The Autism Little Learners Podcast

Tara Phillips
  • 4.8 (116)
  • EDUCATION
  • UPDATED WEEKLY

You want to help your autistic students or child thrive — but it can feel overwhelming trying to figure out where to start. Whether you're wondering how to build connection, teach communication, navigate sensory needs, or support your paras… you're in the right place. Welcome to The Autism Little Learners Podcast, where compassion meets practical strategy. Host Tara Phillips, a speech-language pathologist with over two decades of experience, brings you neurodiversity-affirming insights, step-by-step tips, and real-world examples that help you feel confident, prepared, and inspired to support young autistic children. This show is relaxed, upbeat, and packed with actionable ideas you can use right away — whether you're a special educator, SLP, general education teacher, paraprofessional, parent, grandparent, or anyone who loves a young autistic child. Each episode explores topics like: Teaching communication and AAC in natural, joyful ways Using visual supports and routines to create predictability Fostering co-regulation and independence Understanding sensory needs and reducing stress Supporting paraprofessionals with clarity and compassion Building strong, trusting relationships with autistic kids Tara's approach is rooted in connection over compliance — helping you see each child's strengths, honor their communication style, and create an inclusive environment where everyone can succeed. Subscribe to The Autism Little Learners Podcast and join the movement toward more compassionate, affirming early childhood education. Connect with Tara: 📘 Facebook: facebook.com/autismlittlelearners 📸 Instagram: instagram.com/autismlittlelearners 🌐 Website: autismlittlelearners.com

  1. 3D AGO

    #164: How Long Should a Visual Schedule Be?

    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.

    14 min

  2. FEB 24

    #163: You Want to Model AAC, but Don't Know How to Get Your Team On Board

    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.

    20 min

  3. FEB 17

    #162 Title: Protecting Autistic Joy Through Play With Cari Ebert, SLP

    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.

    58 min

  4. FEB 10

    #161: Supporting Children Through Disrupted Routines: Regulation, Co-Regulation, and Practical Classroom Supports

    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.

    33 min

  5. FEB 3

    #160: Modeling AAC All Day: What Changes When Communication Is Everywhere

    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

    8 min

  6. JAN 27

    #159 - Why AAC Is Not a Reward!

    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

    8 min

  7. JAN 20

    #158 AAC Shouldn't Have to Be Earned

    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!

    8 min

  8. JAN 13

    #157 We Wrote a Book! Introducing The Mindfulness Guide for Neurodivergent Learners With Sarah Habib

    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.

    27 min
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About

You want to help your autistic students or child thrive — but it can feel overwhelming trying to figure out where to start. Whether you're wondering how to build connection, teach communication, navigate sensory needs, or support your paras… you're in the right place. Welcome to The Autism Little Learners Podcast, where compassion meets practical strategy. Host Tara Phillips, a speech-language pathologist with over two decades of experience, brings you neurodiversity-affirming insights, step-by-step tips, and real-world examples that help you feel confident, prepared, and inspired to support young autistic children. This show is relaxed, upbeat, and packed with actionable ideas you can use right away — whether you're a special educator, SLP, general education teacher, paraprofessional, parent, grandparent, or anyone who loves a young autistic child. Each episode explores topics like: Teaching communication and AAC in natural, joyful ways Using visual supports and routines to create predictability Fostering co-regulation and independence Understanding sensory needs and reducing stress Supporting paraprofessionals with clarity and compassion Building strong, trusting relationships with autistic kids Tara's approach is rooted in connection over compliance — helping you see each child's strengths, honor their communication style, and create an inclusive environment where everyone can succeed. Subscribe to The Autism Little Learners Podcast and join the movement toward more compassionate, affirming early childhood education. Connect with Tara: 📘 Facebook: facebook.com/autismlittlelearners 📸 Instagram: instagram.com/autismlittlelearners 🌐 Website: autismlittlelearners.com

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