Episodes
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In this episode, we're talking about something that often gets overlooked in early language development: symbolic sounds and exclamatory words. The "vrooooms," "uh-ohs," "wheees," and "mooos" that many children use before traditional words are not meaningless sounds. They are real communication.
This conversation explores why these early sounds matter so much, especially for autistic preschoolers, minimally speaking children, and children just beginning their communication journey.
We'll talk about:
â why symbolic sounds are often easier for children to produce than traditional words
â how exclamatory words help build joint attention and connection
â why modeling without pressure matters
â how these sounds support regulation, engagement, and communication
â 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
Key Takeaways
⢠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⢠Language begins long before traditional words emerge
Try This
⢠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⢠Add symbolic sounds naturally into play routines like cars, animals, bubbles, or sensory bins
Simple Ideas Mentioned in This Episode
⢠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 performanceâ The falling toy: "Oh no!"
â Car ramps with "wheee!" and "vroooom!"
â Surprise bags with animal sounds
â Books with exaggerated reactions and exclamatory words
â Peek-a-boo animal games
â Sound books with one symbolic sound per page
Related Resources & Linksđ Visual Supports Starter Set
Final Thoughts
đ AAC What Most Educators Miss
đ Autism Little Learners Membership
đ Social Story LibraryA child who says "vroooom" while pushing a car is communicating. A child who gasps during a game is communicating. A child who laughs during peek-a-boo is communicating.
When we broaden our understanding of language, we stop waiting only for perfect words and start recognizing the meaningful communication already happening right in front of us.
Every sound matters. Every moment of connection matters. And every joyful interaction becomes another building block for language growth.
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In this episode, we bring everything together and move into the how. After exploring what deep interests are and why forcing engagement backfires, we now look at how to actually incorporate a child's deep interests to support meaningful learning.
If you've ever planned a thoughtful activity only to watch a child walk away, this conversation will help you shift how you approach teaching. Instead of trying to pull children into activities that don't feel meaningful to them, we explore how to bring learning into what they already love.
This episode walks through practical ways to embed deep interests into everyday classroom and therapy activities without turning them into rewards or using them as leverage. When we make the interest part of the learning itself, engagement becomes more natural, regulation is supported, and skills begin to develop in a way that feels safe and connected
In This Episode, You'll Learn⢠The difference between using interests as a reward vs embedding them into learning
Key Takeaways
⢠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⢠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 lovesWhen we stop separating learning from what a child enjoys, we create opportunities for skills to grow in ways that feel natural, engaging, and meaningful.
Try This⢠Choose one child's deep interest and incorporate it in a familiar activity
⢠Swap generic materials for items connected to what the child loves
⢠Model language during play instead of asking questions
⢠Join the child's activity without adding demands right away
⢠Embed the interest into one routine, like centers or small group time
⢠Observe how engagement changes when materials feel meaningful
⢠Keep expectations simple and focus on connection first
⢠Build from one small success instead of trying to change everythingOften, 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 & LinksAutism Little Learners Membership www.autismlittlelearners.com/pod
Child Interest Survey
3 Strategies To Foster Engagement In Autistic Preschoolers
Play Based Learning, Engagement and Deep Interests
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Missing episodes?
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In this encore episode, we're revisiting one of the most meaningful conversations from the early days of the podcast â 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 â often lifted from songs, shows, or meaningful moments â 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 â 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 connectionKey Takeaways
Echolalia is meaningful communication, not background noise Gestalts carry emotional and experiential context â 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 â 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 interactionTry This
Listen for repeated phrases with the same intonation and write them down Ask the parent where a gestalt might have come from â 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 dataWhen we slow down enough to believe that echolalia is meaningful, everything changes â 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 iTunesâŚ.this will help other educators and parents find this podcast!
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In this episode, we gently shift how we understand one of the most common challenges in classrooms and therapy spaces: low engagement. When a child walks away, refuses, shuts down, or pushes materials aside, it can feel confusing and frustrating, especially when you're trying to help them learn.
But what if disengagement isn't defiance?
