim.

Dayna is on a MISSION to educate and empower parents with information, strategies and hands on tools to help them keep their children safer in and around water because we MUST eradicate childhood drowning. The autism community saw more drownings in 2024 than in any year prior and that has intensified Dayna's commitment to reach more parents with her message and her methods.

Dayna and the Waiting Whale kids, who she created to help engage both parents and children in the education process, have developed the "Where there is water, I will WAIT!" program and The Waiting Whales - Water Safety Kit

Water Safety With Miss Dayna Links:

www.WaterSafetyWithMissDayna.com

www.Facebook.com/WaterSafetyWithMissDayna

www.Instagram.com/WaterSafetyWithMissDayna

Miss Dayna’s Water Safety Kit:

https://watersafetywithmissdayna.com/water-safety-kit

Institute For Childhood Preparedness Links:

https://www.childhoodpreparedness.org/

Free Safety-Related Social Stories:

https://www.childhoodpreparedness.org/printables

Takeaways

• Drowning is the leading cause of death for autistic children.
• Autistic children are 160 times more likely to drown than their neurotypical peers.
• 50% of autistic children have a tendency to wander or elope.
• Drowning is not a child problem; it is an adult problem.
• Parents need to be proactive in water safety education.
• Water safety education is different from swimming lessons.
• Visual supports and predictable routines are essential for teaching water safety.
• Community involvement is crucial in preventing drowning incidents.
• Layers of protection are needed with it comes to water safety.
• Teaching children to wait and understand boundaries around water is vital.
• Fear should not prevent families from enjoying water activities; education is key.

You may also be interested in these supports

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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Hey everyone, welcome back to the Autism Little Learners Podcast! Today’s episode is such a special one. I’m joined by Megan Griffith, an autistic and ADHD life coach who shares powerful insights from her own lived experience.

We talk about what it’s like to be diagnosed later in life, sensory sensitivities, masking, and the importance of honoring neurodivergent play. Megan’s stories and metaphors bring so much clarity and compassion to topics many of us are still learning about.

She also shares a peek at her upcoming book Welcome to AudHD and a free resource for parents and educators. You’re going to love this conversation!

Bio

Megan Griffith (she/her) is an auDHD life coach, and she's autistic & ADHD (auDHD) herself. She loves helping adults learn more about their brains and better understand & meet their needs, especially around executive dysfunction, emotional dysregulation, and internalized shame. When she's not working, you can usually find her dying her hair, or writing her novel.

Links

Megan’s New Book (coming out in the fall of 2025): https://www.theneurocuriosityclub.com/book-waitlist

11 Types of Neurodivergence:

https://www.theneurocuriosityclub.com/types-of-nd

The Nuerocuriosity Club - You Tube: https://www.youtube.com/@TheNeurocuriosityClub

Website: https://www.theneurocuriosityclub.com/

Takeaways

• Megan identifies as AuDHD, a combination of autism and ADHD.
• Late diagnoses of autism and ADHD are becoming more common among adults.
• Sensory sensitivities can significantly impact daily life and social interactions.
• Masking is a complex behavior that can lead to emotional distress.
• Children need safe spaces to express themselves without judgment.
• Play should be enjoyable and not forced into typical norms.
• Understanding sensory needs is crucial for supporting neurodivergent individuals.
• Adults should trust and validate the experiences of neurodivergent children.
• Creating supportive environments can help children thrive.
• Megan's upcoming book aims to guide neurodivergent adults towards thriving.

You may also be interested in these supports

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this episode, I sit down with Jordan Garrett, a special education teacher from the UK and the creator behind Sensory Classroom. We talk about what it really takes to support autistic students with high support needs—especially during group time. Jordan shares how success isn't about getting everyone to sit and comply, but about building trust, meeting sensory needs, and creating a safe, engaging space where students can come and go as they’re ready. From empowering teaching assistants to embracing the messy, beautiful moments of connection, this conversation is full of encouragement for anyone supporting young autistic learners.

Bio

Jordan is a Specialist Education Teacher in the UK. She works with minimally speaking autistic and PMLD pupils aged 3-11. She has been teaching SEND for over 15 years and has a passion for teaching through sensory-based practices.

Links

Website: https://www.sensoryclassroom.org/

IG: https://www.instagram.com/sensoryclass

FB: https://www.facebook.com/share/12GJEC6CtKK/?mibextid=wwXIfr

YouTube: https://youtube.com/@sensoryclassroom?si=8m3kfc5KrsElJB3n

TIkTok: https://www.tiktok.com/@sensoryclass?_t=ZN-8ufHEg4949W&_r=1

Podcast: https://sensoryclassroom.org/pages/podcast

Takeaways

• Micro-trainings are effective for paraprofessionals and teaching assistants
• Sensory regulation is crucial for effective communication and learning.
• Success in special education is not about compliance but about connection and engagement.
• Lessons should be flexible and responsive to students' needs.
• Modeling behaviors and strategies is essential for teaching assistants.
• Creating a safe and engaging environment fosters better learning outcomes.
• Intuitive teaching can lead to more meaningful connections with students.
• Patience is key and results may take time.
• Building relationships with students is fundamental to their success.
• Creating a safe space fosters trust and engagement.
• Engagement can be measured through moments of connection.
• Songs and music can enhance predictability and comfort in learning.
• Predictability helps reduce anxiety in new environments.
• Group sessions should be short and engaging to maintain interest.
• Every child is unique, requiring tailored approaches to learning.

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this episode, I chat with Dr. Hayley Crane about supporting autistic and ADHD learners in ways that are truly affirming and compassionate. We dive into how visual supports and predictable routines can reduce anxiety, ease transitions, and help kids feel more confident and secure throughout their day.

We also explore what to do when power struggles pop up, how to better understand the emotional fatigue that can follow a long day of navigating demands, and the importance of flexibility and connection in our interactions. Hayley and I talk about why it’s helpful to reduce verbal demands—like asking fewer questions and making more observations—and how honoring each child’s deep interests can boost engagement and build trust.

This conversation is packed with real-world strategies for educators and parents, along with gentle reminders to care for yourself as you care for your students or children. It’s all about creating supportive, responsive environments where autistic kids can thrive.

Bio: Dr. Hayley Crain is a clinical psychologist, adjunct professor at the University of Wisconsin-Madison, and mom of two. She blends personal lived experience with clinical expertise to support neurodivergent kids and their families through inclusive, practical strategies.

Dr. Crain holds a doctorate from The Chicago School and a master’s from Columbia University. She’s worked with top institutions across the U.S., including the CDC’s SEED study, the May Institute, Children’s Hospital Colorado, and the Waisman Center. Now back in her hometown, she runs Haven Psychology, offering neuroaffirming therapy, coaching, and assessments—always with empathy, real-life tools, and a touch of humor, informed by her own experiences with ADHD, dyslexia, and anxiety.

Links:

Dr. Hayley Crain’s website: https://www.drhayleycrain.com/

IG: https://www.instagram.com/drhayleycrain/

Takeaways

• Power struggles can be minimized by picking battles wisely.
• Flexibility is crucial in supporting neurodivergent children.
• Understanding behavior as communication is key to effective support.
• Using interests can enhance engagement and learning.
• Transitions can be challenging for neurodivergent children.
• Visual supports can aid in understanding routines and transitions.
• Acknowledging a child's protest is important for their communication.
• Creating a supportive environment can reduce anxiety during transitions.
• Visual supports can be crucial for helping children transition smoothly.
• Predictable routines can create a sense of security for kids.
• An All Done Bucket is a valuable tool for ending activities.
• Repetition and visual cues are essential for memory retention in children.
• After school restraint collapse is a common experience for neurodivergent children.
• Teaching executive functioning skills can start at a young age.
• Connecting with children can be done without asking questions.
• Less talking can lead to better engagement with children.

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this episode, I sit down with Polina Shkadron, a speech-language pathologist who specializes in autism, ADHD, and ARFID. We dive into her journey into feeding therapy and explore what’s really going on beneath the surface when kids struggle with eating. Polina shares how trust, autonomy, and regulation play a huge role in building positive food experiences.

We talk about the impact of fear and anxiety on eating, the importance of honoring a child’s identity and sensory needs, and how small, playful routines can make a big difference. If you’ve ever wondered how to support a child beyond the “just take a bite” approach, this conversation is for you.

Bio

Today on the podcast, I’m thrilled to be joined by Polina Shkadron. Polina is a trauma-certified speech-language pathologist and an expert in communication and feeding, with a specialization in autism, ADHD, and ARFID. Her therapeutic approach is grounded in compassion and brain-based research, which gives her a unique and powerful perspective on language, learning, and behavior.

With over 15 years of experience supporting neurodivergent children, Polina helps families understand the why behind their struggles and gently guides them toward more connected, trusting relationships. She brings play into her sessions not just as an activity, but as a meaningful tool for emotional regulation, communication, and healing. I can’t wait for you to hear her insights in this conversation.

Takeaways

• Polina Shkadron specializes in autism, ADHD, and ARFID.
• ARFID is more than picky eating.
• Trust and autonomy are crucial in helping children with feeding differences.
• Children may choose hunger over discomfort from food.
• Language around food can impact children's willingness to try new things.
• Therapy should focus on building trust and understanding individual needs.
• Self-regulation plays a significant role in eating behaviors.
• Parents' anxieties can affect children's eating experiences.
• Recognizing readiness is key to successful feeding interventions.
• Fear impacts our digestive system and hunger.
• Shame should be removed from eating habits.
• Neutral reactions from parents can foster a positive environment.
• Mealtime should not solely focus on food challenges.
• Introducing new foods can be done through play.
• Building trust is essential in food experiences.
• The experience of food preparation can enhance curiosity.

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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This week on the Autism Little Learners Podcast, I’m resharing one of my favorite episodes with Destiny Huff — and trust me, if you missed it the first time, now’s your chance to tune in!

We dive into all things IEPs — with a focus on accommodations and modifications that are truly neurodiversity-affirming. I know so many of us are working hard to write IEPs that are strengths-based and aligned with our values. This conversation will leave you inspired and more confident in doing just that.

Destiny also shares such powerful insight about partnering with advocates. Instead of viewing them as adversaries, how can we team up and work toward shared goals? 🙌 This replay is full of real talk and practical takeaways.

Topics We Cover: • Accommodations vs modifications on IEPs • Examples of ND-affirming accommodations • Challenging behavior: FBA’s vs. accommodations • How to find out what a child responds to best at home • Viewing advocates as allies, not adversaries

Bio:

Destiny Huff, MS, LPC, CPCS is a late-diagnosed Autistic-ADHD military spouse, doctoral candidate, and mother of two neurodivergent boys. She runs a private practice as a Licensed Professional Counselor and Certified Trauma Focused Cognitive Behavior Therapist (TF-CBT) in the Mental Health field. She also runs Destiny Huff Consulting and is a Neuroaffirming Special Education Parent Advocate and IEP Coach who helps parents advocate for their neurodivergent learners at the IEP table and provides training on Autism, ADHD, and neuroaffirming practices to organizations.

Links:

Instagram: https://www.instagram.com/destinyhuff_iep_advocate/

Facebook: https://www.facebook.com/profile.php?id=100086179467473

Website: https://www.destinyhuffconsulting.com/

Watch this interview on YouTube here: https://youtu.be/EY9oWxtVcLo?si=mL-topZos_vy_Vep

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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Do you need some ideas for morning meeting or circle time? I have special educator Jenn Adams here to share some awesome tips for an engaging morning meeting! Jenn talks about the significance of building routines, differentiating instruction, and using creative strategies to enhance communication and engagement among students with diverse needs. We also chat about the significance of teamwork, problem-solving activities, and the need to adapt morning meetings to engage diverse learners.

Bio

Jenn Adams is a seasoned special education teacher and the creative force behind Teach Love Autism. With 17 years of teaching experience, Jenn has dedicated her career to supporting students with autism and other special needs. Her passion for creating engaging, functional, and age-appropriate resources led her to develop a wealth of materials that empower educators and enrich the learning experiences of diverse learners.

Throughout her career, Jenn has emphasized the importance of incorporating communication into daily routines, utilizing visual aids, and providing positive reinforcement to support speech and language development. She also advocates for the use of errorless learning strategies to build student confidence and minimize errors during skill acquisition. Her commitment to sharing effective teaching strategies and resources has made Teach Love Autism a valuable platform for educators seeking innovative approaches to special education.

Links

Teach Love Autism website: https://teachloveautism.com/

Teach Love Autism Instagram: https://www.instagram.com/teachloveautism/?hl=en

Teach Love Autism Teachers Pay Teachers Shop: https://www.teacherspayteachers.com/store/teach-love-autism

Takeaways

• Morning meetings set the tone for the day
• Predictability in routines helps reduce anxiety for students
• Differentiation is crucial in teaching diverse learners
• Creative greetings can enhance student engagement
• Modeling communication without pressure is effective
• Incorporating academic skills into morning meetings is beneficial
• Building stamina in students is essential for longer group activities
• Modeling is crucial for helping students grasp new ideas
• Non-speaking students require tailored communication strategies
• Refining morning meetings can improve student engagement
• Differentiate instruction based on students' diverse needs
• Incorporating core vocabulary benefits all students, not just those with communication devices
• It's important to take a step back and reassess teaching strategies
• Creating a supportive environment fosters better communication among students

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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This week on the Autism Little Learners Podcast, I'm bringing back a powerful and important conversation with Emily Byers Chaney, SLP — and it felt like the perfect time to revisit it during Autism Acceptance Month. 💛

Have you ever found yourself wondering things like: • What does it mean to be neurodiversity-affirming? • Why do many autistic children have pronoun reversals? • What is gestalt language processing? • Why should we honor protests from autistic children? • Why aren’t WH-question goals always appropriate for young autistic students?

If these questions spark your curiosity, this episode is for YOU. Emily shares so many invaluable insights that every educator, therapist, and caregiver of young autistic children should hear.

Emily is the Speech and Language Program Director at the Pediatric Therapy Playhouse in LA, has been published in ASHA’s national magazine, and specializes in gestalt language processing and neurodiversity-affirming therapy. She’s trained in Floortime, PROMPT, Hanen’s It Takes Two to Talk and More Than Words, Natural Language Acquisition, and more!

Topics Discussed:

•What it means to be neurodiversity-affirming

•Pronoun reversals and autism

•What is gestalt language processing?

•Why WH question goals aren’t always appropriate for gestalt language processors

•Modeling AAC without expectation

•Learning through play-based approaches vs. compliance-based approaches

•Building connections with autistic students

•Why planned ignoring doesn’t work

•Honoring protesting

Where You Can Find Emily:

IG: https://www.instagram.com/ndaffirming.slp/

Watch this interview on YouTube here: https://youtu.be/cBTM0Y7aonQ?si=oOyRgo0ZVrdkrbHr

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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We're bringing back this powerful episode because this topic is that important.

Have you heard of PDA? How about autism and PDA? PDA stands for Pathological Demand Avoidance, and it’s a term you’re likely hearing more and more in the autism community.

This conversation with Casey Ehrlich, Ph.D. was eye-opening, informative, and deeply validating. If you're a parent or educator supporting an autistic child who seems to resist or avoid everyday demands, this episode is a must-listen.

Whether it's your first time hearing it or a refresher, don’t miss this one. It could change how you see and support your child or student.

Topics Discussed:

• What is PDA?
• Characteristics of PDA
• PDA and the nervous system
• Autism and PDA
• Why typical teaching strategies don’t work
• How autonomy can help
• What is “strewing” and how can it help PDA kids?
• Strategies to support autistic PDA children

Watch this interview on YouTube: https://youtu.be/lUlAEeb_xxM?si=wyKBwX2yL1lAFRsE

Links Mentioned In This Episode:

IG: https://www.instagram.com/atpeaceparents/

FB: https://www.facebook.com/atpeaceparents

YouTube: https://www.youtube.com/@atpeaceparents

At Peace Parents Podcast: https://podcasts.apple.com/us/podcast/at-peace-parents-podcast/id1654924910

Here is the link to Casey’s free Clarity Masterclass: https://www.atpeaceparents.com/opt-in-eec01613-fd48-49bd-a608-6b9ffd19588b

Website: www.atpeaceparents.com

Declarative Language Handbook: https://amzn.to/41WJPsn

Adult PDAers mentioned by Casey:

@rabbishoshana - Shoshana Meira Friedman

@demi.not.lovato - Demi Burnett

@kendahldamashek - Kendahl Damashek

@in.play.we.trust - Katherine Aurora Callahan

@neuroclastic

Sally Cat on Facebook

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this episode of the Autism Little Learners podcast, we dive into the shift from autism awareness to autism acceptance, emphasizing the importance of listening to autistic voices.

We explore the history of autism, the evolution of diagnostic criteria, and the rise of the neurodiversity movement, which advocates for the acceptance of neurological differences as a natural part of human diversity.

The significance of neurodiversity-affirming practices in education and therapy is also addressed as we aim to create a more inclusive and supportive environment for autistic children.

Takeaways

• Autism awareness has shifted to autism acceptance.
• Listening to autistic voices is crucial for understanding.
• The puzzle piece symbol implies something is missing.
• Masking can harm the mental health of autistic individuals.
• Autism acceptance promotes inclusion and support.
• Neurodiversity is a valuable aspect of human diversity.
• Strengths of neurodivergent individuals should be celebrated.
• The neurodiversity movement challenges traditional views.
• Identity first language respects autistic individuals.
• Neurodiversity affirming practices enhance support for autistic people.

Links to learn more from autistic adults:

• https://www.jordynzimmerman.com/
• https://autisticadvocacy.org/

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Have you ever wondered how to talk to children about autism? In today’s episode, I had the honor of talking to Andi Putt about the importance of early conversations about autism, and how to empower autistic children through understanding their identity. We also talk about the significance of normalizing these conversations among peers and Andi offers some effective ways to explain autism to children. This episode is one that you are going to want to share with everyone you know!

Takeaways

• Advocacy for autism should start early and be ongoing
• Understanding autism can empower children and improve mental health
• Conversations about autism should be age-appropriate and continuous
• Normalizing discussions about autism helps reduce stigma
• Children are often more accepting of differences than adults expect
• It's important to recognize individual needs in educational settings
• Open communication about autism can foster understanding among peers
• Language around autism should be positive and supportive
• General discussions about autism can help reduce bullying
• Empathy is crucial in understanding children's reactions
• Celebrating differences fosters a more inclusive environment
• Resources can help parents and educators communicate about autism
• Open conversations can lead to greater understanding among peers

Bio:

Andi Putt, also known as Mrs. Speechie P, is an Autistic Speech Language Pathologist specializing in team-based Autism evaluations and neuro-affirming support. She is dedicated to empowering families and helping Autistic children understand and embrace their authentic selves while also advocating for each individual’s unique needs. When she’s not advocating for others, you can find her indulging in a good book, planning her next travel adventure, procrastinating literally anything, or enjoying time with her family.

