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The Autism Little Learners Podcast

The Autism Little Learners Podcast

Written by: Tara Phillips
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You want to help your autistic students or child thrive — but it can feel overwhelming trying to figure out where to start. Whether you're wondering how to build connection, teach communication, navigate sensory needs, or support your paras… you're in the right place. Welcome to The Autism Little Learners Podcast, where compassion meets practical strategy. Host Tara Phillips, a speech-language pathologist with over two decades of experience, brings you neurodiversity-affirming insights, step-by-step tips, and real-world examples that help you feel confident, prepared, and inspired to support young autistic children. This show is relaxed, upbeat, and packed with actionable ideas you can use right away — whether you're a special educator, SLP, general education teacher, paraprofessional, parent, grandparent, or anyone who loves a young autistic child. Each episode explores topics like: Teaching communication and AAC in natural, joyful ways Using visual supports and routines to create predictability Fostering co-regulation and independence Understanding sensory needs and reducing stress Supporting paraprofessionals with clarity and compassion Building strong, trusting relationships with autistic kids Tara's approach is rooted in connection over compliance — helping you see each child's strengths, honor their communication style, and create an inclusive environment where everyone can succeed. Subscribe to The Autism Little Learners Podcast and join the movement toward more compassionate, affirming early childhood education. Connect with Tara: 📘 Facebook: facebook.com/autismlittlelearners 📸 Instagram: instagram.com/autismlittlelearners 🌐 Website: autismlittlelearners.com2025 Parenting Relationships
Episodes
  • #196: Stop Quizzing, Start Modeling: AAC Without the Pressure

    #196: Stop Quizzing, Start Modeling: AAC Without the Pressure
    Oct 13 2026
    What color is it? Where's the dog? Show me red. Tell me with your talker. If you support AAC users, you might be really good at quiz mode. I know I was. As an SLP, I was trained to elicit responses. I wanted repetitions. I wanted data. I wanted to know: can they do it? And here's the tricky part: quiz mode feels like teaching. We're trying to help. But communication isn't supposed to feel like a test all day. This is part 3 of our AAC Month series. Last week, in Episode 195 [CONFIRM URL], we talked about why children don't need to prove they're "ready" for AAC. When I asked where you get stuck, more than one in four of you said the same thing: what do I do when I model and the child does absolutely nothing? That's what this episode is about. I'm sharing what modeling without expectation really looks like, why silence doesn't necessarily mean nothing is happening, and what to do in that quiet moment instead of asking again. You'll also hear two clips from my friend Rachel Madel, SLP, whose phrase "inspire, don't require" sums up this whole conversation. Because we're teaching language. We're not administering a test. In This Episode, You'll Learn What modeling without expectation looks like in everyday play, like a car going down a ramp Why "quiz mode" feels like teaching but can make communication harder What it's like to learn a new language while someone keeps asking, "What's this?" Why silence doesn't necessarily mean nothing is happening How heavy prompting can teach children to wait to be asked instead of starting communication themselves Why prompting isn't "bad," and the question to ask about what yours is teaching How to turn questions into comments What to do when you model and the child still doesn't respond Key Takeaways Quiz mode feels like teaching, but it adds pressure. Questions and directives like "Show me red" and "Tell me with your talker" can turn communication into a test. Modeling without expectation means modeling and moving on. The car goes down the ramp, you say and touch GO, and you keep playing. No "Your turn" or "Show me go." Silence doesn't mean nothing is happening. A child may be processing what you said, managing sensory input, or finding a word on their device. Model, then pause, without filling the wait with more questions. Heavy prompting can teach children to wait. Rachel Madel explains how a compliance-driven approach can teach kids to be responders instead of initiators. Prompting isn't bad. It can be a helpful scaffold. The question is what it's teaching: dependence on the adult, or growing independence. Questions can become comments. "Whoa... RED!" instead of "What color is it?" "Mmm... MORE" instead of "Do you want more?" Follow what matters to the child. Rachel shares how she noticed her student had turned to his lunchbox and modeled OPEN instead of sticking to her plan. Every model has value. If the child doesn't respond, that's okay. They still saw and heard language used by an adult who wasn't demanding anything back. Try This For ten minutes, listen to yourself and notice how many questions and directives you give. Pick one and turn it into a comment, modeling the word as you say it. After you model, pause. Give space, not a stare. If the child is focused on something else, model a word for what they care about. Choose one routine this week (play, snack, getting dressed, or circle time). Every time you're about to ask a child to show you something, ask yourself, "Could I model this instead?" Resources & Links AAC Month Series: This is part 3. Start with Episode 195: Stop Making Kids Prove They're "Ready" for AAC [CONFIRM URL]. More from Rachel Madel: Listen to Episode 91: AAC & Modeling Without Expectation With Rachel Madel. Find Rachel at [LINK: Rachel's website]. Too many questions? Episode 178: What If Too Many Questions Are Quieting Your AAC Learners? goes deeper. Keep Learning: Read the companion blog post, Modeling AAC Without Expectation in the Classroom. Free Guide: Get the 3 Simple AAC Shifts for three easy changes you can try in tomorrow's routines. Next Week: We'll go beyond "I want": why AAC isn't a success just because a child can request Goldfish, and a family who celebrates when their daughter says NO.
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    19 mins
  • #195 Stop Making Kids Prove They're "Ready" For AAC

    #195 Stop Making Kids Prove They're "Ready" For AAC
    Oct 6 2026

    As we continue AAC Awareness Month, I want to talk about an idea that kept far too many children from getting access to robust communication for far too long:

    The idea that a child has to be "ready" for AAC.

