Podcast Summary: The Autism Little Learners Podcast

Episode #148 — Making Transitions Easier For Autistic Kids

Host: Tara Phillips
Guest: Laura Hayes, Speech Language Pathologist (AAC Specialist)
Date: November 11, 2025

Overview

In this engaging, information-rich episode, host Tara Phillips sits down with Laura Hayes, an experienced speech language pathologist specializing in Augmentative and Alternative Communication (AAC), with a focus on Gestalt Language Processors. The conversation dives deep into best practices for supporting young autistic children—especially around AAC use—demystifying common misconceptions, and empowering educators, therapists, and parents with concrete, neurodiversity-affirming strategies.

Key Discussion Points & Insights

1. Laura Hayes’ Background & AAC Expertise

• Laura's passion for AAC is rooted in her childhood experience with a sister who had complex communication needs ([03:31]).
• Over 15 years of AAC work in hospitals and schools, supporting hundreds of high-tech device users.
• Social media and advocacy: She founded AAC Innovations to share accessible, practical AAC knowledge online ([05:54]).

2. AAC Can Feel Overwhelming—For Everyone

• Both SLPs and educators may feel behind because technology and approaches change rapidly ([05:54], [07:17]).
• Laura assures listeners it's okay not to know everything: “You're never not learning if you're working with AAC because technology is changing on the ready... So you're never bored.” ([03:31], [07:49]).

3. Rethinking How We Talk to AAC Users

• Old phrases like "Find the..." or "Say it in a sentence" put unnecessary demands on AAC users.
• Laura: “Our goal... is for it [AAC] to be an extension of their voice and ultimately what they are thinking, what we would call their autonomous thoughts.” ([08:47])
• Instead, focus on modeling language, not quizzing or demanding; always allow for autonomy and authentic expression.

Quote

“We really just need to be cognizant of how we approach AAC devices. It's an extension of them.”
— Laura Hayes ([11:25])

4. Modeling is Key (and Takes the Pressure Off!)

• All partners should model on the device: narrate what’s happening, reflect the child’s interests, and don’t require perfection ([12:11]).
• It’s normal—and essential—for both adults and children to play/explore devices. Laura calls this exploring "babbling," which is crucial for language learning ([13:06]).

Quote

“AAC is one of the only languages where we expect someone to use it without us also fluently using it ourselves.”
— Laura Hayes ([14:06])

• Simple strategy: Find a word or phrase you say often and use it on the device ([14:06]).
• Modeling builds context, which aids in natural language acquisition for the child.

5. Who Needs a Robust AAC Device? Busting Myths

• No prerequisites other than being alive! “Are they breathing? ...They are a candidate for robust AAC.” ([15:34])
• Robust AAC is for anyone whose spoken needs aren’t met—minimally speaking, non-speaking, or dysregulated children.
• Providing few words artificially limits a child’s communication ceiling ([15:34], [17:11]).

Quote

“The ceiling of language is only as high at which we aim, right? So if we only give access to five words, that's the most they're going to be able to acquire.”
— Laura Hayes ([15:34])

6. AAC Does Not Hinder Speech & Must Honor All Communication

• Introducing AAC does not prevent children from developing speech. In fact, research shows the opposite ([20:00]).
• Allow all forms of communication (gestures, typing, devices, speech). Let the child choose which works best in each context ([20:00]).

Memorable Story ([18:05])

• Tara tells of a student who was unable to speak intelligibly but wanted to tell the group “I got a haircut.” The AAC device made this possible—highlighting the power of autonomy and pride.

7. Presume Competence

• Always assume the child is capable of learning and communicating, regardless of current skill level ([21:48]).
• If we set low expectations, we limit outcomes. If we believe, we open doors for learning and success.