Links:

Andi’s website: https://www.mrsspeechiep.com/

Andi’s resources for talking to children about autism: https://www.mrsspeechiep.com/shop-all

Andi’s IG account (@mrsspeechiep): https://www.instagram.com/mrsspeechiep/?hl=en

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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Do you want more active engagement in your classroom? Today’s episode is an audio version of my training titled “3 Simple Strategies To Foster Engagement, Play & Communication In Autistic Preschoolers”. The training covers transforming dumping & throwing toys into structured play-based activities, the importance of following a child's interests, the need for flexibility in teaching approaches, and integrating augmentative and alternative communication (AAC) into play-based learning. The session aims to empower educators and parents with actionable insights to support young autistic children effectively. Keep listening to learn more!

Takeaways

● Ideas for transforming dumping and throwing behaviors into structured play activities

● Exploratory play is a natural part of development for all children, including autistic children

● Following a child's lead means observing their interests and engaging with them at their level

● Identifying deep interests can significantly enhance engagement and learning

● Flexibility in teaching allows for real-time adjustments to meet children's needs

● Integrating AAC into play creates a low-pressure environment for communication

● Modeling language without expectation fosters confidence in using AAC

● Play should be fun, reciprocal, and pressure-free to encourage natural exchanges

● Using children's interests in lesson plans can make learning more meaningful

● Building trust through play is crucial for developing relationships with autistic children

Links

3 Simple Strategies Handout: https://drive.google.com/file/d/1q2MIOQ9Hn5TZBVEAnYQQOdzDBqw7uNj2/view?usp=sharing

Watch the YouTube version with slides showing the concepts:

https://youtu.be/Y9Z1Ok-f84U

Themed play visual supports: https://www.teacherspayteachers.com/Product/Autism-Play-Themed-Visual-Supports-For-Special-Education-8414926

Put-In Activity Challenge: https://autismlittlelearners.thrivecart.com/put-in-challenge-2024/

You may also be interested in these supports:

1. Visual Support Starter Set

2. Visual Supports Facebook Group

3. Autism Little Learners on Instagram

4. Autism Little Learners on Facebook

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In today’s episode, I’ll be discussing Pathological Demand Avoidance (PDA) with Dr. Taylor Day. The conversation explores the drive for autonomy in children with PDA, the impact of the fight or flight response, and effective strategies for supporting these children in educational and home settings. Dr. Tay advocates for a nuanced approach to parenting and teaching that respects children's autonomy while maintaining necessary boundaries. Buckle up, because you are going to learn so much today!

Bio: Dr. Taylor Day is a licensed psychologist specializing in neuroaffirming care for autistic children and their families, including very early diagnosis and early intervention. She has a Ph.D. in clinical psychology and is the CEO and founder of Dr. Tay Concierge Clinical Care.

Her practice integrates The Whole Family Approach, a process she created utilizing evidence-informed principles after seeing a gap in autism care. Her passion for child psychology and her focus on autism is in many ways tied to her own personal experience growing up with a brother who was diagnosed at 23 months of age.

Links:

Dr. Tay’s Instagram: https://www.instagram.com/the.dr.tay/

Dr. Tay’s Website: https://drtaylorday.com

Evolve Podcast: https://podcasts.apple.com/us/podcast/evolve-with-dr-tay-the-podcast-for-parents-of-autistic-kids/id1659784037

Takeaways

● PDA is not a well-defined diagnosis but a theorized profile of autism.

● Understanding the nervous system's response is crucial in addressing PDA behaviors.

● Children with PDA often seek autonomy and challenge authority.

● Traditional parenting models may not work for children with PDA.

● Collecting data on behaviors helps identify effective interventions.

● Low demand approaches can be beneficial but must be balanced with boundaries.

● Collaboration among adults is key to supporting children with PDA.

● Recognizing the human behind the behavior fosters better relationships.

● Teaching skills for autonomy is essential for long-term success.

● Empowering children with choices enhances their learning experience.

● Focusing on mastery over repetition can reduce stress for students.

● Parents' insights about their children should be valued and respected.

● The educational system needs to adapt to individual needs rather than enforcing rigid rules.

● Connection and trust are fundamental in supporting children with challenging behaviors.

You may also be interested in these supports:

1. Visual Support Starter Set

2. Visual Supports Facebook Group

3. Autism Little Learners on Instagram

4. Autism Little Learners on Facebook

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In this episode, I talked to Lauren Sharifi about Avoidant Restrictive Food Intake Disorder (ARFID), its definition, and subtypes. We also discussed the challenges faced by individuals with ARFID, particularly in educational settings. Lauren shares insights on identifying early signs of ARFID in children, the impact of sensory issues, and strategies for supporting children with ARFID in a way that respects their individual needs and experiences. The discussion emphasizes the importance of validating experiences, accommodating sensory preferences, and engaging parents and educators in understanding ARFID.

Bio: Lauren Sharifi is a Registered Dietitian Nutritionist based in Massachusetts with a virtual private practice specializing in Avoidant Restrictive Food Intake Disorder (ARFID). She offers both individual and group support for adults, teens, and caregivers navigating ARFID.

Lauren is also dedicated to expanding access to neurodivergent-affirming resources and care for those with ARFID. Lauren shares educational and informational resources on neurodivergent-affirming care on her website LaurenSharifi.com as well as on social media @arfid.dietitian.

Takeaways

· ARFID is a recognized disorder that often co-occurs with neurodivergent conditions.

· There are three subtypes of ARFID: low interest, sensory, and fear-based.

· Early signs of ARFID include extreme sensory reactions and avoidance behaviors.

· Educators should create a safe and accommodating environment for children with ARFID.

· Sensory issues can significantly impact a child's relationship with food.

· ARFID can manifest differently in each individual, making personalized approaches essential.

· Validation of a child's experience is crucial in supporting them with ARFID.

· Parents should be encouraged to provide safe foods without judgment.

· It's important to avoid commenting on what children eat to reduce anxiety.

· Support from dietitians can help parents navigate their child's nutritional needs.

Links

Lauren's Instagram: https://www.instagram.com/arfid.dietitian/

Lauren's Links: https://linktr.ee/Arfid.dietitian?fbclid=PAZXh0bgNhZW0CMTEAAaZWEYbWCldRceVOWum96BW6K8e3Fdd5VRDR8DUI-BPVgzKEiDVZuyEsxOE_aem_clHJHKYcOIXvW5LaJBAq-w

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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This episode explores the profound impact of stress on autistic children, emphasizing the need for compassionate approaches to behavior management. It highlights the importance of understanding behaviors as forms of communication, the necessity of self-advocacy, and the creation of supportive environments that cater to the unique needs of autistic individuals.

The discussion provides practical strategies for educators and caregivers to foster emotional regulation, validate feelings, and promote effective communication.

Takeaways

1. Behavior is deeply tied to stress, especially for autistic children.
2. Stressful environments can exacerbate behavioral challenges.
3. Understanding behaviors as communication is crucial.
4. Compassion-based approaches prioritize understanding unmet needs.
5. Traditional compliance-focused methods can harm emotional well-being.
6. Self-advocacy is essential for autistic individuals' safety.
7. Protests are valid forms of communication.
8. Creating predictable routines helps reduce anxiety.
9. Co-regulation is vital for emotional management.
10. Effective communication tools empower autistic children

Links

Research article #1: https://pmc.ncbi.nlm.nih.gov/articles/PMC6061115/

Research article #2: https://pmc.ncbi.nlm.nih.gov/articles/PMC3245359/

Calming Kit for preschoolers: https://www.teacherspayteachers.com/Product/Calm-Down-Kit-For-Calming-Corner-In-Special-Education-8140160

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this episode of the Autism Little Learners podcast, I talked to Erin Forward, a speech pathologist specializing in trauma-informed feeding. Erin shares her journey and passion for working with neurodivergent children, emphasizing the importance of understanding trauma in feeding therapy. She discusses the principles of trauma-informed care, the nuances of each child's feeding experience, and the significance of building trust and engagement.

The conversation highlights the need for a shift in feeding therapy practices to better support children and their caregivers. Erin discusses the complexities of pediatric feeding disorders, emphasizing the importance of trauma-informed care and the role of caregivers in creating supportive mealtime environments. She highlights the need for understanding children's cues, the significance of allowing children to feel safe and in control during meals, and the necessity of slowing down to foster a positive feeding experience. The discussion also touches on the educational aspect of feeding and the importance of recognizing individual needs in children, particularly those with trauma or neurodiversity.

Bio

Erin Forward, MSP CCC-SLP, CLC is a speech-language pathologist and certified lactation counselor. Erin works as an SLP at a private practice She has advanced training in pediatric feeding and swallowing disorders, early language, AAC, and trauma, specifically for medically complex children. Erin holds an Expert DIR®Floortime Provider Certification and is a TBRI® Trained Practitioner. She graduated from the University of Pittsburgh with a Bachelor's degree in CSD and Psychology and graduated from the University of South Carolina with her Master's in Speech Pathology. She is the co-host of "First Bite: A Speech Therapy Podcast" with Michelle Dawson, MS, CCC-SLP, CLC, where she shares her experiences and evidenced-based practices from her time working in early intervention/home health, NICU/PICU, GI clinic, and outpatient clinic settings. Erin truly values building relationships and helping a child be their authentic self.

Links

First Bite Podcast: https://www.speechtherapypd.com/podcast?name=Firstbite

Erin Forward's Website & Course: https://www.erinforwardslp.com

Takeaways

· Feeding therapy must be individualized for each child.

· Trauma-informed care includes principles like safety and trust.

· Children learn about food similarly to how they learn about toys.

· Building trust with caregivers is essential for feeding success.

· Children need to feel safe before they can explore new foods.

· Engagement and communication can lead to feeding progress.

· Understanding a child's unique cues is vital in therapy.

· The relationship between therapist and child is key to success.

· Feeding Matters is crucial for early identification of feeding disorders.

· Understanding the psychosocial aspects of feeding is essential.

· Children need to feel safe and in control during mealtime.

· A dysregulated adult cannot help a dysregulated child.

· Children should have access to their safe foods without earning them.

· Caregivers must recognize their own feeding-related trauma.

· Creating a safe mealtime environment is vital for progress.

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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Transitions are a natural part of any day—whether it’s moving from playtime to circle time, transitioning to lunch, or ending a fun activity to go home. While many children find transitions challenging, they can be particularly difficult for autistic kids. What may seem like a simple shift to others can feel overwhelming, disorienting, and even distressing for autistic kids.

Today I’m going to talk about why transitions are hard for autistic children and provide actionable strategies to support them. By understanding the underlying challenges and implementing thoughtful solutions, we can make transitions smoother and less stressful for everyone involved.

Takeaways

1. Autistic children thrive on routine and consistency.
2. Transitions can create anxiety due to unpredictability.
3. Sensory changes during transitions can be overwhelming.
4. Executive functioning challenges make shifting attention difficult.
5. Emotional attachments to activities can lead to distress during transitions.
6. Monotropism allows for deep learning and creativity.
7. Visual schedules can help children anticipate transitions.
8. Empathy and validation are crucial during difficult transitions.
9. Video modeling is an effective tool for teaching transitions.
10. Building predictable routines can ease transition anxiety.

Links

Video Modeling Guide: www.autismlittlelearners.com/video

Blog post about video modeling: https://autismlittlelearners.com/autism-video-modeling/

Related podcast episode #15: https://podcasts.apple.com/us/podcast/the-autism-little-learners-podcast/id1665404820?i=1000610719012

More information on Monotropism: https://podcasts.apple.com/us/podcast/monotropism-and-neurodiversity/id1729259545?i=1000659200713

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this episode of the Autism Little Learners podcast, Tara interviews Cari Ebert, a speech-language pathologist and advocate for neurodiversity-affirming approaches. They discuss the importance of recognizing autistic play as authentic play, the significance of deep interests in children's learning, and the need for meaningful connections between children and adults. Cari emphasizes the importance of creating supportive environments that honor children's unique ways of learning and playing, and the necessity of presuming competence in autistic children. The conversation highlights practical strategies for educators and parents to foster engagement and connection with autistic children, ultimately celebrating their joy and individuality.

Takeaways:

1. Autistic children have different ways of learning and playing.
2. Play is a spontaneous activity and should be honored as such.
3. Deep interests can be leveraged to create meaningful connections.
4. Creating a supportive environment is crucial for learning.
5. Presuming competence in autistic children is essential.
6. Connection leads to meaningful communication.
7. Reflecting on practices helps improve outcomes for children.
8. Expanding play schemes can enhance engagement.
9. Individualized approaches are necessary for effective learning.
10. Autistic joy should be celebrated and honored.

Links:

Cari's free handout "Autistic Play Is Authentic Play": https://cariebert.com/freebie

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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Tara shares her journey of founding Autism Little Learners, a platform dedicated to supporting educators and parents of young autistic children. Inspired by personal loss and a professional gap in resources, she creates engaging materials and training to empower those working with autistic children. The conversation highlights the impact of the pandemic on education, the importance of community and collaboration, and the personal motivations that drive her mission.

Takeaways:

1. Autism Little Learners was founded in response to personal loss.
2. There was a significant gap in resources for young autistic children.
3. The pandemic highlighted the need for accessible educational materials.
4. Creating free stories during the pandemic helped many families.
5. Training for educators and parents is essential alongside resources.
6. The Autism Little Learners membership provides community support.
7. Courses developed include Potty Train with Compassion and Visual Schedules Made Easy.
8. Collaboration with other professionals enhances the community's impact.
9. Family support has been crucial in Tara's journey.
10. The mission is to create compassionate classrooms for autistic children.

Links:

Autism Little Learners Membership: www.autismlittlelearners.com/member

Potty Train With Compassion Course: https://autismlittlelearners.lpages.co/potty-train-with-compassion/

Visual Schedules Made Easy Course: https://autismlittlelearners.lpages.co/visual-schedules-made-easy-course/

Teachers Pay Teachers Store: https://www.teacherspayteachers.com/store/autism-little-learners

Get on the Preschool Autism Summit Waitlist: https://autismlittlelearners.myflodesk.com/spxk8iqd9s

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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This episode focuses on the significance of predictable routines for autistic preschoolers, emphasizing how they can reduce anxiety, build independence, and strengthen connections. Tara shares practical strategies for implementing these routines in the classroom, including the use of visual schedules and transition objects. The discussion also covers the importance of flexibility within routines, real-life examples of predictable routines, and tips for overcoming common challenges faced by educators and caregivers.

Takeaways

1. Predictable routines help reduce anxiety for autistic children
2. Routines provide a sense of control and empowerment
3. Visual schedules can significantly improve task compliance
4. Transitions are often the most challenging parts of the day
5. Using songs and cues can help signal transitions effectively
6. Building routines into transitions can ease the process
7. Morning and end-of-day routines are crucial for stability
8. Flexibility within routines is important for adapting to changes
9. Involving children in creating routines fosters engagement
10. Routines can transform the classroom environment and children's lives

Links

Visual Supports Starter Set (with the all-done bucket): www.autismlittlelearners.com/visuals

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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Fostering positive relationships with autistic preschoolers is incredibly important. In this episode, I talk about emotional safety, understanding sensory needs, and the role of co-regulation in supporting self-regulation. The discussion highlights the need to step out of traditional teacher roles, validate autistic play, and harness deep interests to create meaningful connections. Core values such as compassion over compliance and honoring neurodiversity are explored, along with strategies for creating joyful, neuroaffirming classrooms. The conversation concludes with a focus on the long-term impact of connection and the importance of empowering educators and caregivers.

Takeaways:

Positive relationships create emotional safety for children.

Understanding sensory needs is crucial for connection.

Co-regulation supports self-regulation in children.

Stepping out of teacher mode fosters authentic connections.

Autistic play is valid and meaningful, reflecting unique interactions.

Deep interests can be a doorway to connection.

Compassion over compliance is essential in education.

Creating joyful, neuroaffirming classrooms enhances learning.

Presuming competence in communication builds trust.

Connection lays the foundation for long-term success.

Links:

Episode 90: Autism & Play Culture with Dr. Pamela Wolfberg https://podcasts.apple.com/us/podcast/the-autism-little-learners-podcast/id1665404820?i=1000671411034

Blog: Strength-Based Approach For Teaching Autistic Children: https://autismlittlelearners.com/strength-based-approach/

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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Today’s episode focuses on strategies for supporting emotional and sensory regulation in young autistic preschoolers. It emphasizes the importance of creating a supportive classroom environment, utilizing sensory tools, and the role of co-regulation with adults. The discussion also highlights the need for tailored interventions and integrating regulation strategies throughout the day, as well as specific approaches for sensory seekers and avoiders. Finally, it addresses the long-term benefits of developing regulation skills in children.

Takeaways:

1. The classroom environment plays a critical role in supporting regulation.
2. Minimizing sensory overload is essential for autistic kids.
3. Calming corners can help children manage sensory input and emotions.
4. Visual supports enhance communication and reduce behavioral challenges.
5. Sensory tools can help children achieve an optimal level of arousal.
6. Co-regulation involves adults modeling calmness to help children.
7. Understanding each child's unique sensory needs is crucial.
8. Integrating regulation strategies throughout the day is important.
9. Heavy work activities can help sensory seekers feel centered.
10. Helping autistic preschoolers develop regulation skills leads to lifelong benefits.

Links:

Calming Kit Visuals

Addressing Sensory Needs for Children With Autism Spectrum Disorder in the Classroom - Sage Journals Article

Mindfulness & Regulation With Sarah Habib

Rethinking Hand Over Hand Prompting With Dr. Diamond Rashad

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this episode of the Autism Little Learners podcast, Tara Phillips discusses the importance of setting meaningful intentions for the new year rather than rigid resolutions. She emphasizes the significance of connection, flexibility, and growth as key areas to focus on in 2025. The episode includes a reflective activity to help listeners identify their guiding word, a small action, and an achievable goal for the year ahead, encouraging a gentle and process-oriented approach to personal and professional development.

Free Setting Intentions PDF: www.autismlittlelearners.com/intention

Takeaways:

Setting intentions is about aligning actions with values.

Intentions are more flexible than rigid resolutions.

Connection is foundational in education and caregiving.

Flexibility is essential in adapting to challenges.

Growth can be simple and incremental.

Reflecting on your 'why' can guide your intentions.

Small, consistent actions can lead to meaningful change.

Trusting your instincts is crucial in goal setting.

Engaging with the community enhances support and motivation.

Starting today with small steps can lead to significant progress.

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this special Christmas Eve episode of the Autism Little Learners podcast, host Tara Phillips emphasizes the importance of celebrating small wins in our lives, particularly in the context of working with young autistic children. She reflects on how these small moments of progress can lead to significant changes and shares inspiring stories from the Autism Little Learners community. Tara encourages listeners to take time to reflect on their own wins and offers practical tips for maintaining a positive mindset as they head into the new year.

Free Gratitude PDF: www.autismlittlelearners.com/gratitude

Takeaways:

The power of celebrating small wins is often overlooked.

Small acts of care and compassion can lead to big impacts.

Reflecting on positive moments can significantly increase happiness.

It's important to appreciate what has worked, not just what needs improvement.

Sharing success stories reinforces the importance of small victories.

Every choice made in the classroom contributes to making a difference.