    Maybe they need to point first. Match pictures. Understand cause and effect. Show intentional communication. Sit and attend. Or start with something "simpler" before they can have access to a robust AAC system.

    Many of us were actually trained to think this way. I was too.

    But today we know something really important: there are no prerequisites for robust AAC. Access is the first step — not the reward.

    In this episode, we'll talk about what it really means to give children access to AAC before expecting them to perform with it. We'll also look at some of the things that can make adults wonder whether AAC is "working" — like repeatedly pushing the same button, not responding after we model, or even pushing the device away — and what might happen when we replace judgment with curiosity.

    In this episode, we talk about:

    • Why children do not have to prove they're "ready" for AAC

    • How outdated ideas about AAC readiness have influenced the way we support children

    • Why access needs to come before performance

    • What research tells us about using AAC as an early communication intervention

    • Why AAC does not prevent spoken language development

    • Why children who use some spoken words may still benefit from AAC

    • Why communication should be multimodal — including speech, gestures, signs, pictures, core boards, devices, typing, and more

    • What it might mean when a child repeatedly pushes buttons or explores their AAC device

    • Why AAC "babbling" can be an important part of learning

    • What we can consider when a child pushes their AAC away

    • Why honoring "no" and "not right now" is part of supporting autonomy and communication

    • How presuming competence changes the way we respond to unexpected communication

    • One simple way to remove a barrier to communication access this week

    I also share a story about a three-year-old AAC user I worked with who surprised me one day by telling me, "This is boring." 😂

    It was a powerful reminder that when a child communicates something we aren't expecting, our job isn't to immediately dismiss it as accidental. Sometimes we need to stop, stay curious, and believe them.

    Because a child not knowing how to use something they haven't had meaningful opportunities to learn is not evidence that they're incapable of learning it.

    Our kids shouldn't have to prove they're ready for communication.

    Access is where learning begins.

    Related Resources & Links

    3 Ways To Make AAC Work In Busy Classrooms (free guide)

    Autism Little Learners AAC Resources

    Donaldson, A. L., corbin, e., Zisk, A. H., & Eddy, B. (2023). Promotion of Communication Access, Choice, and Agency for Autistic Students. Language, Speech, and Hearing Services in Schools, 54(1), 140–155.
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    14 mins
  • #194 Nonspeaking AAC User & Autistic Woman Jordyn Zimmerman on Communication

    #194 Nonspeaking AAC User & Autistic Woman Jordyn Zimmerman on Communication
    Sep 29 2026
    A quick heads up before you listen: Jordyn prepared some answers ahead of time and responded to others in real time, so you'll hear pauses between each question and Jordyn's answer. I challenge you to resist the urge to fast-forward through the wait time. Sitting with that silence is one of the most important skills of a good communication partner — in this episode, and in your classroom. As we get ready to kick off AAC Awareness Month on October 1st, I'm bringing back one of my most meaningful conversations for this special encore episode. I'm joined by Jordyn Zimmerman, an autistic woman who is non-speaking and a full-time AAC user. Jordyn shares her lived experience with communication, education, and what it means to truly presume competence. Jordyn didn't have access to robust AAC until she was 18 years old. In this conversation, she shares what she wishes the adults around her had understood, why communication access should never have prerequisites, and what educators, therapists, and families can do differently for the nonspeaking autistic children in their lives. In this episode, we talk about: Why a lack of speech is not a lack of language — and nonspeaking does not mean non-understanding Why communication is a basic human right, not something a child has to earn Why there should be no prerequisites for access to AAC The differences between PECS, core boards, and robust language-based AAC What an AAC-rich environment can look like What it really means to presume competence in our everyday interactions Why we shouldn't limit a child's vocabulary until they've "proven" they're ready for it The importance of autonomy, choice, and agency in communication Why communication needs to go far beyond requesting — our kids deserve to comment, ask questions, joke, disagree, tell stories, and show us who they are Why wait time is such an important skill for communication partners Jordyn's advocacy work and what she wants educators, therapists, and families supporting nonspeaking autistic children to know Jordyn's perspective is such an important reminder as we head into AAC Awareness Month: communication is so much more than speech. Every person deserves to be heard, respected, presumed competent, and given access to a reliable way to communicate. Whether you heard this conversation when it originally aired or you're listening for the first time, I can't think of a better conversation to revisit as we begin a month dedicated to AAC awareness. Related Resources & Links Jordyn Zimmerman Website Jordyn's documentary Preschool Autism Summit + VIP Day (Jordyn returns for a deeper conversation)
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    1 hr and 5 mins
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