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.

• 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
  
  

• 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
  
  

• 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

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 (Lindsay, can you add related podcasts?)

• AAC Bootcamp Registration

• AAC & Protests

• Getting Started With AAC

• Child Interest Survey - find what lights a child up!

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.

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

• 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

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.

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

• 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.

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.

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.

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

● Visual Schedule Pictures Resource

● Visual Schedule Information

● Visual Schedules Made Easy Course

This episode is back as a replay because the conversation is still incredibly relevant—and the questions around PECS and AAC haven't gone away.

In this episode, we take a thoughtful, nuanced look at the Picture Exchange Communication System (PECS) and its role in supporting autistic communication. While PECS has been widely used for decades, growing research, lived experience, and neurodiversity-affirming practice are prompting professionals to ask deeper questions about autonomy, flexibility, and what true communication really looks like.

I'm joined by speech-language pathologists Paulina Elias and Dr. Amanda Blackwell from Natural Communication for a powerful discussion about how PECS originated, what it does well, and where it can fall short—especially when communication is limited to requesting or tightly controlled exchanges.

We explore why many clinicians are shifting toward multimodal, child-led AAC approaches that support regulation, self-expression, and authentic connection. You'll hear us unpack topics like honoring a child's right to say "no," moving away from hand-over-hand prompting, and choosing communication tools that grow alongside a child rather than restricting them.

Whether you're a parent, educator, or therapist, this replay episode offers updated perspectives that may challenge old assumptions—and help you feel more confident in supporting communication that is respectful, functional, and truly empowering.

🎥 Watch on YouTube: https://youtu.be/Tu4rKeAM0dc

📖 Read the blog here: https://autismlittlelearners.com/pecs-autism/

• PECS was developed in the 1980s as a structured system rooted in behavior-based principles and primarily supports requesting.

• Communication is more than asking for wants—autistic children deserve access to tools that support commenting, protesting, refusing, and expressing feelings.

• Rigid communication systems can unintentionally limit autonomy and authentic self-expression.

• Hand-over-hand prompting raises concerns about consent and agency; hand-under-hand support allows for greater learner control.

• AAC should be multimodal, flexible, and adaptable to a child's evolving communication needs.

• Children must have the freedom to say "no" and communicate disagreement in order for communication to be meaningful.

• Relationship, trust, and emotional safety are foundational to successful communication development.

• Communication tools should grow with the child rather than requiring a complete "switch" later on.

• Neurodiversity-affirming AAC honors individuality, regulation needs, and multiple communication styles.

• Family insight and lived experience are critical pieces of evidence-based practice.

• Access to AAC resources in multiple languages increases equity and meaningful participation for families.

• The field is moving away from rigid systems toward child-led, respectful, and empowering communication supports—and that shift matters.

You may also be interested in these supports:

1. Visual Support Starter Set

2. Visual Supports Facebook Group

3. Autism Little Learners on Instagram

4. Autism Little Learners on Facebook

This episode is back by popular demand—and for good reason. One of the most requested and talked-about conversations on The Autism Little Learners Podcast, this replay dives into Pathological Demand Avoidance (PDA) with licensed psychologist Dr. Taylor Day.

In this episode, we explore PDA as a profile within autism, with a strong focus on nervous system differences, autonomy, and the fight-or-flight response. Dr. Tay shares why traditional behavior-based approaches often miss the mark for children with PDA and offers compassionate, practical insights for parents and educators who want to support children in ways that truly work.

If you're navigating intense demand avoidance, burnout, or power struggles—or supporting a child who needs a more flexible, relationship-based approach—this conversation is a must-listen (or re-listen).

🎥 Watch on YouTube: https://youtu.be/htWAXEnkyzE?si=s9tYLCnIbdt4LDOy

📖 Read the blog here: https://autismlittlelearners.com/pathological-demand-avoidance/

Links:

Dr. Tay's Instagram: https://www.instagram.com/the.dr.tay/

Dr. Tay's Website: https://drtaylorday.com

Evolve Podcast: https://podcasts.apple.com/us/podcast/evolve-with-dr-tay-the-podcast-for-parents-of-autistic-kids/id1659784037

Takeaways

• PDA is not a formal diagnosis, but a commonly discussed profile within autism that centers on nervous system differences.

• A child's behavior often reflects a stress response, not intentional defiance.

• For children with PDA, autonomy is a need, not a preference.

• Traditional compliance-based parenting and teaching approaches often escalate challenges rather than reduce them.

• Understanding fight, flight, freeze, and fawn responses helps adults respond with compassion instead of control.

• Reducing demands can be supportive when paired with strong relationships and thoughtful boundaries.

• Collaboration between parents, educators, and providers leads to more consistent and effective support.

• Seeing the human behind the behavior shifts how we problem-solve and connect.