Taking time to reflect can shift your mindset positively.

Progress can be a series of small steps, not just big leaps.

Creating a record of growth helps in remembering positive moments.

Community support is vital in celebrating and sharing wins.

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this conversation, TaraPhillips and Amy Zembriski discuss the intricacies of Gestalt Language Processing (GLP) in children, particularly autistic kids. They explore the differences between GLP and analytic language processing, the importance of presuming competence, and the role of Augmentative and Alternative Communication (AAC) in supporting these children. The discussion emphasizes the need for meaningful communication opportunities, building relationships, and effective collaboration between speech-language pathologists and special education teachers. Amy shares practical strategies for AAC programming and modeling communication without pressure, highlighting the importance of understanding each child's unique needs and preferences.

Takeaways:

1. Gestalt Language Processing involves repeating chunks of language heard.
2. Children using GLP often have rich intonation and delayed echolalia.
3. Presuming competence is crucial for supporting GLPs.
4. AAC access is essential for communication development for many children.
5. There is no one-size-fits-all AAC system for GLPs.
6. Modeling communication should be done without expectation.
7. Creating meaningful opportunities enhances learning.
8. Building safety and trust is foundational in therapy.
9. Effective collaboration between SLPs and educators is vital.
10. Empathy and understanding are key in supporting AAC users.

Bio:

Amy is a certified speech-language pathologist with an extensive background working in a variety of settings, including acute care, skilled nursing facilities, schools, early intervention, and private practice. Additionally, she has had past experience working as an adjunct professor supervising graduate students during their diagnostic clinical practicum. Specializing in augmentative and alternative communication (AAC) and gestalt language processing, Amy offers expert support for families with autistic children. Her passion lies in educating and empowering families through neurodiversity-affirming practices, fostering an inclusive and progressive approach to speech therapy.

Links:

Website: https://www.speech-therapy-connections.com/

Instagram: https://www.instagram.com/amyz.theslp/

Free Resources From Amy:

WeaveChat Guide (How to guide with getting started with this free app)

https://speechtherapyconnections.myflodesk.com/weavechataac

The Script Keeper (Supporting GLPs in early stages) https://speechtherapyconnections.myflodesk.com/ub8furzpiv

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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In this celebratory 100th episode of the Autism Little Learners podcast, host Tara Phillips reflects on her journey of creating the podcast and the resources for autistic children. Joined by her husband Jason, they discuss the inspiration behind Autism Little Learners, the evolution of the podcast, and the impact it has had on listeners and the community. They share milestones, audience feedback, and future plans, including new projects and the importance of maintaining a personal life amidst their work.

Gift for listening to the 100th episode: www.autismlittlelearners.com/penguin

Takeaways:

• The podcast started as a way for Tara to cope with grief after losing her father.
• Creating resources for autistic children was a response to a lack of suitable materials.
• The podcast aims to provide valuable information to educators and parents.
• Consistency in posting episodes has been key to the podcast's success.
• Audience feedback shapes the content and direction of the podcast.
• The impact of the podcast is felt through listener stories and feedback.
• Future plans include a second annual Preschool Autism Summit.
• Tara emphasizes the importance of community in her work.

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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Today, I’m thrilled to introduce Christina from Twinning with Autism, an inspiring advocate and mother of three autistic children. Christina shares her family's journey with authenticity, humor, and compassion, offering valuable insights into parenting, advocating, and navigating the world of autism. In this episode, we dive into her experiences raising twins diagnosed at 18 months, her journey as a self-diagnosed autistic adult, and the critical lessons she's learned about fostering acceptance and understanding. Get ready for an honest, heartfelt conversation that sheds light on the importance of connection, advocacy, and building a brighter, more inclusive future for autistic individuals. Let's get started!

In this episode of the Autism Little Learners podcast, Tara Phillips interviews Christina, a mother of three autistic children, including twin boys and a daughter. They discuss the challenges and triumphs of parenting autistic children, the importance of sharing experiences on social media, and the need for greater awareness and support for autistic girls. Christina shares her personal journey of self-discovery and the impact of COVID-19 on families with autistic children. The conversation emphasizes the significance of understanding neurodiversity and the concept of co-regulation in supporting children's emotional needs. In this conversation, Tara Phillips shares her insights on parenting autistic children, emphasizing the importance of understanding, compassion, and effective communication between parents and educators. She discusses the challenges faced by parents of autistic twins, the significance of respecting parental knowledge, and the need for safety protocols in schools. Tara advocates for a shift in societal perspectives towards autism, aiming for a future where compassion and understanding prevail.

You can also watch this episode on YouTube: https://youtu.be/D0MF8oYPVUs

Bio: Christina Young is a proud mother of nine year-old twin-boys, and a six year-old daughter, all of which are autistic. She began sharing their family's journey with autism in 2021 on her blog (www.twinningwithautism.com), and through her Instagram Feed (@twinningwithautism). She's been happily married to her wife, Steph, for over a decade, and has spent the majority of her career in Fundraising, Event Planning, and Operations. Her passions are understanding human behavior, and how we communicate both verbally and nonverbally, which led her to discovering the Enneagram in 2022 which she now spends all her free time learning about and sharing with others. She's also a practiced photographer and storyteller, who's working on a memoir and children's book, both which will share deeper stories about autism. She actively engages with other parents on Instagram and is always willing to lend a listening ear when needed.

Connect With Christina:

1. Website: www.twinningwithautsim.com
2. Instagram: @twinningwithautism

Takeaways:

1. Social media can provide vital support for parents.
2. Sharing experiences helps parents feel less isolated.
3. Understanding autism requires a shift in perspective.
4. The diagnosis process can be emotional and complex.
5. COVID-19 has significantly impacted autism families.
6. Advocacy for autistic girls is crucial for their well-being.
7. Co-regulation is essential for emotional support in children.
8. Parents need to understand their child's neurodiversity.
9. It's important to break the stigma around autism.
10. Every child deserves to be seen and supported authentically. Some kids need space to feel their feelings.
11. Stopping a child's stim can contradict self-regulation.
12. Parenting requires flexibility and understanding of each child's needs.
13. It's essential to prioritize the child's safety and well-being.
14. Parents should not feel pressured to implement every educational strategy at home.
15. Trusting parents' insights about their children is crucial for educators.
16. Video modeling can effectively bridge skills between home and school.
17. Compassion in education fosters a supportive environment for all children.
18. Documentation in IEPs is vital for continuity and understanding.
19. Inclusive classrooms promote compassion and understanding among students.

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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Today, we’re diving into such a fun topic: the power of music in language development, especially for children who are Gestalt language processors. My guest, Victoria Matkowski, is a dedicated pediatric speech-language pathologist with several years of experience, and she’s here to share her unique approach to helping young children communicate by tapping into the natural rhythms and melodies they’re drawn to. If you’ve ever wondered why so many autistic kids seem to connect with music or how you can use music to support language development, you’re in the right place.

Watch on YouTube: https://youtu.be/AF6ZYDFbTvM

Bio:

Victoria Matkowski A.K.A. Tor is a neurodiversity-affirming pediatric speech-language pathologist with 13 years of experience. She has a particular interest in and passion for supporting Gestalt Language Processors. Tor believes therapy starts with connection and promotes using all communication modalities. She strives to empower families by educating and providing guidance and support. She provides clinic-based and in-home therapy, virtual parent coaching sessions, and has a YouTube channel called Playtime with Tor, that is specifically intended to support Gestalt Language Processors.

Connect With Victoria:

1. Instagram: https://www.instagram.com/playtimewithtor/
2. Website: https://playtimewithtor.co/
3. YouTube: https://www.youtube.com/@playtimewithtor
4. Free Resource Library: https://playtimewithtor.co/newsletter-sign-up

Summary:

In this conversation, Tara Phillips interviews Victoria (Tor’) Matkowski, a pediatric speech-language pathologist, about Gestalt language processing (GLP) and its significance in language development, particularly for autistic children. They discuss the differences between analytic and gestalt language processing, the importance of video modeling in teaching language, and how music plays a crucial role in engaging GLPs. Victoria shares insights on creating content for her YouTube channel (Playtime With Tor’) aimed at supporting GLPs and offers practical tips and resources for parents and educators.

Takeaways:

1. Gestalt language processing involves using chunks of language as units of meaning.
2. Delayed echolalia is a common characteristic of GLPs.
3. Video modeling can effectively demonstrate language use for GLPs.
4. Music is a powerful tool for engaging children with GLP.
5. Co-watching videos with children enhances understanding and language acquisition.
6. Songs can be tailored to model specific language for everyday situations.
7. Parents and educators can use video content to support language development.
8. Understanding the emotional context of language is crucial for GLPs.
9. Routine-based videos help children learn language in familiar contexts.
10. Resources are available to support families and educators working with GLPs.

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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In this episode, we welcome Sarah Habib, founder of The Calm Caterpillar, who shares her journey in creating tools that help children, both neurotypical and neurodivergent, manage big emotions. Sarah’s calm corner kits and sensory aids are transforming classrooms and homes by fostering emotional regulation and reducing disruptions. Hear how she’s making a difference nationwide, including her inspiring work in Uvalde, Texas. Tune in to learn more about building compassionate, neurodiversity-affirming spaces for kids!

Watch on YouTube: https://youtu.be/1kzqoTm_XGM

Bio:

Sarah Habib

Sarah is a renowned educator and advocate for student wellness, with extensive experience spanning hundreds of schools and districts nationwide. Over her career, Sarah has collaborated closely with principals from elementary through high schools, helping to shape and support environments where both students and educators thrive. Her leadership in professional training has empowered countless administrators and teachers, equipping them with the tools and strategies needed to foster holistic development within their schools.

One of Sarah's notable contributions includes her work with the Uvalde school district, where she trained guidance counselors to implement calm spaces in schools, fostering environments that support emotional regulation and improve classroom behavior. This initiative exemplifies her commitment to providing actionable, compassionate solutions that address both immediate needs and long-term well-being.

As an inventor and entrepreneur, Sarah developed unique tools that enhance children's breathing techniques and emotional regulation, impacting thousands of families. Since 2017, her curriculum has grown from a single-school initiative to an essential program across 45 schools, reaching over 10,000 students, with more than 2,000 engaging weekly. Her program serves students from ages two to eighteen and fulfills Ohio's state requirements for Social and Emotional Learning for Cincinnati Public Preschool students.

Sarah's dedication to mindfulness extends through her nearly decade-long leadership of a non-profit focused on movement and mindfulness, promoting a balanced approach to education that values both mental and physical well-being. To ensure the effectiveness of her curriculum, she has co-sponsored a range of scientific studies, establishing an evidence-based foundation for her tools and training programs.

Academically, Sarah holds a Bachelor of Arts from Tufts University. She also has a certification in Z-Health, a movement training system that uses neuroscience to enhance performance, and a certification from Mindful Schools. Her work is a testament to her vision of education as a comprehensive journey, where wellness and learning go hand in hand, fostering environments where both students and educators can thrive.

Connect With Sarah:

1. Instagram:https://www.instagram.com/thecalmcaterpillar/?hl=en
2. Website: thecalmcaterpillar.com
3. Email: sarah@thecalmcaterpillar.com

Resources Mentioned:

1. ACES info: https://www.cdc.gov/violenceprevention/aces/about.html
2. ACES info: https://healthy.kaiserpermanente.org/health-wellness/health-encyclopedia/he.understanding-how-adverse-childhood-experiences-aces-can-affect-children.acm1499
3. The Calm Caterpillar products: https://thecalmcaterpillar.com/collections/shop-all
4. Discount code of 15%: AutismLittleLearners

Topics Covered:

1. Introduction: Sarah Habib, founder of Calm Caterpillar, aims to help neurodivergent children manage emotions through practical skills.
2. Origin: Launched during the pandemic to support families in Cincinnati Public Schools, fostering consistency between home and school.
3. Calm Corner Kits: Distributed 2,200 kits to preschoolers, featuring meditation cushions and breathing tools, with 86% parent engagement through bi-weekly texts.
4. Behavioral Impact: Reduced classroom disruptions and enhanced pro-social skills, highlighting the need for emotional regulation practice at home and school.
5. Product Development: Created tools like "Calming," a weighted plush, and "Bloomy," a tactile breathing tool for teaching breathing techniques.
6. Teaching Techniques: Focuses on teaching breathing in calm states, using co-regulation, and modeling behavior for children.
7. Buddy Breathing: Introduced a hand-tracing breathing technique adaptable for both neurotypical and neurodivergent children.
8. Calm Corner Implementation: Advocates for calm corners in classrooms for self-regulation and independent breathing practice.
9. Adverse Childhood Experiences (ACEs): Addresses ACEs' impact on emotional health and the role of mindfulness in mitigation.
10. Uvalde Initiative: Provided calm corner kits and training to Uvalde school counselors post-shooting, emphasizing emotional management.
11. Collaboration and Resources: Offers customizable kits for schools and promotes collaboration with educators and caregivers for emotional regulation strategies.

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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Is PECS out as an AAC tool for autistic kids? Today, we’re diving into a hot topic in the world of autism and communication: the Picture Exchange Communication System, or PECS. Over the years, PECS has been widely used as a way for autistic children to communicate, but as new research and insights have emerged, there’s been a lot of conversation—some of it controversial—around its effectiveness and limitations.

In this episode, I’m thrilled to be joined by two speech-language pathologists, Paulina Elias, and Amanda Blackwell, from Natural Communication, who share their invaluable expertise on PECS and the bigger picture of AAC (Augmentative and Alternative Communication) for autistic children. We explore how PECS started, what it offers, and why more and more professionals are moving toward more flexible, child-led communication methods that honor autonomy and individuality.

You’ll hear us discuss everything from the importance of giving kids the freedom to say ‘no’ to strategies that empower communication beyond requests. Plus, we talk about the pitfalls of hand-over-hand prompting and the emerging preference for tools that grow with a child’s communication needs.

If you’re an educator, parent, or anyone working with autistic children, this episode will give you new perspectives on PECS, AAC, and the role of true connection in supporting autistic communication. Get ready for a thought-provoking discussion that might change the way you think about communication support!

Watch on YouTube: https://youtu.be/Tu4rKeAM0dc

Bios:

Paulina Elias, M.Cl.Sc., SLP Reg. CASLPO

Paulina is a multilingual speech language pathologist (SLP) living in Canada. Although she works with people of different ages and communicative needs, she has a special interest in the areas of multilingualism, gestalt language development, and autism. Paulina enjoys collaborating directly with families and interdisciplinary teams in each person's native language. At this time, Paulina offers international consults virtually, and evaluation and intervention services in Ontario, Canada. She regularly presents internationally on the topics of multilingualism, gestalt language development, and AAC.

Dr. Amanda Blackwell, EdD, SLPD, CCC-SLP

Dr. Amanda is passionate about communication in all forms. She has had the opportunity to learn from a variety of people from diverse cultural backgrounds as she has lived and worked full time as a bilingual (English/Spanish) SLP in Guatemala since 2013. Dr. Blackwell teaches postgraduate courses in autism and AAC at Minot State University and Saint Mary's College, and mentors SLPD students in their capstone research projects through the MGH Institute of Health Professions and Rocky Mountain University. She loves to travel around the world (with recent trips to Spain, Argentina, Ecuador, Mexico, Paraguay, Honduras, and Sri Lanka) to collaborate with professionals in presentations, workshops, research, and autism identification (ADOS-2).

Topics Covered:

1. Podcast features Paulina and Amanda from Natural Communication discussing updates in PECS and AAC.
2. Paulina is a multilingual speech-language pathologist from Guatemala; Amanda is a U.S. speech-language pathologist with 11 years in Guatemala, focusing on autism and AAC.
3. Both advocate for accessible information in multiple languages, especially Spanish, and are expanding to French and Portuguese.
4. PECS, created in 1985, is a structured communication system based on ABA principles, mainly for requests.
5. Criticism of PECS includes its rigidity and lack of fostering true communication skills beyond requests.
6. Hand-over-hand prompting is discouraged due to autonomy concerns; hand-under-hand is recommended for better control.
7. Communication books should enable autonomous communication, including the ability to protest or reject.
8. Building relationships and trust with clients is essential for effective communication and learning.
9. The podcast calls for a shift from traditional methods like PECS to more flexible, multimodal communication strategies.
10. Natural Communication provides resources in English and Spanish, including a crash course on Gestalt language development, and engages in research and workshops to enhance AAC practices.
11. Listeners are encouraged to explore free printable communication boards and resources to support AAC implementation.

Connect With Paulina & Amanda:

1. Our English website (for free resources, our parent and professional courses, professional development events, and individual consultations info): www.naturalcommunication.com
2. Our Spanish website (for free resources, our parent and professional courses, professional development events, and individual consultations info): www.comunicacion-natural.com
3. Our socials: @natural.communication (English) and @comunicacionnatural (Spanish)
4. Instagram: https://www.instagram.com/natural.communication/ and https://www.instagram.com/comunicacionnatural

Resources Mentioned:

1. ASHA Journal Article: https://pubs.asha.org/doi/10.1044/2023_PERSP-23-00098
2. Playground AAC board: https://www.prc-saltillo.com/articles/playground-core-communication-boards-from-prc-saltillo?mode=view
3. PRC Saltillo core: https://saltillo.com/chatcorner/content/29
4. GRID core board: https://thinksmartbox.com/news/low-tech-super-core-resources/
5. Avaz core board: https://avazapp.com/avaz-aac-coreboards/
6. Assistiveware core boards in different languages: https://www.assistiveware.com/learn-aac/quick-communication-boards
7. Project Core boards: https://www.project-core.com/communication-systems/
8. Smarty Symbols Core: https://smartysymbols.com/free-core-board-download/

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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In today’s episode, I’m talking to Clay Hadden. You might know him on Instagram or YouTube as Mister Clay. Clay is a speech/language pathologist and he runs a popular YouTube Channel where he offers several videos that combine music and visuals to work on language skills in a super fun way. Clay also just published his first children’s book. In this interview we chatted about his new book…which I LOVE, as well as using video modeling for young autistic kids. Jump in and listen now!

Bio: Clay Hadden, M.S. CCC-SLP, is a speech-language pathologist with over 18 years of experience in providing child-centered therapy. He specializes in a play-based, child-led approach with a strong focus on augmentative and alternative communication in his speech clinic in Aiken, SC. Clay also creates children's music with The SOKS and offers educational content on his YouTube channel, Mister Clay. His goal is to one day fund therapy services for under- and uninsured families with proceeds from his creative ventures. His first picture book, 'I Hear Nature' from Ninewise Publishing comes out November 19th, 2024.

