The Autism Little Learners Podcast

Tara Phillips
  • 4.8 (117)
  • 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. 4D AGO

    #169: Expanding Play Without Taking It Over

    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

    10 min
  2. You Might Also Like: On Purpose with Jay Shetty

    4D AGO ·  BONUS

    You Might Also Like: On Purpose with Jay Shetty

    Introducing NOAH KAHAN: Imposter Syndrome, Anxiety & The Pressure of Success (What He’s Never Shared Before) from On Purpose with Jay Shetty. Follow the show: On Purpose with Jay Shetty Jay sits down with singer-songwriter Noah Kahan to break down the pressure that comes after “making it” - the imposter syndrome, the constant comparison, and the fear of losing it all. Noah shares how music became his escape from anxiety growing up, what it felt like to finally land the record deal he dreamed of, and why success didn’t silence the doubt, it amplified it. Jay and Noah unpack the myth of the “tortured artist,” and the quiet fear that healing might take away what makes you creative. Noah opens up about his recent OCD diagnosis, how he let go of the belief that he had to suffer for his art, and what it took to find his voice again without relying on pain. Noah speaks candidly about his struggles with body dysmorphia and the unexpected therapy of creating his documentary. Together they explore what it means to find balance and to stop performing for the world so you can finally be seen by the people who matter most. In this episode, you'll learn: How to Stop Defining Your Worth by Your Work  How to Face Your Unseen Fears Through Therapy  How to Stay Present When Life Feels Overwhelming  How to Extract Lessons from Painful Feedback  How to Handle the Fear of Losing Your Success  How to Stay Grounded Between Praise and Criticism   How to Prioritize Your Time Over the Endless Grind Whether you are navigating a major life transition or simply trying to find your footing in a loud world, remember that your self-worth is not a mathematical equation based on your latest achievement. No one should have to navigate their mental health journey alone. Join Noah in the mission to prove that the more we share our stories, the more we empower others to do the same. Visit: https://www.busyheadproject.org/  With Love and Gratitude, Jay Shetty JAY’S DAILY WISDOM DELIVERED STRAIGHT TO YOUR INBOX Join 900,000+ readers discovering how small daily shifts create big life change with my free newsletter. Subscribe https://news.jayshetty.me/subscribe   Check out our Apple subscription to unlock bonus content of On Purpose! https://lnk.to/JayShettyPodcast  What We Discuss: 00:00 Intro 01:54 Seeing Yourself Through the Eyes of Others  04:39 The Childhood Memory That Defined My Career  05:42 Middle Child Energy and the Need to Be Heard  06:57 Music Was My Only Plan A  08:44 The Disconnect Between Fitting In and Being Genuine   11:09 Expressing Yourself Without Giving Yourself Away  14:05 Songwriting: The Constant Search for a Simpler Life  17:25 Every Creative Process Is Different  18:52 When What You Do Becomes Who You Are  24:07 The Power of Journaling Your Lessons  27:05 Does Healing Kill Creativity?  29:48 My Biggest Regret in Communicating with Family  32:43 The Vulnerability of Filming Your Private Life  36:32 Healing and Finding Peace as a Family  43:51 Has Success Made Mental Health Harder or Better?  46:19 The Honest Truth about Body Dysmorphia  52:09 Living and Dying by Your Own Honesty  57:40 The Difference Between Going to Therapy and Doing Therapy  01:00:24 Do You Secretly Find Comfort in Your Pain?  01:02:01 Re-evaluating What Truly Matters After Success  01:05:59 Finding the Strength to Believe in Yourself  01:11:04 Protecting Your Heart While Taking Criticism 01:14:06 Stability Rooted in Love and Marriage 01:20:48 Would You Rather? 01:22:55 Gut Reaction 01:25:46 Noah on Final Five   Episode Resources: Website | https://noahkahan.com/  YouTube | https://www.youtube.com/c/NoahKahan  Facebook | https://www.facebook.com/noahkahanmusic  Instagram | https://www.instagram.com/noahkahanmusic/  TikTok | https://www.tiktok.com/@noahkahanmusic  X | https://x.com/NoahKahan See omnystudio.com/listener for privacy information. DISCLAIMER: Please note, this is an independent podcast episode not affiliated with, endorsed by, or produced in conjunction with the host podcast feed or any of its media entities. The views and opinions expressed in this episode are solely those of the creators and guests. For any concerns, please reach out to team@podroll.fm.

  3. MAR 31

    #168: Autistic Play is Real Play

    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.

    12 min

  4. MAR 24

    #167: Mini-Schedules: The Visual Support You're Probably Missing

    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.

    10 min

  5. MAR 17

    #166: When a Child Isn't Responding to a Visual Schedule (What to Adjust First)

    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.

    11 min

  6. MAR 10

    #165: Are You Using the Right Symbols on Your Visual Schedule?

    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.

    14 min

  7. MAR 3

    #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

  8. 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
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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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