• Teaching autonomy, flexibility, and regulation skills supports long-term well-being.

• Offering meaningful choices can increase engagement and reduce stress.

• Prioritizing mastery and understanding over repetition helps children feel safe and successful.

• Parents are experts on their children and their insights matter.

• Educational systems work best when they adapt to children—not the other way around.

• Connection, trust, and felt safety are foundational for learning and growth.

You may also be interested in these supports:

1. Visual Support Starter Set

2. Visual Supports Facebook Group

3. Autism Little Learners on Instagram

4. Autism Little Learners on Facebook

Have you ever wondered how to talk to children about autism in a way that feels natural, positive, and empowering? In this replay episode, I'm bringing back my incredibly insightful conversation with Andi Putt (Mrs. Speechie P) — an Autistic SLP who specializes in autism evaluations and neuro-affirming support.

Andi shares compassionate, practical ways to talk to autistic children about their identity, how to approach conversations with peers and siblings, and why starting these discussions early can make a profound impact on a child's confidence, self-understanding, and mental health. We also dive into how to use everyday moments to normalize autism, reduce stigma, and help all children grow in empathy and acceptance.

This is one of those episodes that educators and families continuously return to… and for good reason.

Takeaways

• Why conversations about autism should start early — and continue over time

• How explaining autism positively can support a child's self-concept and emotional well-being

• Simple, child-friendly ways to describe autism using strengths-based language

• Strategies for helping peers understand behaviors through empathy (including Andi's amazing "bear in the classroom" analogy)

• How open discussions reduce stigma, prevent bullying, and foster more inclusive classrooms

• Why kids are often more accepting and adaptable than adults assume

• How to avoid common mistakes adults make when talking about autism — and what to say instead

• The power of validating children's needs, identities, and differences without shame

• The importance of individualized support and asking children what they prefer or need

• How to talk about stimming, sensory overload, fight-or-flight responses, and regulation in ways young kids can understand

• Tips for sharing information with classmates (and when parent/child permission is needed)

Bio:

Andi Putt, also known as Mrs. Speechie P, is an Autistic Speech Language Pathologist specializing in team-based Autism evaluations and neuro-affirming support. She is dedicated to empowering families and helping Autistic children understand and embrace their authentic selves while also advocating for each individual's unique needs. When she's not advocating for others, you can find her indulging in a good book, planning her next travel adventure, procrastinating literally anything, or enjoying time with her family.

Links:

Andi's website: https://www.mrsspeechiep.com/

Andi's resources for talking to children about autism: https://www.mrsspeechiep.com/shop-all

Andi's IG account (@mrsspeechiep): https://www.instagram.com/mrsspeechiep/?hl=en

Watch the YouTube version of this podcast episode here: https://youtu.be/8YA5QELKAnc?si=CcMulQitmKXs-Yfi

You may also be interested in these supports:

1. Visual Support Starter Set

2. Visual Supports Facebook Group

3. Autism Little Learners on Instagram

4. Autism Little Learners on Facebook

In today's episode of The Autism Little Learners Podcast, I'm diving into one of the most meaningful parts of working with autistic preschoolers: connection. When we lead with compassion, honor sensory needs, and truly celebrate each child's unique way of being, we create the emotional safety that helps them learn, communicate, and thrive.

I'm sharing why stepping out of "teacher mode," validating autistic play, and tapping into deep interests are essential for forming authentic relationships. If you're ready for simple, practical strategies that build trust, reduce overwhelm, and create joyful, neuroaffirming classrooms and homes, this episode is for you.

• Building authentic connection creates a sense of emotional safety for autistic children.

• Sensory and regulation needs must be supported before meaningful connection can occur.

• A calm, steady adult presence helps children co-regulate and learn what regulation feels like.

• Stepping out of "teacher mode" makes connection more natural and less overwhelming.

• Autistic play is meaningful, valid, and should be honored rather than redirected.

• Deep interests are powerful bridges for building trust, engagement, and communication.

• Leading with compassion instead of compliance helps children feel seen, respected, and safe.

• Joyful, neuroaffirming environments increase engagement and support learning.

• Presuming competence communicates respect for all forms of communication and autonomy.

• Prioritizing connection has long-term positive effects on confidence, engagement, and overall development.

• Episode 90: Autism & Play Culture with Dr. Pamela Wolfberg: https://podcasts.apple.com/us/podcast/the-autism-little-learners-podcast/id1665404820?i=1000671411034

• Blog: Strength-Based Approach For Teaching Autistic Children: https://autismlittlelearners.com/strength-based-approach/

• Barry Prizant's book (Uniquely Human): https://amzn.to/3MjnpgF

You may also be interested in these supports:

• Visual Support Starter Set

• Visual Supports Facebook Group

• Autism Little Learners on Instagram

• Autism Little Learners on Facebook