Topics Covered:

1. Clay’s Background: Journey from pre-med to becoming a speech-language pathologist, his transition to pediatric work, and establishing his own practice, Ready, Set, Talk.
2. Pandemic Pivot: Creation of his YouTube channel during the pandemic to provide AAC modeling videos for clients.
3. Encouragement for Content Creation: Clay encourages other speech therapists to try content creation, such as books, videos, and podcasts, even if it's intimidating.
4. Mission to Support Families: Clay’s goal to use income from his creative work to provide low-cost therapy services for families in need.
5. New Book for Young Children: Clay’s children's book, designed with onomatopoeic sounds and interactive elements, aimed at engaging young children, including nonverbal and early communicators.
6. Fundraising and Social Impact: Partnership with his publisher to donate books to children affected by Hurricane Helena in North Carolina.
7. Supporting Gestalt Language Processors: Clay’s use of book videos for children who are gestalt language processors, utilizing video models to provide consistent presentations for children who prefer it.
8. Video Modeling: Explanation of video modeling to aid in transitions, play, and skill development while respecting neurodiverse preferences.
9. Music in Therapy: Use of music as a tool to build relationships and teach language, modifying familiar songs to match children’s interests.
10. Adapting to Children's Preferences: Respecting individual children’s need for consistency and sameness in activities and using their interests as a bridge for engagement.

Connect With Clay + Resources Mentioned:

1. Mister Clay’s YouTube Channel: https://www.youtube.com/channel/UCk5n1tO-ZAI81kcq07PyyYA
2. Website: www.misterclay.com
3. Instagram: https://www.instagram.com/mister_clay_slp/
4. Facebook: Facebook.com/misterclayslp
5. I Hear Nature (Clay’s new children’s book): https://www.ninewisepublishing.com/product-page/i-hear-nature

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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Today I’m talking to Laura Hayes. Laura is a speech/language pathologist who specializes in AAC and does a lot of work surrounding AAC for gestalt language processors. You are going to LOVE Laura and everything she shares when it comes to AAC. Be sure to head over and list now!

Bio: Laura Hayes is a speech-language pathologist with over 15 years of augmentative and alternative communication (AAC) experience in both school and medical settings. Laura has presented across state, national, and international conferences. She has been published and supported both inpatient pediatric and educational augmentative and alternative communication research. She currently hosts a podcast for her school district, titled: “Innovative AAC Solutions”. She authored an online course on gestalt language processing and AAC found at www.meaningfulspeech.com, and she has supported thousands of AAC device users in moving towards autonomous communication.

In this episode, Tara speaks with Laura Hayes, an AAC expert and facilitator in St. Louis, about practical strategies for using Augmentative and Alternative Communication (AAC) with young autistic children. Laura shares her journey into speech pathology and her inspiration from her sister with complex communication needs. Together, they dive into key topics around AAC, from presuming competence to the importance of modeling language and honoring all forms of communication.

Topics Covered:

• Laura's Journey and AAC Innovations Learn about Laura’s early inspiration and her path into supporting AAC users, leading her to create the AAC Innovations platform to share insights and strategies.
• Common Missteps in AAC Laura explains why phrases like "say it on your talker" can hinder rather than help and offers compassionate alternatives to support autonomy in AAC users.
• The Power of Modeling and Autonomous Communication Why AAC users benefit from watching adults model language, and how this exposure supports authentic, autonomous communication development.
• Presuming Competence Discover the importance of believing in a child’s communication potential from the start, as Laura discusses setting high expectations and the positive impacts this mindset has on AAC users.
• Gestalt Language Processing in AAC Laura breaks down Gestalt Language Processing (GLP), explaining how some children learn language in chunks and the adaptations required to support them effectively in AAC.

Connect with Laura Hayes: Follow Laura on Instagram at AAC Innovations for more tips, strategies, and resources. You can also reach her via email at aacinnovations01@mail.com for specific questions.

Resources Mentioned:

• Lily’s Voice – AAC devices for children in need.
• Meaningful Speech – Beginner's Guide to AAC and Gestalt Language Processing w/Laura Hayes: https://www.meaningfulspeech.com/offers/4boeFFJ9/checkout
• IG: @aacinnovations
• The Role Of Perception In AAC: https://praacticalaac.org/praactical/25191/
• Stimming And AAC: https://www.youtube.com/live/RY06z0WzlFk?si=nHzEbNBMybE1VTE-

Key Takeaways:

• AAC support is ongoing and ever-evolving. Laura’s perspective reminds us that it's okay to learn as we go.
• Language development is unique to each child, and all communication attempts deserve validation.
• Microlearning AAC strategies can build confidence for educators and caregivers over time.

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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Today I’m talking to Katja Piscitelli, the Boho Speechie. Katja is a speech/language pathologist who specializes in gestalt language processing. She’s giving us so many tips and even some goal ideas! Don’t miss this episode, because Katja is a wealth of knowledge when it comes to supporting GLPs in your classroom, practice, or home!

Today I’m talking to Katja Piscitelli, the Boho Speechie. Katja is a speech/language pathologist who specializes in gestalt language processing. She’s giving us so many tips and even some goal ideas! Don’t miss this episode, because Katja is a wealth of knowledge when it comes to supporting GLPs in your classroom, practice, or home!

Bio: Katja Piscitelli is a pediatric speech therapist, owner of Total Spectrum Speech, and global presenter. Katja specializes in supporting gestalt language processors and AAC users and enjoys educating parents and therapists on this topic via social media as Boho Speechie, and on the podcast she co-hosts, the Great Language Partner.

In this episode, Katja and I talk about:

1. What is gestalt language processing
2. Stages of Natural Language Acquisition
3. Examples of gestalts
4. Strategies & practical tips for supporting gestalt language processors
5. Importance of connection with autistic kids
6. Examples of goals for GLPs

Links Related To This Week’s Episode:

Katja’s website: www.bohospeechie.net

Boho Speechie IG: https://www.instagram.com/bohospeechie/

Great Language Partner Podcast: https://podcasts.apple.com/us/podcast/the-great-language-partner-podcast/id1765331935

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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October is AAC Awareness Month and I am thrilled to have Angela Moorad, SLP, on the show today. We are going to be talking really specifically about how to use a split screen or a split view with AAC and another app or program, like YouTube or a book. Angela is going to show you step by step and what to do and how you can use these to enhance the communication of your child or students!

Angela Moorad, MS, CCC-SLP has 35 years of experience in AAC across the lifespan with a primary focus on ages birth to 21 years. She is the founder of OMazing Kids AAC Consulting, has done extensive beta testing and feedback for therapeutic, educational and AAC apps across the iOS, Android, Amazon Fire, Chromebook, Windows and Web-Based platforms, is active on social media and in numerous AAC/AT related Facebook groups, and is the author of several in-depth AAC feature matching resources (including info about AAC features to support Gestalt Language Processors) + several other AAC related resources.

Be sure to watch this episode on YouTube too, so you can see Angela demonstrate how to use a split view on a tablet: https://youtu.be/lFq7R-iBYbA

In this episode, Angela Moorad and I talk about:

1. How to use an AAC app side by side with another app or program
2. Using a split view/split screen with an AAC app and YouTube
3. Using a split view/split screen with an AAC app and Kindle
4. There are no pre-requisites for a robust AAC device

Links Related To This Week’s Episode:

The best way to reach Angela is via Facebook messaging over on her OMazing Kids AAC Consulting Facebook page: https://www.facebook.com/OMazingKidsAAC/

Email at: omazingkidsaactpt@gmail.com

You can also connect with her on her blog, social media and TPT:

Teachers Pay Teachers Store:

https://www.teacherspayteachers.com/Store/Omazing-Kids-Aac-Consulting

YouTube: https://youtube.com/user/amoorad1

Ko-Fi: https://ko-fi.com/omazingkidsaac

OMazing Kids AAC Consulting Facebook Page: https://www.facebook.com/OMazingKidsAAC/

AppPeeps Facebook Group: https://www.facebook.com/groups/OMazingKidsAppPeeps/

GoTalk Now AAC & GoVisual Visual Scene Apps – Ideas and Sharing Facebook Group:

https://bit.ly/GoTalkNowAACappGroup

Instagram: https://www.instagram.com/omazingkidsaac

Threads: https://www.threads.net/@omazingkidsaac

Twitter: https://www.twitter.com/amoorad

Pinterest: http://pinterest.com/OMazingKids/

Linktree: https://linktr.ee/amoorad1

LinkedIn: https://www.linkedin.com/in/angelamooradomazingkidsaac

AppRaven AAC App Collections: https://bit.ly/AAConAppRaven

Blog: https://omazingkidsllc.com / Resource Links page:

https://omazingkidsllc.com/omazing-kids-aac-resource-links

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October is AAC Awareness Month, so I thought it was a perfect time to revisit my interview with Rachel Madel! Rachel is a speech/language pathologist and is a leading voice in the realm of Augmentative and Alternative Communication or AAC. In this episode, Rachel and I chat about AAC, modeling without expectation, and multimodal communication. You are going to want to share this episode with all of your colleagues. Let’s jump in!

In this episode, Rachel Madel and I talk about:

1. The definition of AAC
2. Modeling without expectation
3. Presuming competence
4. Why kids don’t have to “prove they are ready” for AAC
5. Different types of AAC
6. How to get “buy-in” with AAC

Links Related To This Week’s Episode:

1. Rachel’s Free Resource Library
2. AAC Ally Course
3. Talking With Tech Podcast
4. Rachel’s Instagram
5. Rachel’s Website
6. Rachel’s TikTok

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

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Welcome to today’s episode! I’m excited to introduce you to my mentor, Dr. Pamela Wolfberg, a pioneer in the field of autism and play. We dive into what defines true play for all children and why it’s so important to ensure that our autistic kids have the opportunity to play in ways that bring them joy. Dr. Wolfberg shares her insights on creating inclusive play environments that honor each child’s individuality and help them connect with others through authentic play experiences. This is an episode you won’t want to miss!

You will learn about:

1. The definition of what true play is!
2. Monotropism and autistic play
3. Research on autistic play
4. Integrated Play Groups
5. Examples from Integrated Play Groups

Dr. Pamela Wolfberg’s Bio:

Pamela Wolfberg, Ph.D., is a professor emerita who pioneered autism studies at San Francisco State University, while serving on the faculty in special education with the joint doctoral program at the University of California, Berkeley. Her life's work has been dedicated to supporting autistic individuals at the intersection of neurodiversity, peer socialization, play culture, and the arts. Drawing from her experiences as a scholar, educator, play therapist, and ally to the autistic community, she developed the Integrated Play Groups model and founded the Autism Collective for Peer Socialization, Play and Imagination. She leads an international agenda focused on research, training, and global outreach to promote social inclusion, play, and creative expression as essential human rights. She has published extensively in peer-reviewed journals, books, and chapters, with many works translated into multiple languages. Her contributions have earned her numerous prestigious awards for scholarship and community service. In her free time, she and her partner of many years enjoy traveling and walking in nature with their dog, Yoko. She also loves collecting and making art, exploring various mediums such as drawing, painting, weaving, and crafting with textiles, wood, ceramics, and found objects.

Dr. Pamela Wolfberg’s Website: http://www.wolfberg.com/

Integrated Play Groups Field Manual (updated version coming in 2025): https://amzn.to/3XOzH2P

Learners On The Autism Spectrum: https://amzn.to/4dteTUm

Reimagining Autistic Children’s Independent and Social Play with Peers Journal Article (2023): https://www.tandfonline.com/doi/abs/10.1080/07351690.2023.2185067

Play & Imagination In Children With Autism: https://www.tcpress.com/play-and-imagination-in-children-with-autism-2nd-edition-9780807749418

Uniquely Human Podcast (Barry Prizant)’s episode with Dr. Pamela Wolfberg: https://podcasts.apple.com/us/podcast/uniquely-human-the-podcast/id1532460901?i=1000533302123

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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Today we’ll be exploring the importance of sensory play for autistic children and how it can help them regulate, explore, and learn. We’ll chat about how sensory differences—whether sensory seeking or sensory defensive—impact play and how we can create sensory bins that meet each child’s unique needs while fostering comfort and engagement. Let’s get started!

You will learn about:

• Sensory differences in autistic kids
• What sensory play is
• How sensory play can be beneficial
• Ways to use sensory bins to encourage play

Sensory Bin Ideas: https://www.pinterest.com/Littlebinsforlittlehands/sensory-bins/

Sensory Bin Materials - Amazon List: https://amzn.to/3zi9mC4

Jessie Ginsburg’s Book (Ready, Set, Connect): https://amzn.to/3ZCazPc

Take Out The Toys Booklet: https://amzn.to/3zrTYTI

Exploratory Play Blog: https://autismlittlelearners.com/exploratory-play/

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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This week, we are continuing our discussion on honoring autistic play, focusing on how to gently expand it using simple strategies. We’ll talk about how to start with activities the child already loves and introduce new ideas through modeling and imitation. The goal is to help children explore new ways to play while still feeling comfortable and understood. Let’s dive in and explore these techniques together!

You will learn about:

1. Why to gently expand the play of autistic children
2. Ways to expand play through modeling
3. Using visual supports for play
4. Honoring autistic play

Themed Play Visual Supports: https://www.teacherspayteachers.com/Product/Autism-Play-Themed-Visual-Supports-For-Special-Education-8414926?st=37dec0cd2be145851805b8d1e34e52e3

Research Article On Autistic Play: https://www.liebertpub.com/doi/full/10.1089/aut.2023.0008

Bath Song On YouTube: https://www.youtube.com/watch?v=HVYXHMY7wvo

Exploratory Play Toys - Amazon List: https://amzn.to/4cXs7Z7

Functional Play Toys - Amazon List: https://amzn.to/3Tki6OI

You may also be interested in these supports:

1. Visual Support Starter Set
2. Visual Supports Facebook Group
3. Autism Little Learners on Instagram
4. Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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In this week’s episode, we are talking about the unique ways autistic children play and why it's so important to respect and support their individual styles. Whether they enjoy repetitive actions or prefer playing alone, the ways they play are meaningful and important. We’ll also discuss how we can gently encourage new ways to play while honoring their preferences. You really don’t want to miss today’s episode. I’ll see you inside the show!

You will learn about:

• Autistic play
• Definition of play
• Respecting play differences
• Expanding play in a gentle way
• Creating an environment inclusive of all play

Peer Play And The Autism Spectrum Book: https://amzn.to/3Tdt6NG

Dr. Pamela Wolfberg: http://www.wolfberg.com/

Research Article On Autistic Play: https://www.liebertpub.com/doi/full/10.1089/aut.2023.0008

You may also be interested in these supports:

Visual Support Starter Set

Visual Supports Facebook Group

Autism Little Learners on Instagram

Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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I had the honor of talking to Jessie Ginsburg, the Sensory SLP last spring and I’m so thrilled to bring the conversation back to you! We talked about the connection between sensory and communication and how the two can create increased engagement and progress for autistic children.

We also chatted about Jessie’s book, “Ready, Set, Connect”. If you don’t have your copy yet, grab it today! THIS is the information that you need if you want to start your new school year off with strategies that truly place compassion over compliance.

Topics Discussed:

• Combining sensory input with communication
• Authentic connections with autistic kids
• Sensory avoiders and sensory seekers
• Seesaw analogy and optimal learning zone
• The importance of a proactive approach to regulation
• Jessie’s book titled “Ready, Set, Connect” is published!

Jessie Ginsburg is a sensory trained speech-language pathologist, CEO of Pediatric Therapy Playhouse, a top-rated clinic in Los Angeles, and author of Ready Set Connect: A Sensory-Based Approach to Accelerate Connection and Communication in Autistic Children. Through her international publications and talks, and her global Inside Out Sensory Certificate Program, Jessie inspires a new way of thinking about supporting communication development in Autistic children.

Book: www.readysetconnectbook.com

Sensory Course: www.sensoryslp.com

Making the Shift Live Show: www.youtube.com/c/SpeechDudeJessieGinsburg

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Welcome back to our special Back to School series, where we're revisiting some of the most popular and impactful episodes to help you gear up for the new school year. These episodes have resonated with so many educators and parents, and we're excited to share them with you again.

I'm thrilled to bring back an engaging and super informative conversation with speech/language pathologist Nicole Casey. Nicole's passion for working with autistic children and her deep dive into gestalt language processing make her an amazing guest. In this extra-long episode, we share stories, examples, and insights that will leave you inspired and informed. Nicole's enthusiasm and expertise shine through, and I'm sure you'll love her as much as I do by the end of this episode.

Topics Discussed:

1. What gestalt language processing is and how it differs from analytic language processing
2. Key indicators that a child might be a gestalt language processor
3. Examples of gestalts
4. Free resource to help track a child’s gestalts
5. Real life stories about GLPs and how connection makes a huge difference
6. Where to start with gestalt language processors and strategies to use

Bio:

Nicole Casey is a speech-language pathologist specializing in working with gestalt language processors and AAC users in her pediatric private practice, Connections Speech Pathology. Nicole's approach is as dynamic as it is effective, blending evidence-based practices with a deep understanding of each individual's unique strengths and needs. As a neurodiversity-affirming clinician, Nicole has seen the transformative power of a child-led, play-based approach on her clients and their families. Her goal is to remind all that connection is the key to communication and that all kids have limitless potential when they have communication partners who believe in them.

Links

Instagram: https://www.instagram.com/connectionsspeechpathology?utm_source=ig_web_button_share_sheet&igsh=ZDNlZDc0MzIxNw==

Facebook: https://www.facebook.com/connectionsspeechpathology

Website: https://www.connectionsspeechpathology.com/

Free Gestalt Language Tracker: https://connectionsspeech.myflodesk.com/summit

The Great Language Course:

Other Links You May Be Interested In:

1. Autism Little Learners on Instagram
2. Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Welcome back to our special Back to School series, where we're revisiting some of the most popular and impactful episodes to help you gear up for the new school year. These episodes have resonated with so many educators and parents, and we're excited to share them with you again.

The conversation around hand-over-hand prompting has been gaining traction, with many questioning its impact on bodily autonomy and neurodiversity affirmation. In this episode, I am joined by occupational therapist Dr. Diamond Rashad, who brings valuable insights into this important topic. Her expertise and clear articulation make this episode a must-listen for anyone working with young autistic children. We'll dive into the nuances of physical prompting and explore alternative strategies that honor each child's autonomy.

Topics Discussed:

1. Bodily autonomy and agency
2. Hand-over-hand prompting
3. Alternatives to hand-over-hand prompting
4. Asking for consent
5. What to do when kids aren’t initiating

Links:

Website: www.adimeinot.com

Instagram: www.instagram.com/adimeofot

Freebie (discount code: littlepod) :

https://drdime.ck.page/products/hand-over-hand-tip-sheet?promo=LITTLEPOD

Bio:

Dr. Diamond Rashad (she/her), is a neurodivergent pediatric occupational therapist, disability advocate, and doula who resides in Georgia. She has worked as an occupational therapist for eight years and has experience working from a trauma-informed lens with children, adolescents, and young adults with differences in sensory integration, executive function, feeding & mealtime participation, and supporting Autistic clients and their families. She is the founder of Emira’s Mamas & "A Dime of OT"; she is passionate about supporting birthing parents from pregnancy to postpartum, diversity and inclusion in allied health settings, social-emotional support & co-regulation, and advocacy for culturally responsive, equitable care.

Other Links You May Be Interested In:

1. Autism Little Learners on Instagram
2. Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Welcome back to our special Back to School series, where we're revisiting some of the most popular and impactful episodes to help you gear up for the new school year. These episodes have resonated with so many educators and parents, and we're excited to share them with you again.