This episode explores why forcing engagement through prompting, token systems, and increased demands often backfires, especially for autistic children whose nervous systems may already be overwhelmed. We walk through how traditional compliance-based approaches can unintentionally increase dysregulation and reduce trust, even when they are well-intentioned.
Instead of focusing on how to get a child to participate, we reframe the question toward understanding what the child is communicating and what support they may need. You'll learn how to recognize disengagement as meaningful information, why regulation must come before learning, and how to shift toward connection-based strategies that actually support engagement over time.
In This Episode, You'll Learn⢠Why disengagement is not defiance, but communication
Key Takeaways
⢠What low engagement can look like across different children
⢠Why increasing demands often leads to more resistance
⢠How the nervous system responds to pressure (fight, flight, freeze)
⢠What the "compliance trap" looks like in real classrooms
⢠Why token boards and first-then systems can increase stress
⢠The importance of presuming competence in every interaction
⢠How ignoring communication can lead to escalation
⢠Why regulation must come before participation
⢠How deep interests can support meaningful engagement⢠Disengagement is information, not a behavior problem
⢠Pressure increases dysregulation, not participation
⢠Fight, flight, and freeze are nervous system responses, not choices
⢠Compliance-based strategies can unintentionally reduce trust
⢠Communication should be honored in all forms
⢠Regulation is a prerequisite for learning, not something to earn
⢠Children would engage if they could, something is getting in the way
⢠Deep interests provide a natural pathway into connection and learning
⢠Small shifts in adult response can change the entire interaction
⢠Connection builds engagement, not controlWhen we stop trying to force engagement, we begin to understand it, and that's where meaningful learning starts.
Try This⢠Pause instead of immediately prompting or redirecting
⢠Ask what the child might be communicating in the moment
⢠Observe signs of dysregulation before increasing demands
⢠Lower the expectation to make the task feel doable
⢠Replace questions with simple comments to reduce pressure
⢠Sit beside the child and focus on connection, not performance
⢠Follow the child's lead during play or interaction
⢠Bring the child's deep interest into the activity instead of withholding itOften the most supportive shift is moving from control to curiosity. When we meet a child where they are, rather than pulling them toward compliance, engagement begins to grow in a way that feels safe, meaningful, and sustainable.
Related Resources & LinksAutism Little Learners Membership www.autismlittlelearners.com/pod
Child Interest Survey
3 Strategies To Foster Engagement In Autistic Preschoolers
Play Based Learning, Engagement and Deep Interests
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In this episode, we explore a powerful shift in how we understand one of the most recognizable traits in autistic children: their deep interests. If you've ever watched a child return to the same topic, object, or activity again and again with intense focus, you may have wondered whether it's something to redirect or expand.
But what if the interest isn't the problem?
This episode walks through why many educators and autistic adults are moving away from the term "special interests" and toward "deep interests," and why that language shift matters. We explore how deep interests are connected to monotropism, a different style of attention where focus goes deep instead of wide, and how that impacts learning, regulation, and engagement.
Instead of viewing these interests as limiting or rigid, we'll reframe them as powerful entry points for connection, communication, and meaningful learning. You'll walk away with a clearer understanding of what deep interests are, why they matter, and how to begin noticing and supporting them in real classroom and therapy settings.
In This Episode, You'll Learn⢠Why many professionals are shifting from "special interests" to "deep interests"
Key Takeaways
⢠What monotropism is and how it shapes attention and learning
⢠How deep interests support regulation and nervous system stability
⢠Why deep focus is not a deficit, but a different processing style
⢠How interests naturally expand over time when they are respected
⢠The connection between flow states and learning in autistic children
⢠Why removing an interest can disrupt regulation and engagement
⢠How to begin identifying a child's deep interest through observation
⢠The role families play in understanding a child's interests
⢠Why unusual interests still hold meaning and value⢠Deep interests are not a behavior to manage, they are a pathway to connection
⢠Monotropic attention allows children to focus deeply rather than broadly
⢠Interests often support regulation, not just engagement
⢠Flow states provide intrinsic motivation without external rewards
⢠Respecting interests supports communication and trust
⢠Interests tend to expand naturally when they are honored
⢠Removing an interest can unintentionally remove a regulation tool
⢠The topic of the interest is less important than the relationship to it
⢠Language shapes perception, and perception shapes support
⢠Joy, focus, and regulation are valid and meaningful outcomesWhen we shift from redirecting interests to understanding them, we create space for deeper connection, stronger regulation, and more meaningful learning.