Quote

“The ceiling is only as high as which we aim. If we presume to think that they have limitations there, then we are limiting the boundless potential that they have.”
— Laura Hayes ([21:56])

8. Stimming, Babbling, & Exploration are Valid

• Device exploration is vital for all learners—kids and adults test and play as part of learning ([25:11]).
• Repetition (“stimming”) on certain words should not be discouraged; it can indicate interest and promote connection ([27:21]).
• Acknowledgement (“Oh, Culver’s! I love Culver’s.”) builds rapport and respect ([27:21]).

Anecdote

• Tara shares about a child who, seemingly out of nowhere, used the device to say “This is boring,” demonstrating meaningful, authentic communication learned through exploration ([29:15]).

9. Gestalt Language Processing (GLP) & AAC

• Some individuals, especially many autistic children, acquire language in chunks (gestalts) rather than word-by-word (“analytic”).
• AAC systems are usually designed for analytic processors—single words and core vocabularies—so adjustments may be needed.
• For GLPs, it’s important to add “sticky” or favorite scripts/phrases, honor interests, and integrate emotionally meaningful gestalts.

Quote

“Different language processing style potential means different language potential strategies for those individuals.”
— Laura Hayes ([30:43])

• It’s okay to add songs or favorite media lines if these have real communicative significance ([36:46]).

10. Tips for Implementing AAC & GLP Practices

• Micro-learning: Focus on one new goal at a time (“mini-goals” for the week or month) ([42:04]).
• Modeling and support strategies remain the same, but representation on the device may differ for GLPs ([45:15]).
• Teaching and learning are ongoing; seek small, practical victories—especially with paraprofessionals who may feel even less confident.

Upcoming Resource Tip

• Laura teases a new free resource at meaningfulspeech.com for those seeking guidance on GLP + AAC ([44:10]).

Notable Quotes & Timestamps

• “Our goal for someone who is an AAC user is for it to be an extension of their voice and ultimately what they are thinking, what we would call their autonomous thoughts.”
  — Laura Hayes [08:47]

• “AAC is one of the only languages where we expect someone to use it without us also fluently using it ourselves.”
  — Laura Hayes [14:06]

• “Are they breathing? And if they are breathing, then they are a candidate for Robust AAC.”
  — Laura Hayes [15:34]

• “The ceiling of language is only as high at which we aim, right?”
  — Laura Hayes [15:34]

• “If we limit that ability and we don't presume competence, there can be a lot of damage done.”
  — Laura Hayes [21:56]

• “That’s the goal for everyone, is that autonomous communication... where you're sharing any thought with any partner at any place, anytime.”
  — Laura Hayes [29:55]

Important Segment Timestamps

• [03:31] — Laura’s background, sister’s influence, and motivation
• [08:47] — Why not to say things like “Say it on your talker”; promoting autonomy
• [12:11] — Modeling strategies: narrate, explore, take pressure off
• [15:34] — Who is a candidate for robust AAC (busting the “prerequisites” myth)
• [20:00] — AAC does NOT hinder speech development; honoring all forms of communication
• [21:56] — The importance of presuming competence
• [25:11] — Why exploration, stimming, and play with devices is necessary for learning
• [30:43] — Gestalt Language Processing & considerations for AAC device programming
• [36:46] — Including songs, scripts, and personal communication in AAC devices for GLPs
• [42:04] — Micro-learning and mini-goals for teams and paraprofessionals

Conclusion & Takeaways

Laura Hayes offers a compassionate, empowering, and pragmatic vision for AAC use with autistic children. Listeners are encouraged to:

• Embrace modeling, exploration, and authentic communication
• Set aside myths about prerequisites or “hindering” speech
• Individualize each AAC journey, considering both analytic and gestalt language processing needs
• Set small goals, grow at their own pace, and seek ongoing support and community

Resources:

• Follow Laura on Instagram: @aac_innovations
• See upcoming free resources at meaningfulspeech.com

This episode is a must-listen for anyone supporting young AAC users—educators, therapists, parents, and paraprofessionals alike—and serves as a practical, confidence-building introduction to both the “why” and “how” of neurodiversity-affirming communication approaches.