Teaching autistic preschoolers with a strength-based approach can make a world of difference in their learning experience. Instead of focusing on what a child can't do, strength-based learning emphasizes their strengths, passions, and interests. In this episode, we'll compare strength-based learning to the traditional deficit-based approach and highlight the power of positive relationships in the classroom. With real-life examples, I'll provide you with practical strategies to implement a strengths-based approach.

Topics Discussed:

1. Strength-based approach to learning
2. Deficits-based approach
3. Value of positive relationships
4. Examples of strength-based approaches

Links Mentioned In This Episode:

Child Interest Survey

The Strengths Based Guide To Supporting Autistic Children by Claire Hill

Learn Play Thrive Blog Post

Strength based approach video

Tot Tube

Put in barn on Amazon

Video of put in barn activity on Instagram

Related Podcast Episodes To Listen To:

#58 Play-based learning for preschool autistic children

#50 3 ways to follow the lead of an autistic child

#36 Activities for children who dump and throw toys - Tips for expanding exploratory play

Other Links You May Be Interested In:

1. Autism Little Learners on Instagram
2. Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with likeminded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Welcome back to our special Back to School series, where we're revisiting some of the most popular and impactful episodes to help you gear up for the new school year. These episodes have resonated with so many educators and parents, and we're excited to share them with you again. Let's dive into the first one!

As we head back into the classroom, understanding the developmental stages of play is crucial for supporting our young autistic students. In this episode, we explore the concept of "exploratory play"—a stage where children might dump toys, throw objects, or mouth everything. Instead of seeing these actions as a lack of play skills, we'll discover how they are part of a natural developmental process. Join me as I discuss how "put in" and "take out" activities can guide children in this exploratory stage toward more functional play. Let's get started!

Topics Discussed:

1. Exploratory play
2. Put in activities
3. Take out activities
4. Suggestions for types of activities to use
5. Next steps to expand

Links Mentioned In This Episode About Visual Supports:

1. Take Out The Toys Booklet
2. Put In & Take Out Toys List On Amazon
3. Themed Play Visual Supports
4. Podcast Episode About Exploratory Play
5. Blog Post About Exploratory Play
6. The Hanen Centre

Other Links You May Be Interested In:

1. Autism Little Learners on Instagram
2. Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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As we head into August and gear up for the new school year, we thought it would be the perfect time to revisit some of our most popular episodes. These episodes have resonated deeply with our listeners and are packed with valuable insights that will be incredibly helpful during this back-to-school season.

Today, we're kicking things off with an episode that offers five essential tips to support coregulation and self-regulation with young autistic children. These strategies are designed to create a supportive and nurturing environment, helping our little learners thrive both in and out of the classroom. Let's dive in and refresh our knowledge on these key techniques!

We hear the term self-regulation all the time. But, we need to remember an important step of co-regulation. This episode will walk you through 5 tips for moving from co-regulation to self-regulation. You can grab the calming kit here.

In This Episode You Will Learn:

• 5 tips for moving from co-regulation to self-regulation
• About what co-regulation is
• About what self-regulation is
• Visual supports that can encourage self-regulation

Links Mentioned In This Episode About Co-Regulation & Self-Regulation:

• Adapted Book Library
• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook
• Adapted Books Blog
• 5 Fidget Toys For Self Regulation Blog
• Co-Regulation And Autism Blog
• Children’s Book List For Self-Relation
• DIY Calming Tent

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Welcome to another episode of the Autism Little Learners podcast! Our membership community is filled with passionate educators, therapists, and parents all dedicated to creating compassionate and engaging environments for young autistic learners.

Today, I’m excited to introduce you to two extraordinary members of our community who are making a tremendous impact in their own unique ways. Joining me are special education teacher and parent Laura Wing and special education teacher Jordan Daddow. Laura and Jordan consistently go above and beyond to support others in our membership community, and I'm delighted to share their stories with you today.

In this episode, we’ll explore their journeys, discuss the challenges they’ve faced, celebrate their successes, and delve into the strategies that have truly made a difference in the lives of the children they support. Whether you’re an educator, therapist, or parent, you'll find inspiration and practical insights from their experiences.

Topics Discussed:

• The members discuss their experiences with the Autism Little Learners Membership

Links:

Autism Little Learners Membership Information & Waitlist: https://autismlittlelearners.lpages.co/autism-little-learners-membership/

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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As many of you know, our Autism Little Learners membership is a supportive community of educators, therapists, and parents dedicated to fostering compassionate, approaches and engaging environments for our young autistic learners.

Today, I'm thrilled to introduce two incredible members of our community who have been making a significant impact in their own unique ways. I’m talking to special education teacher Jona Lourenco, and parent and childcare provider Lily Hamilton. These two always go above and beyond supporting others in our membership community and I’m so happy to share them with you today

In today's episode, we'll be diving into their journeys, discussing the challenges they've faced, the successes they've celebrated, and the strategies that have made a real difference in the lives of the children they support. Whether you're an educator, therapist, or parent, you'll find inspiration and practical insights from their stories.

Topics Discussed:

• The members discuss their experiences with the Autism Little Learners Membership

Links:

Autism Little Learners Membership Information & Waitlist: https://autismlittlelearners.lpages.co/autism-little-learners-membership/

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Today I’m talking to Stefanie from Lilly’s Voice. Stefanie started this non-profit because after jumping through hoops to get her daughter, who is autistic and non-speaking, an AAC device, she decided to support other parents trying to do the same. She now provides AAC devices AND TRAINING for families who have been denied by insurance or can’t afford the outrageous out-of-pocket costs of acquiring an AAC device. I’m partnering with Lilly’s Voice during the Preschool Autism Summit and a portion of the proceeds will go to Lilly’s Voice and directly fund AAC devices for kids ages 2-18 who need them. I’m so honored to introduce Stefanie… from Lilly’s Voice.

Topics Discussed:

• AAC devices and accessibility
• Training for parents on AAC devices
• How to apply for an AAC device
• Lilly’s Voice non-profit

Links:

Lilly’s Voice: https://www.lillysvoice.org/

Click here to get your free ticket to the Preschool Autism Summit

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Have you grabbed your free ticket to the Preschool Autism Summit yet? In today’s episode, I’m going to share all things summit with you. How it came to be, when it’s taking place, who is speaking at the summit, and what they will be talking about. Plus, I’ll tell you how to snag your free ticket today! I’ll see you inside the show!

Topics Discussed:

• Preschool Autism Summit
• How it came to be
• Who is speaking at the summit
• What the topics are
• How to get your ticket to the Preschool Autism Summit

Links:

Click here to get your free ticket to the Preschool Autism Summit

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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I have to say that this episode was such a pleasure to record. I was lucky enough to meet a young woman named Lindsay and chat with her and her mom. You see, Lindsey is autistic and struggled with things like communication and social interaction as she grew up.

She endured bullying and isolation. She is a testimant to perservernce. In one word, she’s amazing. I can’t wait to share her story and tell you what she is doing now, as a 30-year-old autistic woman. You are definitely going to want to listen right away.

Topics Discussed:

• Autistic child and adult lived experience
• Reflections from the mom of an autistic woman
• Autism and bullying
• Autism and employment

Lindsey's bio:

I was diagnosed with autism at 28 months. I was non-verbal and had severe tantrums. My family was given very little hope of me having a bright future. When I was 17 years old, I got the opportunity to see a presentation given by Temple Grandin, an activist and person living with autism. After she was done speaking, I went up to her and said, "I have autism, too." She replied,"Great. Now what are your strengths and goals? Do that."

There was a point in high school when I would come home and just do art naturally, and the more I drew, the more I wanted to create. I am the proud Illustrator for Koda The Fluff. I'm inspired by so many passions in life and when I think of something, I just want to draw it. Like the movie Titanic, the character Betty Boop, or my favorite artist of all time, Frida Kahlo, whose portrait I draw over and over again. Despite growing up with autism, I am fortunate to have strong support from my family and the inspiration that Temple gave me to do more with my life.

As my mom would say, "There were a lot of ups and downs," so it inspired us to tell our family story in a book I co-wrote with my aunt Linda Wagner, Autism: A Family Lives Beyond the Label. Each of us contributed our own perspective in hopes it will support other families. We also have a Little Lindsey series of biographical children's books. Little Lindsey Gets a Haircut, Little Lindsey is a Picky Eater, Little Lindsey Makes a Friend, and Little Lindsey Goes to Therapy, a Sibling Story.

My second language is Spanish. I was so happy to be hired by Target to support them as one of their Spanish-speaking team members. The experience at Target has been good for me. I've found everyone to be very inclusive and they work with me on anything I need.

I'm glad to say I'm a proud University of WI-River Falls Associate of Arts and Sciences graduate. I've had many opportunities to present and share my story of autism with interested audiences, and have met and interacted with so many different people. Three years ago, I bought a house with my sister Brittany.

These, and all the experiences I have along the way, provide me with the inspiration to continue to live up to my strengths and goals.

Links:

Instagram: https://www.instagram.com/autismlm_morelandstory/

Facebook: https://www.facebook.com/AustismLM

Website: https://autismlm.com/

Purchase Lindsey’s Book(s): https://autismlm.com/autismlm-store/ols/categories/book

Koda The Fluff: https://www.kodathefluff.com

Video of Lindsey’s work at Target: https://www.dropbox.com/scl/fi/lmx1j707qyq468shs63u0/Lindsey-at-Target-FINAL.m4v?rlkey=v0qyyvueuzqehp8j6e5pw1sm6&e=2&st=4a1znbh5&dl=0

Lindsey’s family story: https://autismlm.com/autismlm-store/ols/products/autism-a-family-lives-beyond-the-label-the-lindsey-moreland-story

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Nicole Casey is a speech/language pathologist who, like me, has a passion for working with autistic kids. In recent years she has taken a deep dive into learning more about gestalt language processing. The thing about Nicole is that she doesn’t hold back and her love for what she does shines through.

During this podcast interview, we started sharing stories and examples with each other and the next thing we knew it was an hour and 20 minutes later!! So, this podcast episode is extra long…but in all the best ways. You are going to love Nicole as much as I do after listening today. Let’s jump in!

Topics Discussed:

• What gestalt language processing is and how it differs from analytic language processing
• Key indicators that a child might be a gestalt language processor
• Examples of gestalts
• Free resource to help track a child’s gestalts
• Real life stories about GLPs and how connection makes a huge difference
• Where to start with gestalt language processors and strategies to use

Nicole's Bio:

Nicole Casey is a speech-language pathologist specializing in working with gestalt language processors and AAC users in her pediatric private practice, Connections Speech Pathology. Nicole's approach is as dynamic as it is effective, blending evidence-based practices with a deep understanding of each individual's unique strengths and needs. As a neurodiversity-affirming clinician, Nicole has seen the transformative power of a child-led, play-based approach on her clients and their families. Her goal is to remind all that connection is the key to communication and that all kids have limitless potential when they have communication partners who believe in them.

Links:

Nicole's Instagram (Connections Speech Pathology: https://www.instagram.com/connectionsspeechpathology?utm_source=ig_web_button_share_sheet&igsh=ZDNlZDc0MzIxNw==

Facebook: https://www.facebook.com/connectionsspeechpathology

Website: https://www.connectionsspeechpathology.com/

Free Gestalt Language Tracker: https://connectionsspeech.myflodesk.com/summit

The Great Language Course:

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

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This week’s guest is Destiny Huff and I had the best time talking to her about IEP accommodations and modifications that are neurodiversity-affirming. I know that we are all trying to write IEP’s that are strengths-based and ND affirming, so you are definitely going to want to carve out the time to listen to this episode!

We also chat about how we can partner with advocates like Destiny, vs seeing them as an adversary. There is so much packed into this week’s show, so head over and listen to it TODAY!

Topics Discussed:

• Accommodations vs modifications on IEPs
• Examples of neurodiversity-affirming IEP accommodations
• Challenging behavior and FBA’s vs. accommodations
• How to learn more about what a child responds best to at home
• Seeing an advocate as a partner vs an adversarial

Bio:

Destiny Huff, MS, LPC, CPCS is a late-diagnosed Autistic-ADHD military spouse, doctoral candidate, and mother of two neurodivergent boys. She runs a private practice as a Licensed Professional Counselor and Certified Trauma Focused Cognitive Behavior Therapist (TF-CBT) in the Mental Health field. She also runs Destiny Huff Consulting and is a Neuroaffirming Special Education Parent Advocate and IEP Coach who helps parents advocate for their neurodivergent learners at the IEP table and provides training on Autism, ADHD, and neuroaffirming practices to organizations.

Links:

Instagram: https://www.instagram.com/destinyhuff_iep_advocate/

Facebook: https://www.facebook.com/profile.php?id=100086179467473

Website: https://www.destinyhuffconsulting.com/

Click Here For Neuroaffirming Accommodations Freebie

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Are you struggling with potty training your autistic child or your students? Whether you are a parent or a special educator, this episode is going to give you so many ideas to get started. I’m talking to Molly Johnson, and potty training autistic kids is her jam. I feel so lucky that I got to talk to her and that I get to share the conversation with you. Molly is a wealth of knowledge and full of actionable ideas for parents and educators. Let’s get started!

Molly Johnson is an autism consultant with 10+ years of experience working with autistic children. She transitioned from being an autism teacher in the public school system to consulting with parents from all over the world after seeing a need for parent support.

Molly holds a bachelor’s degree in special education, a master’s degree in educational administration, and a master's degree in Autism Spectrum Disorders. As an autism consultant, she has combined her passion for collaborating with parents and classroom experience to support parents with skill development, like potty training and improving challenging behavior.

Molly's website:https://www.theautismconsultant.us

Molly's Instagram (The Autism Consultant): https://www.instagram.com/theautismconsultant/

Topics Discussed:

• Common pitfalls in potty training autistic kids
• Collaborating with parents during the potty training process
• Modeling and play to introduce the concept of using the toilet.
• How to individualize strategies for potty training
• Visual schedules and toilet training
• Creating a positive and supportive environment for children to learn and succeed in mastering potty training

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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You guys…I’m so thrilled to introduce you to today’s guest on the Autism Little Learners Podcast! Her name is Kayla Castro and she specializes in assisting parents of autistic kids plan amazing vacations! She’s a special needs travel agent and I’ll let you in on a secret….Kayla is sharing so many tips today that blew my mind! If you are a special educator, you are going to want to share this episode with families asap! Join Kayla and me inside of episode 72 today!

Kayla Castro is a Certified Autism Travel Professional, a Special Education Educator, but more importantly a fellow Autism mom. Kayla lives in Orlando FL with her husband (veteran), 13 year old son, (ASD) and 9 year old son (neurotypical). Kayla is a dedicated individual with a deep passion for supporting the autism community through her role as a special needs travel agent. Her commitment stems from a desire to create inclusive and accessible travel experiences, ensuring individuals with autism and their families can explore the world comfortably and confidently. Kayla's expertise lies in crafting customized itineraries, considering sensory-friendly locations and accommodations, and providing resources to make travel a positive and enriching experience for the entire family.

Topics Discussed:

• Parents' biggest travel fears with their autistic child
• The most difficult part of traveling with an autistic child
• The #1 most inclusive vacation destination
• How you can make a Disney vacation work
• Top tips for flying with an autistic child

Website: specialkindofmagic.com

Instagram: @special.kind.of.magic

Facebook: Kayla Castro Travel Advisor

Other Links You May Be Interested In:

• Flying Social Story
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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When I say that you are in a for a treat today, I mean it! I was so fortunate to have the opportunity to talk to Abbey Romeo and her mother Christine, both of whom were featured on the Netflix show Love On The Spectrum U.S.

On this special episode, Abbey shares her journey of growing up autistic, discussing the challenges she has faced and how she has learned to navigate them.

Christine offers her perspective as Abbey’s mother, detailing the support she has provided and the unique experiences they have encountered together. They explore the process of receiving Abbey's diagnosis, emphasizing what strategies have been beneficial and what have not. After you listen to this episode, you are going to want to head over to YouTube and watch it there too!

Bio: Abbey was diagnosed with autism at 2.5 years old. Now at 25, she’s thriving and was blessed with great therapists and years of supportive services: Speech, occupational therapy, adaptive PE, and many more programs that have helped her get to where she is today.

She has worked so hard to be able to feel like she has a voice. That’s why she chose a logo with a mermaid.

“In The Little Mermaid when Ariel gets to dry land, she’s no voice. And that’s how I feel. Sometimes I can’t get my words out.” – Abbey

Topics Discussed:

• Autism characteristics that Abbey displayed at 2 years old
• What types of services Abbey received during the early childhood years, elementary years, and secondary years
• Advice from Christine for parents navigating the journey of having an autistic child
• Christine and Abbey discuss the strategies and therapies that helped Abbey over the years

Links:

Website: https://madebyabbey.com/

Instagram: https://www.instagram.com/hatsbyabbey/?hl=en

TikTok: https://www.tiktok.com/@hatsbyabbey?is_from_webapp=1&sender_device=pc

YouTube: http://www.youtube.com/@AbbeyRomeo

Love On The Spectrum (Netflix): https://www.netflix.com/title/81338328

Watch this episode on YouTube on the Autism Little Learners channel.

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Have you been hearing the talk lately about hand-over-hand prompting? Have you heard discussions surrounding this type of physical prompting and how it violates bodily autonomy and is not neurodiversity-affirming?

This week’s podcast guest is occupational therapist Dr. Diamond Rashad and I just had to have her on the show to talk about this topic because she articulates the information so well. This is another must-listen episode if you are working with young autistic kids!

Topics Discussed:

• Bodily autonomy and agency
• Hand-over-hand prompting
• Alternatives to hand-over-hand prompting
• Asking for consent
• What to do when kids aren’t initiating

Links:

Website: www.adimeinot.com

Instagram: www.instagram.com/adimeofot

Freebie (discount code: littlepod) :

https://drdime.ck.page/products/hand-over-hand-tip-sheet?promo=LITTLEPOD

Bio:

Dr. Diamond Rashad (she/her), is a neurodivergent pediatric occupational therapist, disability advocate, and doula who resides in Georgia. She has worked as an occupational therapist for eight years and has experience working from a trauma-informed lens with children, adolescents, and young adults with differences in sensory integration, executive function, feeding & mealtime participation, and supporting Autistic clients and their families. She is the founder of Emira’s Mamas & "A Dime of OT"; she is passionate about supporting birthing parents from pregnancy to postpartum, diversity and inclusion in allied health settings, social-emotional support & co-regulation, and advocacy for culturally responsive, equitable care.

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Sometimes we need to go back to the basics. Because May is National Speech Language and Hearing Month, I thought it would be the perfect time to do just that. Today I’m talking to Megan Peveto, who is a speech/language pathologist who specializes in toddler language development. Megan is going to bring us back to the basics when it comes to language development for neurotypical children. We will also be chatting a bit about what it means to be an analytic language processor vs a gestalt language processor. Join me for this fun conversation with Megan.