Try This⢠Notice what the child returns to again and again
⢠Observe what brings visible joy, calm, or focus
⢠Watch what they choose during unstructured time
⢠Ask families what their child talks about or seeks out at home
⢠Follow the interest during play instead of redirecting away from it
⢠Use the interest as a starting point for interaction and communication
⢠Pause before labeling an interest as "too much" or "fixated"
⢠Replace correction with curiosity in the momentOften the most supportive shift is not changing the child's behavior, but changing how we see it. Deep interests are not something to move children away from. They are often the clearest path into connection, regulation, and learning.
Related Resources & LinksAutism Little Learners Membership www.autismlittlelearners.com/pod
Child Interest Survey
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In this episode, we continue the play series by talking about the gentle bridge from exploratory play into functional play. If a child loves dumping toys, spinning wheels, dropping objects, or lining things up, it can be tempting to rush toward "using the toy the right way."
But functional play grows best when it feels safe, connected, and joyful. This episode explores how to support the shift from sensory-driven exploratory play into one-step and early multi-step functional play without turning it into a power struggle.
Instead of forcing imitation or moving too quickly into adult-led teaching, we'll walk through how to build from what the child already loves by using regulation, connection, and one small expansion at a time.
This conversation is especially helpful for educators, therapists, and caregivers supporting autistic children who are ready for the next layer of play but still need the sensory and emotional safety of familiar patterns.
In This Episode, You'll Learn⢠What functional play looks like in practical, classroom-friendly terms
Key Takeaways
⢠Why cause and effect is often the first bridge out of exploratory play
⢠Why rushing the shift into functional play can create stress and resistance
⢠The simple framework: Regulate â Connect â Expand
⢠How to expand dumping, spinning, and "put in" play patterns
⢠Readiness signs that tell you a child may be ready for one-step play
⢠Why building multiple one-step actions makes pretend play easier later
⢠How to keep functional play playful instead of turning it into drill work
⢠Why goals should guide exposure rather than create performance pressure
⢠How small expansions support long-term sequencing and symbolic play⢠Functional play is the next natural layer after exploratory play
⢠Cause-and-effect toys and routines often create the safest bridge
⢠Regulation and connection need to come before expansion
⢠One small variation is more effective than pushing a full new skill
⢠Readiness cues help us know when the stretch is safe
⢠One-step actions become the building blocks for multi-step and pretend play
⢠Joy and emotional safety keep the brain open for learning
⢠Development unfolds in layers and cannot be rushedWhen we focus on small bridges instead of big leaps, play expands in a way that feels safe and sustainable.
Try This⢠Identify one exploratory play pattern the child already loves
⢠Join the action before offering a new idea
⢠Add one simple cause-and-effect variation
⢠Model one clear one-step action like push, drop, or press
⢠Pause and wait without adding pressure
⢠Track which one-step actions the child enjoys repeatingSometimes the most meaningful progress comes from one tiny bridge built on something the child already trusts.
Related Resources & LinksAutism Little Learners Membership www.autismlittlelearners.com/pod
Play and Learn
Functional Play and Autism
Play-Based Learning for Autistic Children
Honoring Diverse Styles of Play
Fine Motor and Sensory Bins
Gently Expanding Autistic Play: Tips For Parents and Educators
Visual Support Starter Set
Visual Supports Facebook Group
Functional play is not about replacing exploratory play. It is about building on the sensory and emotional safety that exploratory play already provides. When we honor the stage and expand gently, new layers of learning unfold naturally.
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In this episode, we continue the play series with an important reframe for educators, therapists, and caregivers: Exploratory play is not a problem to fix. It is a stage to understand. When a child dumps toys, spins wheels, mouths objects, drops items, or repeats the same action over and over, it can be easy for adults to feel pressure to stop it.
