The Autism Little Learners Podcast

Episode #40: Autism Classroom Q & A - October
Host: Tara Phillips | Guest/Co-host: Jason Phillips
Date: October 17, 2023

Episode Overview

This Q&A episode features host Tara Phillips, a veteran speech-language pathologist, alongside her husband Jason, who moderates listener-submitted questions. With a focus on helping educators and parents support autistic young learners, Tara explores practical strategies for teaching play, managing classroom behaviors, building relationships, and addressing sensory needs. The tone is supportive, upbeat, and grounded in real-world classroom experience.

Key Discussion Points & Insights

Lighthearted Start: National Day Trivia & Teacher Facts

[00:00–04:13]

• Jason opens the show with some trivia, including National Pasta Day and statistics about the teaching profession in the US.
• Notable exchange:
  • Jason: “I get smarter every episode.”
  • Tara: “You really are learning. Get an A.” (01:25)

Teaching Playfulness to Autistic Children

[04:14–10:28]

Listener Questions:

• Lauren: How to teach playfulness to a child who only spends time with adults and does not engage in play.
• Rachel: Supporting a student with no exploratory play and a short tolerance for activities, becoming quickly aggressive.

Tara’s Strategy Breakdown:

• Start with Parent Input: Ask about any activities at home the child shows interest in (even just touching or throwing objects).
• Observe & Imitate: If a child handles or inspects toys without playing “functionally”, imitate their actions to engage and capture attention.
  • Tara: “Even if they’re stimming by spinning the wheel on a car or lining things up, get down and follow. Do what they’re doing. That’s going to get their attention… sharing my interest.” (07:13)
• Emphasize ‘People Play’: For children with minimal object interaction, begin with back-and-forth, body-based play:
  • Examples:
    • Singing and acting out “Row, Row, Row Your Boat” (face-to-face, movement-based games).
    • Movement games like pushing a child in a laundry basket (if they enjoy it), using “Ready, Set, Go!” sequences.
    • Suggestion sourced from the Hanen Centre's resources.
  • Tara: “People play happens before toy play. So I think for both of you, backing up and really looking into people play—see if you can find some of these back and forth activities your students would like.” (09:57)

Memorable Moment:

• Jason jokes: “I’m gonna go sit in the laundry basket after this podcast. You could push me around.”
• Tara quips: “I’ll push you down the stairs.” (09:49 – 09:55)

Expanding Play Skills While Honoring Autistic Play

[10:29–13:05]

Listener Question:

• Christina: Ideas for expanding play skills while honoring autistic play and interests.

Tara’s Guidance:

• Honor the Child’s Interests: “You hit the nail on the head when you said ‘child’s interests.’”
• “The definition of play... is play is joyful. What’s play for one kid might not be play for another.” (11:20)
• Respect Preferred Play Styles: Spinning wheels or lining up toys can be valid play for autistic kids.
• Expand, Don’t Replace:
  • Focus isn't on eliminating their preferred play but gently introducing additional activities aligned to their interests.
  • Benefits: “Building your play skills helps with cognition skills, language skills, social skills...”

Managing Behaviors and Motivation Post-Pandemic

[13:06–20:23]

Listener Challenges:

• Sarah & Jamie: Veteran SPED teachers struggling with high support needs, increased behaviors, low motivation, and being pressured to use food reinforcers.

Tara’s Recommendations:

• Return to Basics: Focus on “regulation and relationships.” Academics may need to take a backseat temporarily.
  • “I have also noticed an increased occurrence of behaviors and decreased attention spans since the pandemic... best advice is to get back to those basics.” (14:15)
• Rethink Reinforcers: Avoid overuse of food as reinforcers, especially informed by autistic adult perspectives.
• Sensory & Physical Environment:
  • Consult the onsite Occupational Therapist (OT).
  • Consider lighting, calming background music, and accessible sensory tools.
  • Adjust classroom layout for separate activity areas and “divide and conquer” among adults.
• Staffing Ratios: Advocate for additional para support if possible; ideal is closer to 2:1 student-to-adult for high needs.
• Motivating Activities: Prioritize activities that are highly engaging and tie into special interests; minimize demands at start.
• Calming/cool-down space: Jason asks about the utility of a “calming tent” — Tara agrees, highlighting its value for dysregulation, and offers to share resources for building one.