Megan Peveto is a speech/language pathologist and the founder of the SLP Next Door. She is from a very small town in Texas. She is married to the absolutely best man on the planet and they have a little boy and a dog named Charlie. (sounds like a country song, doesn’t it?) She has been in the world of speech therapy ever since 2012 when she graduated with her Bachelor’s degree. She spent a year working as an SLP-A (speech language pathologist-assistant) before going to graduate school. Megan graduated with her Master’s degree in 2015 and has a certificate in Autism/Special Education.

The SLP Next Door was created with SLPs, educators, and anyone in the world of babies and toddlers in mind. Consider Megan your one stop shop for toddler language and communication development!

Megan’s “Toddler Toolbox” will provide you with everything you need to take your sessions from stressful to joyful! You'll understand how play develops, the best books for speech therapy, favorite toys that keep toddlers engaged, and so much more...

You can find Megan on facebook, Instagram, and Tik-Tok: @theslpnextdoor

Instagram: https://www.instagram.com/theslpnextdoor/

Website: theslpnextdoor.com

The SLP Next Door Podcast: https://podcasts.apple.com/us/podcast/the-slp-next-door-podcast/id1701171462

Get on Megan’s e-mail list by going to: theslpnextdoor.com/toolbox

Topics Discussed:

• When do babies start saying their first words?
• When do little ones start combining two words?
• What is analytic language processing?
• When and where to turn if you suspect a language delay

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Do you ever find yourself wondering about things like, “what does it mean to be neurodiversity-affirming?”, “why do many autistic children have pronoun reversals”, “what is gestalt language processing”, “why should we honor protests from autistic children”, or “why aren’t WH question goals appropriate for many young autistic students”?. If you are curious about these questions and more…you are going to want to join me for this week’s podcast episode where I’ll be chatting with Emily Byer. She’s a speech/language pathologist and she was so kind to let me ask her a variety of questions that are often brought to me by my community. Emily talks about all of these things on her Instagram account, and I just knew she’d be the perfect person to interview for the Autism Little Learners Podcast. Head over and listen now because you will learn so much!

Emily Byers Chaney is a speech/language pathologist and is the speech and language program director at the Pediatric Therapy Playhouse in LA. Emily has been published in the America Speech Language Association national magazine. She specializes in gestalt language processing and neurdiversity-affirming therapy. Emily is trained in and has experience with the Floortime Approach, PROMPT, Hanen’s It Takes Two To Talk and More Than Words, Natural Language Acquisition for Gestalt Language Processors, and the Inside Out Sensory Certficate.

Topics Discussed:

• What it means to be neurodiversity-affirming
• Pronoun reversals and autism
• What is gestalt language processing?
• Why WH question goals aren’t always appropriate for gestalt language processors
• Modeling AAC without expectation
• Learning through play-based approaches vs. compliance-based approaches
• Building connections with autistic students
• Why planned ignoring doesn’t work
• Honoring protesting

Where You Can Find Emily:

Instagram: @ndaffirming.slp

Direct link to her IG account: https://www.instagram.com/ndaffirming.slp/

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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I had the honor of talking to Jessie Ginsburg, the Sensory SLP and I’m so happy to bring the conversation to you! We talked about the connection between sensory and communication and how the two can create increased engagement and progress for autistic children. We also chatted about Jessie’s brand new book, “Ready, Set, Connect”. Run to get your copy today!

Topics Discussed:

• Combining sensory input with communication
• Authentic connections with autistic kids
• Sensory avoiders and sensory seekers
• Seesaw analogy and optimal learning zone
• The importance of a proactive approach to regulation
• Jessie’s brand new book titled “Ready, Set, Connect” is published!

Jessie Ginsburg is a sensory trained speech-language pathologist, CEO of Pediatric Therapy Playhouse, a top-rated clinic in Los Angeles, and author of Ready Set Connect: A Sensory-Based Approach to Accelerate Connection and Communication in Autistic Children. Through her international publications and talks, and her global Inside Out Sensory Certificate Program, Jessie inspires a new way of thinking about supporting communication development in Autistic children.

Book: www.readysetconnectbook.com

Sensory Course: www.sensoryslp.com

Making the Shift Live Show: www.youtube.com/c/SpeechDudeJessieGinsburg

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Today I’m talking to Amber Arrington. She’s the mom of 6 and 3 of her children are autistic. She started Autism Savvy to support other parents whose children were recently diagnosed or awaiting a diagnosis. I loved hearing Amber’s story and her insights when it comes to navigating a new autism diagnosis. Whether you are a parent or an educator, this episode is a must listen!

Topics Discussed:

• Navigating the autism diagnosis
• Talking to parents about autism for the first time
• Communication between classroom and home

Amber Arrington is a mother to 6 children, 3 of whom are autistic.

Autism was once a word she feared and has become a word she loves. Now she helps parents navigate an autism diagnosis and the autism landscape as a whole. She educates moms about available services and connects them with appropriate services and professionals.

Amber helps parents become "autism savvy" so they can know the best next steps to take for their child.

The Autism Savvy Summit: While You Wait Edition

Click here to learn more about the summit!

Amber's Book:

Not Atypical Motherhood: The Guide for Navigating a Child's New Autism Diagnosis

Links:

IG: https://www.instagram.com/autismsavvy/

Website: www.autismsavvy.com

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Does your autistic child or student have a very limited diet? Maybe they eat 3 or 4 foods and that’s it? Join me today as I talk to Brittyn Coleman, the Autism Dietitian all about selective eaters and how we can best support them at home and in the school setting. You are going to love hearing what led Brittyn on this path to helping parents of neurodivergent children when it comes to nutrition.

Topics Discussed:

Picky eaters vs selective eaters language

What does the term “safe foods” mean

Why you should say “just take a bite”

What is ARFID?

Tips to help selective eaters at home and school

Brittyn Coleman, MS, RDN/LD, is a distinguished Registered Dietitian and Autism Nutrition Expert, known for her innovative, sensory-friendly feeding approach to nutrition for children on the autism spectrum. As the founder of the Nourishing Autism Collective, and as an autism sibling herself, Brittyn brings both professional expertise and personal understanding to her work. She empowers families with her expert guidance, helping children receive essential nutrients for optimal health and development. Her strategies are tailored to the unique dietary needs and sensory preferences of each child.

Brittyn's influence extends beyond her membership site through her active social media presence and her popular podcast, 'Nourishing Autism'. Her educational content on Instagram, YouTube, and other platforms has established her as a leading voice in autism nutrition, providing valuable resources, practical advice, and a supportive community for parents and professionals.

Links:

IG: @autismdietitian

FB: Autism Dietitian

Website: Autism Dietitian

Tik Tok: Autism Dietitian

Nourishing Autism Podcast

Nourishing Autism Collective (Membership)

FREE Food Sensory Profile Workbook

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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As we recognize Autism Acceptance Month, it's essential to explore the journey of understanding and supporting autistic individuals. Today, I’m reflecting on 25 years of working with autistic children and how things have changed over those years. I’ll be chatting about some of the shifts that I’ve made with my vocabulary, thoughts and teaching approaches. By looking back at these areas I hope to help promote a better understanding of autism and encourage acceptance and support for autistic children and adults.

Topics Discussed:

• Evolution from Awareness to Acceptance: Symbolism of Puzzle Piece and Infinity Symbol
• Terminology: Person-First Language vs. Identity-First Language
• AAC Evolution: From PECS to Core + Fringe Communication and Robust AAC Devices
• Shifting Approaches in Autism Intervention: Compliance-Based vs. Connection-Based
• The Double Empathy Problem: Understanding the Reciprocal Nature of Empathy

Links:

Mrs. Speechie IEP (Andi Putt, SLP)

Cari Ebert, SLP - The SLP Talkshow Podcast (Episode 52)

The Different Ways We Communicate Children’s Book by Tara Phillips

Identity First vs Person First Language Blog Post

Episode 12 - The Autism Little Learners Podcast - Autism Awareness Month vs Autism Acceptance Month

Rachel Madel - SLP specializing in AAC

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Have you heard the term interoception? Today’s guest, Laura Petix, is an occupational therapist and she is sharing tons of information about interoception that is going to blow your mind! Not only do we talk about how it impacts potty training, but we also touch on emotional regulation and eating issues. You won’t regret tuning in to today’s episode!

Topics Discussed:

• Interoception definition
• Interoception and potty training
• Ways we can work on interoception at the preschool level
• Sensory diets at home and school

Laura Petix is a neurodiverse-affirming pediatric Occupational Therapist who specializes in sensory processing skills for neurodivergent individuals. While she is no longer in the clinic, she uses her OT skills for all the content she creates for The OT Butterfly website, podcast, and courses for parents to teach them about how sensoy processing skills directly impact learning and behavior. She is a neurodivergent parent to a neurodivergent daughter, which is what allows her to be able to talk about neurodiversity in a way that other parents can actually understand and also resonate with.

You can find more of her work here:

Instagram: @theotbutterfly

Podcast: Sensory W.I.S.E. Solutions For Parent

Download Laura’s free one page handout that will help you understand the different sensory profiles and identify which sensory areas your child may need more support in.

www.theotbutterfly.com/sensoryprofiles101

Click here to see Laura’s courses, Sensory Detectives Bootcamp, and guides.

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Today we're going to talk about executive functioning for autistic preschoolers. I know a lot of times when we hear executive functioning, we think of older kids. You might think of things like organizing and planning. But we really can start working on executive functioning skills with young children at the three to 5-year-old level. Keep listening and I’ll share the 3 areas that make up executive functioning along with tips on how to support these areas at the early childhood level.

Topics Discussed:

• What is executive functioning?
• Reasons that executive functioning is important
• Skills that make up executive functioning
• Examples of activities that support executive functioning at the early childhood level

Links Mentioned In This Episode:

Visual Supports Starter Set

Predictable Routines Blog

Podcast Episode #35 Predictable Routines

Podcast Episode #61 Visual Supports

Visual Schedules

Tasks Galore Book

Visual Art Projects

Stop & Go Song Playlist - YouTube

Checklist Of Communicative Functions And Means

Simple Turn Taking Games

Tera Sumpter, SLP - Executive Functioning

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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I'm going back to the basics in this episode and sharing my top 5 favorite visual supports for preschool aged autistic children. They work at home too! Stop reinventing the wheel and learn about these visuals that are tried and true and have stood the test of time. You can also download my free Visual Support Starter Set so you can implement these right away!

In This Episode You Will Learn:

• 5 different visual supports for preschool autistic children
• Why each of these visual supports are valuable
• How to implement these visuals with autistic children

Links Mentioned In This Episode About Visual Supports:

Visual Support Starter Set

The Incredible 5 Point Scale by Kari Dunn Buron

Episode 2 - more information about the All Done Bucket

Themed Year Round Adapted Book Visuals

Other Links & Information:

Autism Little Learners on Instagram

Autism Little Learners on Facebook

Send me a DM on Instagram or Facebook and tell me which visual support you are going to implement first! You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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My high school classmate, Anton Dabbs, was diagnosed as autistic this year at the age of 53. We first chatted about his diagnosis in episode #56.

We came together again to dive a little further into what life has been like since his diagnosis. It’s always so amazing to talk to Anton. He’s open, honest, and willing to share his insights. Don’t miss this follow up episode!

Anton is sharing his experience of self-discovery on his new YouTube Channel. Be sure to head over and subscribe to continue to follow his journey. He is so open and honest about everything...you are going to love Anton!

He also has a new memoir that was recently released, where you can read about his life. He has overcome so many obstacles and challenges. The book isn't about autism, but ends with his recent diagnosis. However, those of you who support autistic kids may see some things throughout the book that can be attributed to being autistic. You can order the book on his website.

Here is where you can find Anton:

YouTube: https://www.youtube.com/@anton_dabbs

Website: https://www.antondabbs.com/

Email: antonadabbs@gmail.com

Facebook: https://www.facebook.com/antondabbs08/\

Instagram: https://www.instagram.com/antonadabbs/

Linkedin: https://www.linkedin.com/in/antondabbs/

Anton's new memoir is titled: From Turmoil To Triumph: How A Mechanic Rose Above Poverty And Chronic Anxiety To Build A National Enterprise, And Found Peace With Himself And His Past In The Process

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When we teach autistic preschoolers, the way we do it can make a big difference in how they grow, feel about themselves, and whether they learn to enjoy learning or not. Strength-based learning looks at what each child is good at and what their passions or interests are, instead of just what they can't do. This is different from the old-school method that mostly points out a child's weaknesses and missing skills. Today I’ll be chatting about strength based learning vs a deficit-based approach with a sprinkle of positive relationships on the top. I’ll also be giving a couple of real life examples to make it easier for you to implement. I’ll see you inside the show!

Topics Discussed:

• Strength-based approach to learning
• Deficits-based approach
• Value of positive relationships
• Examples of strength-based approaches

Links Mentioned In This Episode:

Child Interest Survey

The Strengths Based Guide To Supporting Autistic Children by Claire Hill

Learn Play Thrive Blog Post

Strength based approach video

Tot Tube

Put in barn on Amazon

Video of put in barn activity on Instagram

Related Podcast Episodes To Listen To:

#58 Play-based learning for preschool autistic children

#50 3 ways to follow the lead of an autistic child

#36 Activities for children who dump and throw toys - Tips for expanding exploratory play

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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We’ve been hearing a lot more about play-based learning in the last few years. But, how does that work for our young autistic children who require structure in the classroom? In today’s episode, we are going to explore combining structure and predictable routines with play-based learning for young autistic children!

Topics Discussed:

• What the stages of play are
• How to provide structure and still have play-based learning
• Why it’s important to observe the child’s play
• How to expand play
• Using visual supports during play
• Resources and recommendations for play

Links Mentioned In This Episode:

Play Stages Checklist

Barn Put In Toy

Tot Tube

Imitating Autistic Children Article

Make Play Rock Booklets

Barn Activitity IG Reel

Tot Tube IG Reel

Other Links You May Be Interested In:

Autism Little Learners on Instagram

Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Episode 57 is full of awesome ideas for supporting co-regulation and self-regulation with our young autistic children. I had a chance to pick the brains of Jessica Hill and Rachel Harrington and you are going to LOVE the information they shared.

Rachel Harrington, COTA/L, CPRCS and Jessica Hill, COTA/L, CPRCS are passionate Certified Occupational Therapy Assistants and Certified Primitive Reflex Clinic Specialists who host the popular podcast, All Things Sensory by Harkla. Their podcast, digital courses, YouTube, and blog on Harkla.com cover topics related to sensory processing disorder, special needs, parenting, and topics related to child development and health. With over 9 years of clinical experience, Rachel and Jessica are on a mission to help parents, educators, and therapists raise strong and confident children, no matter their abilities. They get excited about talking about clinical topics (such as Sensory Processing Disorder, primitive reflexes, and sensory diets) and breaking them down in a way that is actionable for anyone to benefit from.

Here is a link to their free webinars! https://harkla.co/pages/webinars

You can also tune into their podcast, All Things Sensory, by clicking this link: https://harkla.co/blogs/podcast Other links mentioned during this episode: https://sensationalbrain.com/brainworks/ https://www.youtube.com/@HarklaFamily/videos https://harkla.co/pages/youtube-freebies?_ab=0&key=1707332938766 Other Links You May Be Interested In: Autism Little Learners on Instagram Autism Little Learners on Facebook You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or school. Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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One of my high school classmates was recently given the autism diagnosis at age the age of 53. His name is Anton Dabbs. In this interview, he shares his experience with being diagnosed autistic later in life. He talks about his initial reaction and looks back on his childhood and shares things that now make sense.

Anton is sharing his experience of self-discovery on his new YouTube Channel. Be sure to head over and subscribe to continue to follow his journey. He is so open and honest about everything...you are going to love Anton! He also has a new memoir coming out in late February of 2024 where you can read about his life. He has overcome so many obstacles and challenges. The book isn't about autism, but ends with his recent diagnosis. However, those of you who support autistic kids may see some things throughout the book that can be attributed to being autistic. You can order the book on his website.

Here is where you can find him:

YouTube: https://www.youtube.com/@anton_dabbs

Website: https://www.antondabbs.com/

Email: antonadabbs@gmail.com

Facebook: https://www.facebook.com/antondabbs08/

Instagram: https://www.instagram.com/antonadabbs/

Linkedin: https://www.linkedin.com/in/antondabbs/

Anton's new memoir is titled:

From Turmoil To Triumph: How A Mechanic Rose Above Poverty And Chronic Anxiety To Build A National Enterprise, And Found Peace With Himself And His Past In The Process

"I wrote From Turmoil to Triumph for three reasons.

I wrote it for entrepreneurs like me. I wanted them to know that if they have a solid idea and a strong work ethic, they can make their vision a reality. I came from no business training, but I always had a knack for it. I didn’t have a business degree. I didn’t have formal training. I didn’t have a big investor. I didn’t have a whole lot of money. What I did have was a really strong work ethic and a desire to succeed. I wanted to build a business that could work, that would support my family, that would make the world a better place for people. It became a reality.

I wrote it for my fellows who suffer chronic anxiety. I wanted them to know they were not alone. Even though we may never completely be free of anxiety, we can rise above it and find new ways to be at peace with ourselves and the world. We can take care of ourselves and advocate for our mental health. We can learn to be resilient and ride the ebbs and flows of chronic anxiety.

Finally, I wrote it for the 20-year-old whose life is not going so hot, like mine once was. It could be addiction, or crime, or a series of bad choices they just can’t get past. I was stuck in a lifestyle I knew wasn’t me, but I kept going with it, kept making those bad choices and hurting people. Yet my life turned around. I learned to channel my drive in a new direction, a healthy direction. It didn’t happen overnight, but eventually, my life started on an upward trajectory that today actually helps people and creates good in the world. If you’re like I once was, your life can turn around, too.

Today, my main goal in life is to help others, which is why I wrote From Turmoil to Triumph. In these pages, I share the good, the bad, and the ugly. A lot of it is not flattering. But if it can change someone else’s life, it’s worth it."

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Today I’ll be sharing the 4 pillars or elements that will lay the foundation for less stress for both you and the autistic child. If you implement these teaching strategies for autistic learners, you will move from feeling overwhelmed and sometimes defeated to feeling like you can handle whatever comes your way at home and in the classroom. Keep listening to learn more about the Autism Little Learners Framework!

Topics Discussed:

The 4 foundational elements for teaching young autistic children

Regulation

Connection

Routines

Teaching

Links Mentioned In This Episode:

Child Interest Survey

Coaching Week

Related Blog Posts:

Regulation

Connect

Routines

Related Podcast Episodes To Listen To:

Regulation: Episodes 7 and 32

Connection: Episodes 9, 24, 33, and 50

Routines: Episodes 35 and 41

Other Links You May Be Interested In:

Autism Little Learners on Instagram

Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Have you heard of PDA? How about autism and PDA? PDA stands for Pathological Demand Avoidance, and it’s being talked about A LOT in the autism community. This interview with Casey Ehrlich, Ph.D. was both eye-opening and informative! If you are a parent or educator with an autistic child or student who exhibits avoidance behaviors, you NEED to listen to today’s episode!