But what if the behavior isn't the problem?
This episode explores why exploratory play is a foundational stage of development, especially for young autistic children, and how repetitive sensory-driven play often supports regulation, motor planning, focused attention, and early cause-and-effect learning.
Instead of rushing children into more "functional" play, we'll walk through how to understand the sensory and developmental purpose behind exploratory play and how to gently shape it into the next stage without removing what already feels safe.
This conversation is especially helpful for classrooms and therapy spaces where dumping, dropping, spinning, and repetitive object play can feel chaotic but are actually providing important information to the child's nervous system.
In This Episode, You'll Learn⢠Why exploratory play is a real developmental stage, not a behavior problem
Key Takeaways
⢠What children are learning when they dump, spin, drop, or mouth objects
⢠Why autistic children may remain in this stage longer
⢠The difference between safe boundaries and eliminating play entirely
⢠Why adult anxiety around "stuck" can lead to premature redirection
⢠How exploratory play naturally becomes functional play through cause and effect
⢠Why repetitive play often supports nervous system regulation
⢠Supportive classroom shifts that make exploratory play feel safer and more intentional
⢠How to expand exploratory play without taking away the joy⢠Exploratory play is sensory-driven learning
⢠Repetition helps the nervous system gather information and build predictability
⢠Dumping, spinning, dropping, and mouthing are forms of information gathering
⢠Regulation often needs to come before more complex play can emerge
⢠Boundaries can shape play safely without removing the sensory experience
⢠Cause-and-effect routines create a natural bridge into functional play
⢠Classroom environments feel calmer when exploratory play is planned for
⢠The goal is to respect the stage, not rush past itWhen we stop trying to "fix" exploratory play, we make space for regulation, connection, and authentic development.
Try This⢠Observe what sensory pattern the child is repeating
⢠Ask what need the repetitive action might be meeting
⢠Create safe dumping, dropping, or spinning spaces in the classroom
⢠Add one small cause-and-effect variation like a ramp, tube, or drop zone
⢠Use boundaries that shape safety without removing the experience
⢠Plan sensory-rich play intentionally into the classroom dayOften the most supportive shift is moving from correction to curiosity. Exploratory play is not something children need to be rushed out of. It is a sensory-rich stage that supports regulation, learning, and development. When we respect it as the foundation it is, the next stage of play unfolds much more naturally.
Related Resources & LinksAutism Little Learners Membership www.autismlittlelearners.com/pod
Play and Learn
Functional Play and Autism
Sensory Play and Autism
Play-Based Learning for Autistic Children
Honoring Diverse Styles of Play
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In this episode, we continue the play series with one of the most common questions educators and caregivers ask: How do I help expand play without taking over? It can be tempting to jump in quickly when a child is lining up cars, spinning wheels, dumping toys, or repeating the same action over and over.
But meaningful play growth does not come from control. It comes from connection. This episode explores how to gently widen play skills while still honoring autistic play as meaningful, sensory-rich, and deeply connected to regulation.
Instead of redirecting repetitive or exploratory play too quickly, Tara walks through how to observe first, join gently, and add one small playful variation that keeps the child in the driver's seat. This conversation is especially helpful for educators, therapists, and parents supporting autistic children who are moving from exploratory play into functional and early pretend play.
In This Episode, You'll Learn⢠Why exploratory play is a real and important developmental stage
Key Takeaways
⢠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⢠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 outcomesWhen 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 â crash
⢠Think in layers by expanding toys, actions, and then combinations
⢠Watch regulation cues to decide whether to keep stretching or step backSometimes one small shift is all it takes to open the door to deeper connection and more flexible play.
Related Resources & LinksAutism Little Learners Membership www.autismlittlelearners.com/pod
Play and Learn
Functional Play and Autism
Sensory Play and Autism
Play-Based Learning for Autistic Children
Honoring Diverse Styles of Play
Expanding play is not about changing how autistic children play. It is about honoring what already feels safe and joyful, then gently widening what feels possible one small step at a ti
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In this episode, we begin a brand new series all about play with a foundational idea that challenges many traditional beliefs:
Autistic play is real play.