Notable Quotes:

• Tara: “I give you permission to back off the demands and make a positive connection a priority, because once you get regulation and connection in place, then you can fly with your classroom.” (16:43)
• “A calming corner could be really, really helpful in a classroom where you have a lot of dysregulation.” (18:40)

Navigating Teacher Burnout & Post-Pandemic Realities

[18:57–20:23]

• Jason notes seeing Tara come home exhausted post-pandemic; Tara discusses the widespread increase in behaviors and burnout.
• Tara’s encouragement: “Give yourself grace... take the pressure off of yourself.” (19:23)

Supporting Students with Loud Vocal Stims

[20:24–26:14]

Listener Question:

• Jen: Tips for supporting a student with loud vocal stims without suppressing necessary self-regulation, especially when it overstimulates others.

Tara’s Practical Tips:

• Consult OT & Parents: Explore strategies collaboratively.
• Consider Oral Input: Offer a “chewy” necklace, gum, or snacks for oral sensory feedback.
• Observe Patterns: Note activities or times with less vocal stimming—can any aspects be applied elsewhere?
• Adjust Environment:
  • Dim lights, reduce noise, or provide noise-canceling headphones for other students.
• Physical Activity: Precede focus-demanding activities with movement (walks, trampoline, etc.).
• Key Consideration:
  • “If we try to get rid of one stim, another might come up, and it may be even more distracting.” (22:46)

Memorable Explanation:

• Jason learning what “vocal stims” are and Tara providing relatable classroom anecdotes.

Notable Quotes & Moments with Timestamps

• “Even if they're stimming by spinning the wheel on a car or lining things up, get down and follow. Do what they're doing, because that’s going to get their attention.” – Tara (07:13)
• “Play is joyful. Play is something you like to do. What’s play for one kid might not be play for another… if spinning the wheel on a car, lining them up makes them happy, that’s okay. That is their play.” – Tara (11:20)
• “I give you permission to back off the demands and make a positive connection a priority, because once you get regulation and connection in place, then you can fly with your classroom.” – Tara (16:43)
• “A calming corner could be really, really helpful in a classroom where you have a lot of dysregulation.” – Tara (18:40)
• Humorous:
  • Jason: “I’m gonna go sit in the laundry basket after this podcast. You could push me around.”
  • Tara: “I’ll push you down the stairs.” (09:49–09:55)

Important Segment Timestamps

• Q&A Begins: 04:15
• Teaching Playfulness: 04:26
• ‘People Play’ Explanation: 07:30
• People Games Suggestions: 08:50
• Honoring Autistic Play: 10:44
• Supporting High-Behavior Classrooms: 13:05
• Calming Tent Resource Discussion: 17:19–18:40
• Burnout & Self-Compassion: 18:57–20:23
• Vocal Stims Explained: 20:23–22:06
• Environmental & Sensory Strategies: 22:52–24:40

Episode Tone and Closing

The episode’s tone balances warmth, humor, and deep empathy. Tara emphasizes practical, compassionate strategies rooted in connection over compliance and encourages listeners to honor student individuality amid challenging behaviors or systemic limitations. Jason’s interjections add levity and make the conversation accessible to both educators and families.

Resources Mentioned

• Hanen Centre ‘People Games’ booklet (find link in the episode’s show notes)
• DIY Calming Tent/Corner (contact Tara via email or social for instructions/video)
• Autism Little Learners Visual Support Starter Set (available via website)

Final Encouragement

Tara signs off with a virtual hug and reminder:

“Always remember to find the good in every day.” (26:27)

This episode is an engaging, practical resource for anyone supporting autistic children—offering real solutions, heartfelt encouragement, and validation for educators and parents navigating complex classroom realities.