Topics Discussed:

What is PDA?

Characteristics of PDA

PDA and the nervous system

Autism and PDA

Why typical teaching strategies don’t work

How autonomy can help

What is “strewing” and how can it help PDA kids?

Strategies to support autistic PDA children

Links Mentioned In This Episode:

Instagram and TikTok Handle

@atpeaceparents

At Peace Parents Podcast https://podcasts.apple.com/us/podcast/at-peace-parents-podcast/id1654924910

Here is the link to our free masterclass:

Clarity Masterclass

Website:

www.atpeaceparents.com

Declarative Language Handbook

Adult PDAers mentioned by Casey:

@rabbishoshana - Shoshana Meira Friedman

@demi.not.lovato - Demi Burnett

@kendahldamashek - Kendahl Damashek

@in.play.we.trust - Katherine Aurora Callahan

@neuroclastic

Sally Cat on Facebook

Other Links You May Be Interested In:

Autism Little Learners on Instagram

Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Today’s episode marks the one year birthday of the Autism Little Learners Podcast! It’s so fitting that this milestone falls on a day when I’m doing a Q&A episode with my husband. Tune in as he asks me questions from listeners. Today we tackle the classroom setup, how to manage several visual schedules, unstructured play, and play-based vs 1:1 direct teaching in the special education classroom.

Topics Discussed:

Classroom setup

Playbased learning balanced with 1:1 direct teaching

Managing several visual schedules

Symbol selection for visuals

Links Mentioned In This Episode:

Visual Schedules Made Easy Course

Comfy Early Childhood Teachers Chair (that saved my back!)

Other Links You May Be Interested In:

Autism Little Learners on Instagram

Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Episode/Show Notes:

I had the honor of talking to Ashley Barlow for today’s podcast episode. She is an attorney, mother of a son with Down Syndrome, and a former teacher. Since she has experienced the special education process from all three perspectives, she is the prefect person to interview about IEP’s. If you are new to IEP’s or just want a refresher, you aren’t going to want to miss this episode. See you inside the show!

Topics Discussed:

IEP’s

IEP acronyms

Preparing for an IEP meeting

Links Mentioned In This Episode:

Ashley’s Website: https://ashleybarlowco.com/

Ashley’s Podcast: https://podcasts.apple.com/us/podcast/special-education-advocacy-with-ashley-barlow/id1530453928

The Special Education & Advocacy Conference: https://ashleybarlowco.com/conference-2024

Other Links You May Be Interested In:

Autism Little Learners on Instagram

Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like- minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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After winter break, re-establishing routines in early childhood special education classrooms can be a challenge. Young children, particularly autistic children, benefit greatly from visual supports to ease this transition. In today’s episode, we'll go back to the basics and explore effective strategies that will ease that transition back into the classroom after an extended break!

Topics Discussed:

Going back to school after winter break

Visual supports and autism

Visual schedules

Autism and play

Regulation

Links Mentioned In This Episode:

Visual Supports Starter Set

Podcast Episode #7 Co-regulation & Self-regulation

Podcast Episode #41 Visual Supports

Podcast Episode #35 Predictable Routines

Other Links You May Be Interested In:

Autism Little Learners on Instagram

Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Today we are going to chat about the OWL approach. It was developed by The Hanen Centre and is a great strategy if you want to follow the child’s lead to learn more about what they like and how they are playing and communicating. The OWL approach has so many benefits, which I will go over during today’s episode.

Topics Discussed:

Following the lead of an autistic child

Examples of following their lead

Benenfits of following the autistic child’s lead

Links Mentioned In This Episode:

OWL approach from The Hanen Centre

The Hanen Centre website

More Than Words book from The Hanen Centre

Other Links You May Be Interested In:

Autism Little Learners on Instagram

Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like- minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Fostering early language development in young autistic children goes way beyond teaching words. I’m excited to share 3 ways to encore language development that actually do not involve saying “say train” or “say cracker”. Do you want to know what you can do instead? Listen to today’s episode for easy tips that you can implement right away!

Topics Discussed:

Symbolic sounds and exclamatory words

People play

Exploratory play

Links Mentioned In This Episode:

Symbolic sounds resources on TpT

Take out the toys booklet

People play booklet

Exploratory toy Amazon list

Exploratory play blog post

Podcast episode 16: symbolic sounds

Podcast episodes 36-39: play

Take out activity IG reel

Tot Tube IG reel

Other Links You May Be Interested In:

Autism Little Learners on Instagram

Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like- minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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You are NOT going to want to miss today’s episode! I talked to Jennifer Hofferber, a special education teacher of the year in Oklahoma, about training paraprofessionals. She has made it her mission to help others train and create a well oiled machine with their paraprofessionals. I can’t wait for you to hear her amazing insights and tips!

Topics Discussed:

• Training paraprofessionals and educational assistants
• Special education teachers as leaders
• Para interest survey
• Facilitating hard conversations
• Building relationships with paraprofessionals

Links Mentioned In This Episode:

Jennifer’s Free Conversation Starters and Tips

Paraprofessional Interest Survey

SpedPrepAcademy.com

Follow Jennifer on TikTok

Follow Jennifer on Instagram

Join the Sped Prep Academy Facebook Group

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How much time do you get to train your paraprofessionals? If you are like most of us…the answer is “little to none”. So, how can we provide training that only takes a couple of minutes per day? Well, today I’m going to talk about 7 areas that are the most important to start with and then I’ll share 2 resources that will help you train your staff in just a few minutes each day!

Topics Discussed:

• Training paraprofessionals and educational assistants
• Autism
• Gestalt language processing
• Regulation
• Building relationships
• Presuming competence
• Ethical responsibilities
• Classroom beliefs

Links Mentioned In This Episode:

• Para Handbook
• Para Training Video Series

Other Links You May Be Interested In:

• Autism Little Learners on Instagram

• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like- minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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In this episode, we're exploring the essential steps of potty training for autistic children, all while emphasizing compassion. Potty training can be a challenging journey, especially for children who are autistic. I've broken down the process into five steps, each designed to create a supportive and comfortable environment for your child or student. I’ll see you inside the show!

Topics Discussed:

• Challenges autistic children face with potty training
• 3 steps to potty training with compassion
• Preparing autistic children with visuals and social stories
• What you get in the Potty Train With Compassion mini-course

Links Mentioned In This Episode:

• Potty Train With Compassion Mini-Course

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like- minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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The holiday season is a time of joy and togetherness for many families, but it can also be a challenging time for parents of young autistic children. Changes in routines, sensory overload, and social gatherings can be overwhelming. In today’s episode we'll explore seven tips to help parents of young autistic children navigate the holidays successfully.

Topics Discussed: Challenges autistic children and parents face during holiday gatherings, maintaining a consistent schedule, preparing autistic children in advance with a social story and visuals, using a portable visual schedule, communicating with family and friends, bringing comfort items and preferred food, having a plan B.

Links Mentioned In This Episode:

What Is Autism handout for friends and family

Thanksgiving social story

Other Links You May Be Interested In:

Autism Little Learners on Instagram

Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like- minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast!

CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Are you feeling overwhelmed when you think about where to start with using visual schedules in your classroom or at home? Are you struggling to create visual schedules that actually work? You are not alone! Join me inside of today’s episode so we can chat about a solution to your problem.

Topics Discussed:

• History of visual schedules
• Visual Schedules Made Easy Course

Links Mentioned In This Episode ( if you don't see the links below, go to www.autismlittlelearners.com/shownotes for clickable links).

• JOIN VISUAL SCHEDULES MADE EASY ONLINE COURSE
• Graduation Credit Option
• Visual Schedules: Choosing the Symbols & Length Blog Post
• Blog Posts About Visual Schedule

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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For autistic children, the world can sometimes feel confusing and unpredictable. Visual schedules serve as lighthouses, providing a clear, visual pathway through the daily fog of activities. These powerful tools not only enhance comprehension and independence but also reduce anxiety and ease transitions. Let's explore the types of visual schedules, how to select symbols, and determine the optimal schedule length for your child or student.

Topics Discussed:

• Visual schedules
• Symbol selection for visual schedules
• Line drawings for schedules
• Objects schedules
• Length of a visual schedule

Links Mentioned In This Episode::

• Visual Schedule Sets From Autism Little Learners
• Blog Posts About Visual Schedule

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Are you a special education teacher or speech/language pathologist feeling overwhelmed by the challenges of creating smoother transitions for your autistic students? Are you a parent of a young autistic child searching for effective strategies to support your child or student’s development? Join me in today’s episode to learn more about the upcoming Visual Supports Coaching Week!

Topics Discussed:

• All done bucket
• Visual schedules
• Wait mat
• Star chart
• Calming Sequence
• First-Then Board
• Change Card
• Core Board
• Adapted books

Links Mentioned In This Episode::

• Autism Visual Supports Coaching Week
• Kari Dunn Buron’s Book “The Incredible 5 Point Scale”

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Picture this: a classroom where every child feels understood, where routines are clear, where communication flows, and where emotions are managed with confidence. In today's episode, I’m sharing the top 10 must-have visual supports that are transforming the lives of teachers, parents, and, most importantly, young autistic children. So whether you're a dedicated special education teacher striving for that "aha" moment, a speech/language pathologist seeking effective tools, or a parent eager to create a nurturing home environment, this episode is your roadmap to success.

Topics Discussed:

• All done bucket
• Visual schedules
• Visual sequences
• Visual cue cards for lanyards
• Wait mat
• Social stories
• Adapted books

Links Mentioned In This Episode About Visual Supports:

• Visual Supports Starter Set
• Visual Schedule Sets
• Visual Cue Card Set for Lanyards - School
• Visual Cue Card Set for Lanyards - Home
• 5 Must-Have Visual Sequences Blog
• Free Adapted Book Guide
• Free Social Story Library

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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In today’s Q&A episode, I answer questions submitted by listeners.

Topics Discussed:

• Exploratory play
• Behaviors
• Vocal stims

Links Mentioned In This Episode:

People Play Booklet

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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You don’t want to miss today’s episode about pretend play. We’ll start by summarizing the stages of play that we covered in the last several episodes. Exploratory play, one-step functional play, and two-step functional play are leading children on the path to pretend play! Now, let’s chat about how we can nurture pretend play with our autistic child or students. See you inside the show!

Topics Discussed:

• Exploratory play
• Functional play
• Pretend play
• Using visual supports for play

Links Mentioned In This Episode About Visual Supports:

• Exploratory Toys List On Amazon
• Functional Play Toys List On Amazon
• Episodes 10, 11, 36 & 37
• Mini-Trampoline Toy
• Playmobile Playground Toy
• Fisher Price Playground Set
• Pretend Play Toys Amazon List
• Themed Play Visual Supports
• Put Pretending Into Your Child’s Play Booklet
• The Hanen Centre

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Welcome to today’s episode, where playtime is more than just fun—it's a journey of learning. We've explored the foundational stages from exploratory play to one-step functional play. Now, let's delve deeper, guiding our kids from those initial moments to the dynamic world of two-step functional play. Let's discover together how to help our kids learn and grow through play.

Topics Discussed:

• Functional play
• One step play
• Two step play
• Using visual supports for play
• Suggestions for types of activities to use

Links Mentioned In This Episode About Visual Supports:

• Exploratory Toys List On Amazon
• Functional Play Toys List On Amazon
• Episodes 10, 11, 36 & 37
• Play Blog Posts
• Themed Play Visual Supports
• Take Out The Toys Booklet
• The Hanen Centre

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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The journey of play development in autistic children may take a different path than it does for typically children, but it doesn’t make it any less meaningful! With each stage, they delve deeper into their understanding of the world around them. For teachers and parents of young autistic children, the journey can be a tad more complicated, and understanding the stages of play becomes crucial. Two fundamental stages in this journey are 'exploratory play' and 'one-step functional play'. Let's take a closer look at these stages and the transition between them in today’s episode!

Topics Discussed:

• Exploratory & one-step functional play
• Examples of ways to transition from exploratory play to functional play
• Suggestions for types of activities to use
• Tips for edcuators and parents

Links Mentioned In This Episode About Visual Supports:

• Put In & Take Out Toys List On Amazon
• Tot Tube
• Functional Play Toys List On Amazon
• Episode 10
• Episode 36
• Play Blog Posts
• Themed Play Visual Supports
• Take Out The Toys Booklet
• The Hanen Centre

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with likeminded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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So often our young autistic students come to us with what we think are “no play skills”. Does your student or child dump toys, throw toys and objects, or mouth everything? Well, guess what? That is a developmental stage of play called “exploratory play”. If your student or child is in this stage of play, there is plenty we can do to nudge them toward functional play. In today’s episode, I’ll be talking about how you can use “put in” and “take out” activities for children in this exploratory stage of play.

Topics Discussed:

• Exploratory play
• Put in activities
• Take out activities
• Suggestions for types of activities to use
• Next steps to expand

Links Mentioned In This Episode About Visual Supports:

• Take Out The Toys Booklet
• Put In & Take Out Toys List On Amazon
• Themed Play Visual Supports
• Podcast Episode About Exploratory Play
• Blog Post About Exploratory Play
• The Hanen Centre

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with likeminded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Predictable routines…they are everything when you are teaching young autistic children. In today’s episode, we will be chatting more about why predictable routines are so important and also about HOW to get started implementing a few in your own classroom!

Topics Discussed:

• Why predictable routines are so important for young autistic children
• Which routines would be the best to start with
• Examples of predictable routines in the classroom that have stood the test of time with hundreds of children
• Using an all done bucket
• Predictable routines to start off the day at school
• Using a transition object
• Predictable routines to introduce circle time

Links Mentioned In This Episode About Visual Supports:

• Visual Supports Starter Set
• Introducing Circle Time Facebook Live Replay
• Smoother Transitions Blog Post
• Visual Schedules Resource

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with likeminded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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I’ve got a short and sweet episode for you today! I’ll be sharing 3 tips for introducing a morning meeting or circle time to young autistic children in a self-contained preschool classroom. If you are an educator working in that setting, you don’t want to miss this episode!

Topics Discussed:

• Preparing and getting organized before starting a circle time for young autistic children in a special education preschool classroom
• Using visual supports, such as a visual mini-schedule, and all done bucket during group time
• Using songs to signal the end of group time

Links Mentioned In This Episode About Visual Supports:

• Visual Supports Starter Set
• Blog Posts Related To “Routines”
• What My Preschool Autism Classroom Looks Like
• RSVP For Upcoming FB Live Mini-Training

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Teaching young autistic children requires a unique approach that goes beyond traditional teaching methods. Building a positive and nurturing relationship with your students is not only essential for their emotional well-being but also forms the foundation upon which meaningful learning can take place. In today’s podcast, we will delve into the importance of fostering and building a positive connection with young autistic children, and provide five effective strategies for special education teachers and therapists to connect with their students.

Topics Discussed:

• Using an individualized approach
• Establish predictability
• Use visual supports
• Embrace sensory sensitivities
• Practice patience and empathy

Links Mentioned In This Episode About Visual Supports:

• Blog Posts Related To “Connection”
• Visual Schedule Pictures
• Visual Supports Starter Set

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with likeminded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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When little ones start growing up, they're not just learning about things around them – they're also figuring out how to control their feelings and actions. For autistic children, this is super important because it helps them learn and do things in school. In today’s episode, we will talk about why supporting regulation is so crucial for autistic children, what self-regulation and co-regulation mean. I’ll also share some easy tips for parents and teachers who want to work proactively to prevent dysregulation.

Topics Discussed:

• Self-regulation
• Co-regulation
• Calming corner
• Calming kit
• Sensory tools
• Self-regulation children’s books

Links Mentioned In This Episode About Visual Supports:

• Calming Kit
• Favorite Sensory Tools
• Favorite Self-Regulation Children’s Books
• Self Regulation- 10 Children’s Books You Need Now! (Autism Little Learners Podcast Episode #22)
• Reinforcement Inventory

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with likeminded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Thanks for joining us for a Q&A episode with Jason. These Q & A episodes will air from time to time so I can answer YOUR questions! I love brainstorming with you and helping you come up with ideas, so be sure to submit a question by sending me a DM on Instagram or Facebook. You can also submit using this link.

Topics Discussed:

• Sitting at the table
• Exploratory play
• Using pictures to communicate
• When parents are in denial of the diagnosis
• Suggestions for an autism classroom with several students
• Advice for a first year special education teacher

Links Mentioned In This Episode About Visual Supports:

• Take Out The Toys Booklet - Hanen Centre
• Para Video Series Training
• Visual Supports Starter Set
• The Autism Navigator Website
• First Words Project Website
• Autism Little Learners Membership

Other Links You May Be Interested In:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with likeminded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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The Autism Little Learners Membership is a dedicated community that provides valuable support and resources for parents and educators working with young autistic children. I can’t wait to share what you will find inside the membership in today’s episode. Let’s chat more inside the show!

Autism Little Learners Membership

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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Episode/Show Notes:

Imitation skills play a crucial role in a child's early development, particularly in the realm of language acquisition and social interaction. For young autistic children, who often face challenges in communication and social engagement, fostering imitation skills can be a significant step towards enhancing their overall development. In today’s episode we will delve into the importance of imitation skills for autistic children and explore the groundbreaking research of the First Words Project, which focuses on imitating actions with objects to promote language development.

Imitating With Objects Resource

First Words Project

Video Modeling Blog Post

Video Modeling Mini-Training Replay

Video Modeling Podcast Episode 15

16 Actions With Objects By 16 Months Handouts

The Power Of Imitating Children On The Autism Spectrum - Hanen Centre Blog Post

Encouraging Language With Symbolic Sounds Podcast Episode

Symbolic Sounds Resource

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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Whether you are a mama or an educator, you are going to want to listen to today’s episode. I was lucky enough to interview Dr. Alisha Bennett about her experience with her autistic son and how she supports other mamas! Keep listening to soak up some awesome Alisha wisdom!

• The Multifaceted Mama Doc Website
• The Multifaceted Mama Doc Instagram

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

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I can’t wait to tell you all about Kickstart Back To School Bootcamp in today’s show! This course only opens up one time per year, and it will help you start the new school year off on the right foot! Get organized, get motivated, and get some support…find out how inside today’s show!

• Kickstart Back To School Bootcamp 2023

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

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This week I had the honor of interviewing special education teacher Dawn Ellis for the podcast. Dawn shares her expertise in the area of adapting curriculum to meet the needs of all children. Specifically, we talked about using adapted books for science and social studies. You know how much I love adapted books, so this was such a fun interview.

• Cultivating Exception Minds Website
• Be The Exception Podcast
• Cultivating Exceptional Minds on Instagram

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

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In this episode, I shared information about the 2023 Summer PD Series. This series provides professional development trainings and resources to get you ready for the upcoming school year! Here are the links you need:

• Summer PD Series

• July 6, 2023 FB Live

• File Folder Challenge

• Autism Classroom Guide
• Kickstart Back To School Bootcamp 2023
• Adapted Book Guide
• Adapted Book Challenge
• 4 Shifts We Need To Make: Autism In The Schools Masterclass
• Toilet Train With Compassion Mini-Course
• Toilet Training Guide
• Autism Little Learners Membership Opens

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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In episode 24, I have the pleasure of interviewing Rachel Madel M.A.,CCC-SLP. Rachel is an LA-based speech-language pathologist dedicated to coaching parents and professionals on incorporating technology to best support speech and language development. Rachel presents both nationally and abroad on the use of augmentative alternative communication (AAC) for children with complex communication needs and coaches clinicians, teachers, and parents on integrating technology in classrooms and at home to support

communication. She co-hosts a weekly podcast called “Talking With Tech” and creates educational resources, therapy materials, and training videos to help support parents and professionals.