Not practice play.
Not "pre-play."
Not something that needs to be fixed before it counts.
For many years, educators and caregivers were taught that certain types of play were more valuable or developmentally appropriate than others. But when we assume that only certain forms of play "count," we risk missing the meaning behind what children are already doing.
This episode explores how autistic play often supports regulation, focus, and connection, and why honoring it is the starting point for building relationships and expanding play in meaningful ways.
In This Episode, You'll Learn⢠Why traditional ideas about "correct play" can limit our understanding of autistic children
Key Takeaways
⢠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⢠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 â 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 toysWhen 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 lookSmall moments of curiosity and joining can transform how play unfolds.
Related Resources & LinksAutism Little Learners Membership www.autismlittlelearners.com/pod
Play and Learn
Functional Play and Autism
Sensory Play and Autism
Play Based Learning for Autistic Children
Honoring Diverse Styles of Play
Autistic play is not something that needs to be corrected before it counts. It is authentic, meaningful play that often supports regulation, connection, and exploration. When adults begin with curiosity instead of correction, play becomes a space where trust, joy, and growth can flourish.
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Your visual schedule helps students understand the structure of the day. But what helps them understand what's happening inside each activity?
In this episode, we explore mini-schedules, a visual support that breaks down the steps within an activity so students can see what they are doing right now, how much there is to do, and when the activity will end.
Even when a daily visual schedule is working well, some moments of the day can still feel unpredictable or overwhelming. Mini-schedules provide clarity within those moments, helping reduce uncertainty and supporting participation.
In This Episode, You'll Learn⢠The difference between a daily visual schedule and a mini-schedule
Key Takeaways
⢠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⢠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 participationWhen 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 3â5 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 dressedSmall layers of visual clarity can significantly reduce uncertainty during activities.
Related Resources & LinksAutism Little Learners Membership: www.autismlittlelearners.com/pod
Visual Schedules Made Easy Course
Visual Schedules: Choosing The Symbols And Length
Using A Visual Schedule At Preschool: 3 Types To Promote Independence
Visual Supports Coaching Week
Visual Supports Starter Set
Portable Visual Schedules
Mini-schedules are not about controlling behavior. They are about making expectations visible and predictable. When students can see what they are doing, how much there is to do, and when the activity will end, their nervous system has the information it needs to stay regulated and engaged.
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What if the reason a visual schedule "isn't working"⌠isn't because the child can't use visuals. What if the real issue is that one small piece of the system needs adjusting?
In this episode, we walk through the most common reasons visual schedules fall apart in classrooms and therapy spaces. From schedule length to symbol clarity to how the schedule is introduced, small adjustments can make a big difference.
Instead of abandoning visual schedules altogether, this episode offers a troubleshooting lens. Because when the schedule fits the child's developmental level and nervous system capacity, it becomes a powerful support for transitions, predictability, and independence.
In This Episode, You'll Learn⢠Why children sometimes treat visual schedules like choice boards
Key Takeaways
⢠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⢠When a visual schedule isn't working, it's usually a mismatch in design â 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 helpsSmall 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 loadSometimes the smallest adjustment can completely change how a visual schedule works.
Related Resources & LinksAutism Little Learners Membership: www.autismlittlelearners.com/pod
Visual Schedules Made Easy Course
Visual Schedules: Choosing The Symbols And Length
Using A Visual Schedule At Preschool: 3 Types To Promote Independence
Visual Supports Coaching Week
Visual Supports Starter Set
When a visual schedule doesn't work, it doesn't mean anyone failed. It means the system needs refinement. Visual supports are not all-or-nothing tools. They are flexible, adjustable supports designed to meet children where they are developmentally.
And when we approach them with curiosity instead of frustration, they often become the predictable, calming support they were meant to be.
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What if the reason your visual schedule isn't working⌠isn't because the child "doesn't respond to visuals"⌠but because the symbols you chose aren't meaningful to them yet? In this episode, we'll explore something that often gets overlooked in conversations about visual schedules: symbol selection.
