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#180 Preschool Autism Summit: How it came to be & the movement we're building together
Jun 23, 2026
Unknown duration
#179: The 4-Letter Shift That Changes How You See Behavior!
Jun 16, 2026
Unknown duration
#178: What If Too Many Questions Are Quieting Your AAC Learners?
Jun 9, 2026
Unknown duration
#177: Echolalia Is Communication (Not Something to Eliminate)
Jun 2, 2026
0m 40s
#176: Before Words: Why Symbolic Sounds Matter More Than You Think
May 26, 2026
Unknown duration
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| Date | Episode | Topics | Guests | Brands | Places | Keywords | Sponsor | Length | |
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| 6/23/26 | ![]() #180 Preschool Autism Summit: How it came to be & the movement we're building together | 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. | — | ||||||
| 6/16/26 | ![]() #179: The 4-Letter Shift That Changes How You See Behavior! | 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. | — | ||||||
| 6/9/26 | ![]() #178: What If Too Many Questions Are Quieting Your AAC Learners? | 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. | — | ||||||
| 6/2/26 | ![]() #177: Echolalia Is Communication (Not Something to Eliminate) | 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. | 0m 40s | ||||||
| 5/26/26 | ![]() #176: Before Words: Why Symbolic Sounds Matter More Than You Think | 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. | — | ||||||
| 5/19/26 | ![]() #175: Incorporating Deep Interests to Transform Learning Activities | 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 SHAPE \* MERGEFORMAT 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. SHAPE \* MERGEFORMAT 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 | — | ||||||
| 5/12/26 | ![]() #174: What Echolalia Is Really Telling You: A Gestalt Language Processing Conversation with Nicole Casey, SLP (Encore) | 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! | — | ||||||
| 5/5/26 | ![]() #173: Why Forcing Engagement Backfires (And What to Do Instead)✨ | engagementautism+4 | — | — | — | low engagementdisengagement+6 | — | 18m 40s | |
| 4/28/26 | ![]() #172: What Are Deep Interests? (And Why the Name Matters)✨ | deep interestsautistic children+4 | — | Autism Little Learners Podcast | — | deep interestsautism+5 | — | 16m 15s | |
| 4/21/26 | ![]() #171: From Exploratory to Functional Play (Without Forcing It)✨ | play developmentfunctional play+4 | — | — | — | functional playexploratory play+5 | — | 8m 20s | |
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| 4/14/26 | ![]() #170: Exploratory Play Is Not a Problem to Fix✨ | exploratory playautistic children+4 | — | — | — | exploratory playautism+5 | — | 8m 37s | |
| 4/7/26 | ![]() #169: Expanding Play Without Taking It Over✨ | play expansionautistic play+3 | — | — | — | exploratory playrepetitive play+3 | — | 9m 59s | |
| 3/31/26 | ![]() #168: Autistic Play is Real Play✨ | autistic playplay development+4 | — | — | — | autistic playdevelopmentally appropriate play+5 | — | 11m 58s | |
| 3/24/26 | ![]() #167: Mini-Schedules: The Visual Support You're Probably Missing✨ | visual schedulesmini-schedules+3 | — | — | — | visual supportmini-schedules+3 | — | 10m 18s | |
| 3/17/26 | ![]() #166: When a Child Isn't Responding to a Visual Schedule (What to Adjust First)✨ | visual scheduleschild development+3 | — | — | — | visual schedulechild behavior+5 | — | 11m 24s | |
| 3/10/26 | ![]() #165: Are You Using the Right Symbols on Your Visual Schedule?✨ | visual schedulessymbol selection+4 | — | — | — | visual schedulesymbol selection+4 | — | 14m 12s | |
| 3/3/26 | ![]() #164: How Long Should a Visual Schedule Be?✨ | visual schedulescognitive load+3 | — | — | — | visual schedule lengthcognitive load+3 | — | 14m 23s | |
| 2/24/26 | ![]() #163: You Want to Model AAC, but Don't Know How to Get Your Team On Board✨ | AACeducation+4 | — | AAC BootcampSLPs | — | AACmodeling+6 | — | 20m 28s | |
| 2/17/26 | ![]() #162 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. | — | ||||||
| 2/10/26 | ![]() #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. | — | ||||||
| 2/3/26 | ![]() #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 | — | ||||||
| 1/27/26 | ![]() #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 | — | ||||||
| 1/20/26 | ![]() #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! | — | ||||||
| 1/13/26 | ![]() #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. | — | ||||||
| 1/6/26 | ![]() #156: Visual Schedules: Why They Work and How They Help Autistic Children | 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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