The Autism Little Learners Podcast — Episode #31: Autism Q & A
Host: Tara Phillips | Guest: Jason (Tara’s husband)
Date: August 15, 2023

Episode Overview

In this upbeat and practical Q&A episode, host Tara Phillips, a seasoned speech-language pathologist, teams up with her husband Jason to answer listener questions about supporting young autistic children. From helping kids participate in group activities to working with families navigating new diagnoses, Tara offers neurodiversity-affirming advice steeped in compassion and decades of hands-on experience. Jason, who comes from outside the education field, brings curiosity, humor, and the perspective of a layperson learning alongside the audience.

Key Questions & Discussion Points

Introductions & Personal Catch-Up (00:00-06:02)

• Tara welcomes listeners and reintroduces her husband Jason, who shares recent life updates and brings some light-hearted banter.
• Notable Moment: Jason jokes about being missed by “piles of fan mail,” confessing, “Yeah, at least one.” (01:35)
• Fun facts and trivia: National Relaxation Day and quirky shower creativity facts spark discussion about sensory preferences—highlighting how environments impact everyone’s comfort differently.

1. Helping a Child Who Refuses to Stay at the Table (Marcia from Alabama) (06:38-09:03)

• Tara’s Approach:
  • Recognize developmental levels; many autistic children may be at a toddler stage regarding attention span and compliance.
  • Make table activities extra fun and brief—use highly preferred items (e.g., Cocomelon toys) to motivate participation.
  • Look for signs a child is “done” and model communication (e.g., showing an “all done” picture) without pressure.
  • Consider meeting the child where they are—do activities on the floor, in play areas, or sensory spaces, then slowly transition interesting items to the table for short engagements.
• Quote: “Can you imagine trying to get a toddler to sit in a chair for an extended period of time? As we say in the Midwest, Oofta. It's not easy.” —Tara (07:16)

2. Expanding Attention & Play for a Non-Speaking, Young Child (Jess from North Carolina) (09:03-14:57)

• Tara’s Guidance:
  • Celebrate beginnings: It’s great that the child exchanges PECS (pictures) for desired items—it shows understanding.
  • Most children will only request things they truly want at first, which is developmentally appropriate.
  • Many autistic 3-year-olds are in the “exploratory” stage—banging, dumping, mouthing toys. Meet them where they are and expand from there.
  • Resource: “Take Out the Toys” book from the Hanen Centre and mention of “More Than Words” training for parents.
  • Suggest activities with a sensory component (put-in play, rolling balls, cars into boxes) and narrate actions with visual cues.
  • Normalize varied play interests, and model communication by showing and naming less-used PECS symbols, integrating them into routines.
• Quote: “[The Hanen Centre is] a company out of Canada and they do trainings and they help parents to be able to connect and work with their children at home. So they're really, really excellent.” —Tara (11:44)
• Notable Moment: Jason humorously refers to himself as “the big kid” who might be a “dumper.” (10:46)

3. Supporting Parents Through the Diagnostic Process (Haley & Lauren) (15:27-22:10)

• Tara’s Compassionate Approach:
  • Parents’ reactions vary: Some are grateful to have answers, others experience denial or confusion.
  • Involve parents in the evaluation, explaining observations (“We just did this activity; this might be an indicator…”).
  • Explain terms: The ADOS test (Autism Diagnostic Observation Schedule) is a playful, interactive assessment—looks like play but is deeply diagnostic.
  • Use gentle, honest communication; recognize no two autistic children are the same.
  • Resources: Autism Navigator and First Words Project, both offering accessible videos and handouts that demystify behaviors and development.
  • Emphasize grace and support: Even if a family is not ready for discussions about “labels,” provide accommodations based on needs.
• Quote: “No two children who are autistic look alike. You've met my former students and they're all very different from one another.” —Tara (19:59)
• Quote: “Autism can be an invisible disability because, well, I'm biased, but all of our kids are really handsome and cute and pretty.” —Tara (20:17)

4. Managing a Large Classroom of Nonverbal Autistic Children/Advice for First-Year Teachers (Suze & Kirsten) (22:33-26:10)

• Tara’s Top Tips:
  • Training & Teamwork: Prioritize training for paraprofessionals/educational assistants so everyone understands autism and supports routines. Tara mentions her new para training series as a resource.
  • Visual Supports & Predictability: Use straightforward, consistent visuals to establish predictable routines. Her Visual Support Starter Set is recommended, especially for new classrooms.
  • Classroom Layout: Set up the physical space for “divide and conquer” strategies—different zones for small group or 1:1 activity, play, sensory breaks, etc.
  • Student Interests: Incorporate favorite characters or sensory items to boost engagement.
  • Relationships & Regulation: Build trust and positive relationships before focusing on academics. Meet sensory needs to support regulation and readiness to learn.
  • Self-Compassion: Teachers should avoid self-blame—struggles are normal, and even experienced educators need help. Seek support when needed.
• Quote: “Divide and conquer… Set up your physical space so you have clear boundaries and areas. That’s going to help kids too.” —Tara (24:05)
• Quote: “You need to reach a child before you can teach a child. And the other one is regulation…” —Tara (25:17)

Notable Quotes & Memorable Moments

• On Sensory Differences:
  “When I walk down into the basement [man cave], it is complete sensory overload for me. There are lights flashing, like little sounds, ticking and bright lights. It's like my nightmare.” —Tara (05:43)
• On Play-Based Learning:
  “Play-based learning can be really helpful when you have that many students and they may not be at a point where they're ready to play with each other.” —Tara (24:52)
• Jason’s Support & Curiosity:
  “Listening to you talk about this stuff, it's just awesome. And it makes me excited because it's so great to see you in action.” —Jason (15:01)

Resource Round-Up

• Visuals & Tools:
  • Visual Support Starter Set (autismlittlelearners.com/visuals)
  • Para Training Series and handbook (details in show notes)
• Recommended Books/Trainings:
  • “Take Out the Toys” by Hanen Centre
  • Hanen Centre’s “More Than Words” parent training
• Websites for Parent Resources:
  • Autism Navigator (videos and guidance)
  • First Words Project (handouts: “16 Gestures by 16 Months,” “16 Actions with Objects”)

Closing Remarks (26:10–End)

• Jason expresses appreciation for participating and jokes about starting his own podcast.
• Tara sends encouragement and a “big virtual hug” to new and returning educators, reminding them to find the good every day.

Summary Takeaway:
This episode is a warm, empowering resource for anyone supporting young autistic children. Tara offers actionable, practical strategies rooted in compassion, while Jason’s friendly curiosity makes the advice welcoming—even for listeners new to the autism community. The collaborative, energetic tone reminds educators and families they aren’t alone on their journey.

For More:

• Connect with Tara:
  Instagram | Facebook | Website
• Access free resources: Visual Support Starter Set