Because not all pictures are created equal.
We talk through the continuum from less abstract to more abstract symbols, how to recognize when a symbol isn't connecting, and how to adjust in ways that increase clarity instead of frustration.
This isn't about making your visuals look better. It's about making them meaningful.
In This Episode, You'll Learn⢠Why symbol selection is just as important as schedule length
⢠The continuum from functional objects to written words
⢠Why some clipart icons are more abstract than we realize
⢠Signs that a symbol may not yet be meaningful to a child
⢠When to shift from line drawings to real photographs
⢠When functional objects can act as both a symbol and a transition bridge
⢠The difference between miniature objects and functional objects
⢠How to use baskets or containers for object-based schedules
⢠How to gradually move along the abstraction continuum
⢠Why observation is your most valuable data point
Key Takeaways⢠A visual schedule only works if the child understands what the symbol represents
⢠"They don't get visuals" often means the symbol is too abstract
⢠Real photos reduce abstraction and increase familiarity
⢠Functional objects can reduce the gap between "what's next" and "what do I do"
⢠It's okay to mix clipart, photos, and objects
⢠Symbol selection is a process, not a one-time decision
⢠Meaning matters more than aesthetics
⢠When symbols are meaningful, transitions soften and anticipation grows
Try This⢠Observe whether the child orients to the schedule without prompting
⢠Notice if they can match the symbol to the location or activity
⢠If clipart isn't connecting, try a real photograph of your actual classroom space
⢠If photos still feel abstract, experiment with a functional object
⢠Increase picture size if a child isn't visually attending
⢠Focus on meaning over uniformity
Small adjustments in abstraction can completely change how a schedule functions.
Related Resources & LinksAutism 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 â when it truly represents something familiar and concrete â you'll see it.
They'll glance at it, carry it, and anticipate what's coming next. It's not about making visuals prettier. It's about making them meaningful.
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What if the reason a visual schedule "isn't working" isn't because the child can't handle it â 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 â 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 â 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 pressureKey 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 independenceTry This
Observe how a child responds when they first see the schedule â calm orientation or visible stress Experiment with reducing the number of icons for one student and monitor regulation Try a "now and next" format for a child who struggles with anticipation Consider whether the schedule should stay on the wall or travel to the child Only expand schedule length when the current level feels completely regulated Small, thoughtful adjustments can shift an entire day.Related Resources & Links
Autism Little Learners Membership: www.autismlittlelearners.com/pod
Visual Schedules: Why They Work and How They Help Autistic Children
Visual Schedules: Choosing The Symbols And Length
Visual Schedules Made Easy
Visual Support Starter Set
Visual Supports Coaching Week Replays
So⌠how long should a visual schedule be?
Long enough to create predictability.Short enough to maintain regulation. There is no magic number of icons. There is only what works for this child, on this day, in this classroom. Visual schedules are not about endurance. They are about safety. And when children feel safe, learning follows.
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What if AAC feels heavy in your classroom, not because you're doing it wrong â 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 â 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 â 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 everythingKey Takeaways
⢠AAC is not about performance â 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 pressureTry This
⢠Choose one daily routine â snack, art, sensory bins, or transitions â 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 intensityRelated Resources & Links
Autism Little Learners Membership (includes full AAC Bootcamp replay): www.autismlittlelearners.com/pod
AAC Companion Pack
AAC Strategies: Building Buy-In to Help Teams Embrace AAC as a Child's Voice
Gestalt Language Processing & Music
Communication, Autism & AAC: Why AAC Is Not a Reward
AAC and Dysregulation: Why Kids Can't Use AAC When They're Dysregulated
When adults move from pressure to presence, classrooms feel safer. When we trust exposure, language grows. Connection is the foundation.
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For years, autistic play has been misunderstood, redirected, or even discouraged. But what if the very things we've been trying to "fix" are actually authentic expressions of joy, regulation, and connection?