In this episode, Rachel Madel and I talk about:

• The definition of AAC
• Modeling without expectation
• Presuming competence
• Why kids don’t have to “prove they are ready” for AAC
• Different types of AAC
• How to get “buy-in” with AAC

Links Related To This Week’s Episode:

• Rachel’s Free Resource Library
• AAC Ally Course
• Talking With Tech Podcast
• Rachel’s Instagram
• Rachel’s Website
• Rachel’s TikTok

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

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In This Episode You Will Learn 5 Ways To Create A Smother Transition To Kindergarten For Your Autistic Child:

• Visit the school’s playground over the summer
• Put together a social story
• Create an “All About Me” document
• Practice adaptive skills
• Meet the teacher and visit the classroom

Links Related To This Week’s Episode:

• Reinforcement Inventory
• Social Story Library
• Going To Kindergarten Social Story
• All About Me Template
• Free Sleep Article From Autism Advocate Parenting Magazine
• Autism Advocate Parenting Magazine - Learn More & Subscribe

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

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In this episode, I’m sharing 10 children’s books that promote self-regulation and support autistic children. So, if you're a parent, educator, or simply someone interested in this topic, you're in for a treat! We'll be discussing some amazing books that will be perfect to add to your home or school library.

In This Episode You Will Learn:

• 10 children’s books about self-regulation and sensory differences
• Where to learn more about self-regulation

Links Related To This Week’s Episode:

• Sensory Children’s Books Amazon List
• A Day With No Words Children’s Book by Tiffany Hammond
• Self-Regulation Blog Posts
• My Favorite Noise Cancelling Headphones For Kids
• Free Calming Corner Challenge
• Sensory-related Mini-Training Replays On YouTube

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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In today’s Q&A podcast episode, I answered questions from listeners about toilet training young autistic children.

In This Episode You Will Learn:

• What to do if your child or student uses the bathroom at home, but not at school or in public
• Readiness signs for potty training
• Where to start first with toilet training
• Helping children communicate the need to use the bathroom
• How interoception affects toilet training

Links Related To This Week’s Episode:

• Toilet Training Toolkit Guide
• Toileting Sequence Visual Support
• Interoception Video
• Toilet Training Amazon Recommendations

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes. Ask me anything and tune in to see if your question is featured on the show!

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We are on the last episode in this 3 part series on potty training autistic children with compassion. Today, I’ll be sharing 12 additional tips and tricks that have worked for me and the parents I have supported over the last 2 decades. Be sure to listen in because one of these tips might just be the one you needed to get over the potty training hump.

In This Episode You Will Learn:

• 12 tips and tricks for potty training autistic children

Links Related To This Week’s Episode:

• Toilet Training Toolkit Guide
• Potty Time App
• Toilet Training Amazon Recommendations

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

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What skills do I even start with as I’m potty training my autistic child or student? Which strategies will help me best support the child as I begin to teach these skills? Today we will be talking about which skills you can start with and the types of visual and sensory supports can help you potty train with compassion. You will also learn where to get the brand new free Toilet Training Guide from Autism Little Learners. Be sure to listen to episode 18, which was part one of this 3 part series on toilet training. In that episode we talked about how interoception differences and language delays can make potty training more difficult for young autistic children.

In This Episode You Will Learn:

• Where to start with potty training your autistic child or student
• What types of visual supports are helpful
• Which sensory aspects you need to think about

Links Related To This Week’s Episode:

• Toilet Training Toolkit Guide
• Toilet Training Blog
• Mini-Training Replay On Visual Supports For Potty Training
• Video Modeling Blog
• Mini-Training Replay On Video Modeling
• Noise Reducing Headphones
• My Favorite Weighted Lap Pad

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

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One of the biggest skills parents of my students want to work on is potty training, and rightly so. This skill is huge when it comes to independence! But, many times, ditching those diapers and pull-ups takes a lot more time than with neurotypical children. Why is that? That’s what we are chatting about it inside this episode of the Autism Little Learners Podcast!

In This Episode You Will Learn:

• Why potty training is delayed for many autistic children
• What the term “interoception” means
• How language delays affect potty training
• Tips to help set the stage for toilet training

Links Related To This Week’s Episode::

• Toilet Training Blog Posts
• Potty Journey Book
• Ready Set Potty Book
• Interoception - How I Feel Book
• The Pocket OT Facebook Page
• Autism Potty Training Amazon Recommendations
• Free Visual Sequence For Toileting
• El Potty Nurse Travel Potty Seat

Register for the new mini-course, "Autism: Potty Train With Compassion" by clicking here.

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes on the first Tuesday of each month. Ask me anything and tune in to see if your question is featured on the show.

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In this episode, I’m talking about all things TpT Sitewide sales. Teachers Pay Teachers sitewide sales are a great opportunity to save money on educational resources. By planning ahead, signing up for email notifications, following your favorite sellers, taking advantage of bundle deals, leaving feedback, using free resources, and checking the sale dates and times, you can maximize your savings and get the resources you need for your classroom or home.

In This Episode You Will Learn:

• What a TpT sitewide sale is
• How to take full advantage of the sale
• How to write a review to earn $$ toward future TpT purchases

Links Related To This Week’s Episode::

• Follow Autism Little Learners TpT Store
• How To Leave a Review Blog Post

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes on the first Tuesday of each month. Ask me anything and tune in to see if your question is featured on the show!

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Symbolic sounds are the sounds that represent specific words or ideas, such as "meow" for a cat or "choo-choo" for a train. These sounds can be very helpful for young children who are still developing their language skills, as they can provide a way for children to communicate even if they don't have the words to express themselves. Today’s show dives into different types of symbolic sounds, and ways to use them to encourage language development. Don't forget to grab your free list of symbolic sounds (linked below)!

In This Episode You Will Learn:

• What symbolic sounds are
• How symbolic sounds can be used to encourage language development
• Ideas for activities that include symbolic sounds

Links Related To This Week’s Episode::

• Symbolic Sounds Blog Post
• Free List Of Symbolic Sounds
• Symbolic Sounds Resource On TpT
• 3 Ways To Use Symbolic Sounds To Build Language Skills Mini-Training (YouTube)
• “Pets” book by Jane Foster
• Touch & Feel Farm Book
• Touch & Feel Pets Book
• Themed Play Visual Supports

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes on the first Tuesday of each month. Ask my anything and tune in to see if your question is featured on the show!

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Video modeling is an effective strategy for autistic students. Research has shown that video modeling can help with teaching new skills or routines. The best thing about video modeling is how motivating it is! It’s such an underutilized strategy and can be implemented quickly and easily. I’ll share some tips for getting started in this episode.

In This Episode, You Will:

• What video modeling is
• Benefits of video modeling
• Different types of video modeling
• 3 tips to get started
• Examples of ways to use video modeling

Links Related To This Week’s Episode::

• Video Modeling Blog Post
• Video Modeling FB Live Replay
• Batman Video Modeling Example
• Incredible 5-Point Scale Book by Kari Dunn Buron

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group

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Video modeling is an effective strategy for autistic students. Research has shown that video modeling can help with teaching new skills or routines. The best thing about video modeling is how motivating it is! It’s such an underutilized strategy and can be implemented quickly and easily. I’ll share some tips for getting started in this episode.

In This Episode, You Will:

• What video modeling is
• Benefits of video modeling
• Different types of video modeling
• 3 tips to get started
• Examples of ways to use video modeling

Links Related To This Week’s Episode::

• Video Modeling Blog Post
• Video Modeling FB Live Replay
• Batman Video Modeling Example
• Incredible 5-Point Scale Book by Kari Dunn Buron

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes on the first Tuesday of each month. Ask my anything and tune in to see if your question is featured on the show!

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Have you heard about my Visual Supports Challenge? It’s happening now and I want YOU to join me and the thousands of educators and parents who have gotten started. If you like to take action and really implement and use what you learn, this is for you. Find out more inside the show.

In This Episode, You Will:

• Learn About The Visual Supports Challenge
• 7 Visual Supports That Are In The Visual Supports Challenge
• Learn 7 Reasons To Use Visual Schedules
• Discover 6 Tips For Implementing Visual Schedule At Home
• Find Out How To Join The Visual Schedules Made Easy Online Course

Links Related To This Week’s Episode::

• Visual Supports Challenge
• Visual Schedules Made Easy Online Course

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes on the first Tuesday of each month. Ask me anything and tune in to see if your question is featured on the show!

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Thanks for joining us for Tuesday Talks With Tara & Jason. These Q & A episodes will air on the first Tuesday of each month. I love brainstorming with you and helping you come up with ideas, so be sure to submit a question by sending me a DM on Instagram or Facebook. You can also submit using this link.

In today's Q & A episode, I answered questions related to autism about:

• Navigating the initial diagnosis of autism
• Parents in denial of autism diagnosis
• Student who puts visuals in their mouth
• Child who pushes one button over and over on AAC device
• Child who has trouble separating from parent at daycare
• Visual Supports Challenge
• Visual Schedules Made Easy Course

Links:

• The Autism Navigator
• Visual Supports Challenge
• Visual Schedules Made Easy

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes on the first Tuesday of each month. Ask my anything and tune in to see if your question is featured on the show!

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April has historically been called Autism Awareness Month. But, now you might be hearing that it is now being called Autism Acceptance Month. Why was that change made? Why is the puzzle piece now replaced with the infinity symbol? How has the definition of autism changed and how has the prevalence of autism increased over the past 20 years? Episode 12 of The Autism Little Learners Podcast will bring you up to speed!

In This Episode You Will Learn:

• Autism Awareness vs. Acceptance
• What the puzzle piece is out and what symbol replaced it
• History of the definition and diagnosis of autism
• Prevalence of autism over the past 23 years
• Identity-first vs person-first language

Links Related To This Week’s Episode:

CDC Autism Prevalence Data

Person First Language Blog

Autistic Self Advocacy Network

Neuroclastic

Uniquely Human Book by Barry Prizant

I Will Die On This Hill by Meghan Ashburn & Jules Edwards

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes on the first Tuesday of each month. Ask me anything and tune in to see if your question is featured on the show!

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Your student or child engages in mostly exploratory play where they interact with toys in a sensory way. Then may dump, sift or bang toys and objects. The next step is functional play. Episode 11 dives into functional play and autism

In This Episode You Will Learn:

• What functional play is
• Benefits of functional play
• Where to find visual supports for 1 and 2 step play
• Examples of functional play

Links Mentioned In This Episode About Functional Play & Autism:

• Functional Play And Autism Blog
• Autism & Play - How To Support Children Blog
• Free Cookie Theme One Step Functional Play Visual Supports
• Melissa & Doug Cookie Toy
• List Of Recommended Toys For Exploratory Play
• List Of Recommended Toys For Functional Play
• Take Out The Toys Book - Hanen Centre
• Themed One & Two Step Play Visual Supports

You may also be interested in these supports:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Submit a question for the Q&A episodes on the first Tuesday of each month. Ask my anything and tune in to see if your question is featured on the show!

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Do you have students who aren’t playing with toys in a functional way yet? Do they like to dump, or explore toys or objects in more of a sensory way? If you said “yes”, this episode about exploratory play and autism is for you!

In This Episode You Will Learn:

• What exploratory play is
• Benefits of exploratory play
• Examples of exploratory play

Links Mentioned In This Episode About Exploratory Play & Autism:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook
• Exploratory Play And Autism Blog
• Autism & Play - How To Support Children Blog
• Exploring Objects Article by The Hanen Centre
• List Of Recommended Toys For Exploratory Play
• Take Out The Toys Book - Hanen Centre

Submit a question for the Q&A episodes on the first Tuesday of each month. Ask my anything and tune in to see if your question is featured on the show!

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Multi-modal communication is a term we’ve been hearing more and more. How can we honor all modes of communication and what does that even mean?! In this episode, we will chat about that, plus I’ll share 3 tips for encouraging multi-modal communication. Don’t forget to download the free Multi-Modal Communication Checklist!

In This Episode You Will Learn:

• What multi-modal communication means
• How you can honor communication
• Tips for encouraging multi-modal communication

Links Mentioned In This Episode About Multi-Modal Communication:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook
• Multi-Modal Communication Blog post
• Multi-Modal Communication Video Training Replay
• Rachel Madel - AAC Ally
• Multi-Modal Communication Checklist

Submit a question for the Q&A episodes on the first Tuesday of each month. Ask me anything and tune in to see if your question is featured on the show!

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Thanks for joining us for Tuesday Talks With Tara & Jason. These Q & A episodes will air on the first Tuesday of each month. I love brainstorming with you and helping you come up with ideas, so be sure to submit a question by sending me a DM on Instagram or Facebook. You can also submit using this link.

In today's Q & A episode, I answered questions related to autism about:

• Student escaping from the classroom
• Justifying play-based learning
• Managing sensory tools
• Visual schedule vs communication device
• Dual diagnosis of Down Syndrom and autism
• Negative behaviors
• Morning routine in the classroom

Links:

• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes.

Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”.

THANK YOU!

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We hear the term self-regulation all the time. But, we need to remember an important step of co-regulation. This episode will walk you through 5 tips for moving from co-regulation to self-regulation. You can grab the calming kit here.

In This Episode You Will Learn:

• 5 tips for moving from co-regulation to self-regulation
• About what co-regulation is
• About what self-regulation is
• Visual supports that can encourage self-regulation

Links Mentioned In This Episode About Co-Regulation & Self-Regulation:

• Adapted Book Library
• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook
• Adapted Books Blog
• 5 Fidget Toys For Self Regulation Blog
• Co-Regulation And Autism Blog
• Children’s Book List For Self-Relation
• DIY Calming Tent
• Free Calming Corner Challenge

Submit a question for the Q&A episodes on the first Tuesday of each month. Ask me anything and tune in to see if your question is featured on the show!

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Using adapted books with your young autistic students can be incredibly beneficial for helping them learn and grow. Whether you are a teacher, parent, or caregiver, using adaptive books can help you support the child’s development in a variety of ways. This episode will walk you through 10 reasons to use adapted books at home or school. You can grab the free visual pieces for “Brown Bear, Brown Bear” by downloading the Visual Supports Starter Set. Also, check out the brand new ADAPTED BOOK LIBRARY!

In This Episode You Will Learn:

• 10 benefits of using adapted books for autistic children
• About the new Adapted Book Library
• Where to get visuals for adaptive books

Links Mentioned In This Episode About Adapted Books:

• Adapted Book Library
• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook
• Adapted Books Blog

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Implementing visual supports at home can be overwhelming. You may be a parent, caregiver, or family member who is thinking “where do I even start when it comes to visuals at home?”. Or, you might be a teacher or childcare provider who is supporting a family with a young autistic child. Whichever category you fall under, I’m hoping you can walk away with some actionable ideas today!

In This Episode You Will Learn:

• Different types of visual supports for home
• 4 examples of visual supports for autistic children
• 3 tips for taking the overwhelm out of using visual supports at home

Links Mentioned In This Episode About Visual Supports At Home:

• Visual Support Starter Set
• Visual Supports Facebook Group
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook
• Free Toileting Visual Sequence
• Free Visual Sequences For Home
• Visuals At Home Blogs
• Visuals At Home Video Training Replays
• Visual Schedules Made Easy Online Course Waitlist
• Autism Little Learners Social Story Library
• Carol Gray - Social Stories
• Amazon Basic Laminator

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Thanks for joining us for Tuesday Talks With Tara & Jason Phillips. These Q & A episodes will air on the first Tuesday of each month. I love brainstorming with you and helping you come up with ideas, so be sure to submit a question by sending me a DM on Instagram or Facebook. You can also submit using this link.

Links Mentioned In This Episode About Visual Supports:

• Visual Schedules Made Easy Online Course Waitlist
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook
• Free Visual Supports Starter Set

You can also join my free Visual Supports Facebook Group to “hang out” with likeminded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”.

THANK YOU!

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In this episode, I share 5 of my favorite visual supports to start with in an autism classroom. They work at home too! Stop reinventing the wheel and try these visuals that are tried and true and have stood the test of time.

In This Episode You Will Learn:

• 5 different visual supports for autism
• Why each of these visual supports are valuable
• How to implement these visuals with autistic children

Links Mentioned In This Episode About Visual Supports:

• Visual Support Starter Set
• The Incredible 5 Point Scale by Kari Dunn Buron
• Episode 2 - more information about the All Done Bucket
• Adapted Books Blog Post
• Themed Year Round Adapted Book Visuals
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Send me a DM on Instagram or Facebook and tell me which visual support you are going to implement first! You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”.

THANK YOU!

Tara

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Let’s talk about visual supports and autism. Educators and parents are told to “use visual supports” and there is a good reason why. They are an evidence-based strategy for autistic children! However, it can be difficult to navigate the countless visuals that pop up in a google search. Which visual strategies are proven to work? Which visuals should I create for my autism classroom? Where do I start with visuals for autism at home?

In This Episode You Will Learn:

• Where to find a free set of visual supports that work
• How to use an “all done bucket”
• 3 Tips for implementing a new visual support

Links Mentioned In This Episode About Visual Supports:

• Visual Support Starter Set
• Autism Little Learners on Instagram
• Autism Little Learners on Facebook

Send me a DM on Instagram or Facebook and tell me which visual support you are going to implement first! You can also join my free Visual Supports Facebook Group to “hang out” with like-minded educators and parents who want to take action and implement visuals at home or at school.

Be sure to subscribe to The Autism Little Learners Podcast so you don’t miss future episodes. Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! CLICK HERE to leave a review on iTunes, then scroll down to “ratings and reviews” and click “write a review”. THANK YOU!

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Thank you for listening to this quick little mini-episode of the Autism Little Learners Podcast! I'm so excited about all of the goodness and actionable strategies that this podcast is going to give you in its full-length episodes.

I want YOU to come away with strategies that are tried and true and REALLY word for young autistic children. Whether you are a parent, family member, or educator, this podcast is for YOU!

Together, we will chat about all things autism. Some of the upcoming topics include:

• visual supports and autism
• using visual schedules
• adapted books
• toilet training
• structured teaching
• teaching play skills
• gestalt language processing
• AAC
• co-regulation & self-regulation
• social stories

...and SO much more! Once we get going, I'll be asking for questions from all of YOU. A few questions each month will be answered during the podcast. Woohoo! So, be sure to keep listening so you know when and where you can submit a question.

In the meantime, start by downloading your free Visual Support Starter Set.

Always remember to find the good in every day!

Tara

Autism Little Learners on Instagram

Autism Little Learners on Facebook