In this replay of my powerful conversation with nationally recognized pediatric SLP, speaker, and neurodiversity-affirming advocate Cari Ebert, we explore why autistic play is real play â 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 â 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 â 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 & LinksCari 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 â we protect autistic joy.
Autistic children become autistic adults. The way we respond to their play today shapes how they experience themselves tomorrow.
Let's honor their joy.
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Winter often brings changes in schedules, energy levels, and tolerance â and when the world outside the classroom feels less predictable, nervous systems feel it. This episode focuses on supporting regulation and emotional safety when routines feel harder to maintain.
In this episode, we explore how disrupted routines, stress outside of school, and unpredictable changes can impact regulation for autistic children.
So often, these moments are framed as behavior issues or skill challenges. But when we shift toward regulation, predictability, and connection, we begin to see changes in:
regulation
engagement
communication
emotional safety
This conversation is grounded in real classrooms and real constraints, with practical strategies educators and caregivers can use right away.
In This Episode, You'll Learn
Why regulation is the foundation for learning and communication
How disrupted routines and outside stressors often show up in children's nervous systems first
What co-regulation really means and why it comes before self-regulation
How predictable routines reduce cognitive load and support emotional safety
Practical classroom strategies using visuals, sensory supports, and calming sequences
Why behavior is often communication rather than defiance or choice
Key Takeaways
Regulation supports learning
Predictability creates safety
Co-regulation happens through presence, not pressure
Access matters more than performance
Small, consistent shifts matter more than perfection
Support works best when it fits real classrooms
Try This
Choose one routine or moment this week to focus on.
Start the day with connection before demands
Use a visual schedule or change card to support predictability
Model calm through your voice, body, and presence
Try one co-regulation strategy consistently
Notice regulation and engagement rather than output
You don't need to do everything at once for change to happen.
Related Resources & Links
Calming Kit (visual regulation supports)
Visual Schedules for Transitions
Social Stories for Changes, Taking Breaks, and Sensory Support
Mindfulness for Neurodivergent Learners (book referenced in the episode)
If supporting regulation during times of change feels challenging, you're not alone.
There are tools and supports designed to help you create predictability, safety, and connection in real classrooms, without adding pressure.
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In this episode, we're talking about what truly changes when AAC is modeled all dayânot 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 AACâand 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 regulationânot 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 dayâduring play, routines, and real-life momentsâwithout pressure or perfection.
When AAC is modeled all day, communication stops being a taskâand starts becoming a relationship.
Links & Related Podcast EpisodesVisual Schedule Pictures Resource
Visual Schedule Information
Visual Schedules Made Easy Course
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In this episode, we're unpacking a commonâand harmfulâmyth 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 easierâand 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 conditionallyâor you're unsure how to support communication during hard momentsâyou'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.
Links & Related Podcast Episodes
When communication is always available, regulation becomes more possibleâfor everyone.AAC Bootcamp Registration
AAC Devices In The Classroom
AAC - Getting Team Buy In
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In this episode, we're talking about the powerful connection between AAC and dysregulationâand 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 communicationâspoken or AACâis 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 momentsânot 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 outputâcommunication 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 dayâincluding transitions, play, and moments of dysregulation.
AAC doesn't require perfection.
It requires access.Links & Related Podcast Episodes
AAC Bootcamp Registration
AAC & Protests
Getting Started With AAC
Child Interest Survey - find what lights a child up!
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In this special episode, Tara sits down with her friend and collaborator Sarah Habib from The Calm Caterpillar to share some exciting newsâyou'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 connectionâwithout compliance-based approaches.
About the BookThe 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 EpisodeHow the idea for the book started (spoiler: it began with a simple message âşď¸)
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 TakeawayThis 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 okayâreal change takes time, repetition, and relationship.
Special Listener BonusPodcast listeners get 15% off the book!
đ Buy the book here or go to www.autismlittlelearners.com/all15
𧞠Use code: ALL15Feel 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 HabibWebsite: 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 PhillipsLearn more about Tara and her work at www.autismlittlelearners.com
Follow along on Instagram at @autismlittlelearnersBe 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 WordsThis episode is a celebrationâof 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 foundationâand this book is a powerful place to start.
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