Autism Little Learners Podcast Episode #53: "Autism Classroom Q & A"

Host: Tara Phillips
Guest: Jason Phillips
Release Date: January 16, 2024

Episode Overview

This special Q&A episode celebrates the one-year anniversary of The Autism Little Learners Podcast with host Tara Phillips and her husband Jason. The episode is tailored to educators, therapists, and families supporting autistic preschoolers, and it addresses pressing listener questions about balancing play-based learning with direct instruction, managing classroom routines, creating supportive environments, and practical visual supports.

Tara combines neurodiversity-affirming insights with decades of speech-language pathology experience. The conversation stays relaxed, encouraging, and highly practical, with Jason providing levity and real-world curiosity.

Key Discussion Points & Insights

1. Balancing Play-Based Learning & Direct Teaching

(Starts at 04:46)

• Play-Based Learning Within Structure:
  Tara emphasizes that ‘play’ for autistic children often requires more structure than general free play.

  • Set up defined spaces for activities to reduce anxiety and wandering.
  • Use favorite toys as bridges between connection-building and direct skill teaching.
  • Example: A child loves Cocomelon van—Tara incorporates matching activities into this play to introduce new concepts gently.

  Quote:

  “Use play-based learning within structure… That physical structure can help kids feel less anxious, avoid wandering, and creates a predictable routine.” — Tara (05:16)

2. Teaching Unstructured Play

(Starts at 08:12)

• Gentle Expansion & Visual Supports:

  • Begin with a child's preferred play and incrementally introduce extensions (e.g., putting people into the bus before pushing it).
  • Use visual supports in both structured and unstructured areas.
  • Accept and allow ‘stimming’ with toys but gently introduce new play options.

  Quote:

  “Start letting my students play the way they like... then gently expand their play... preparing visual supports to help teach the new or extended skill.” — Tara (08:24)

3. Classroom Areas & Environment Setup

(Starts at 10:24)

• Defined Learning Zones:
  Jason attempts to guess classroom areas—sensory tables, calming corners, desk areas—prompting Tara to clarify:

  • Two one-on-one work areas with special seating to save teachers’ backs.
  • Isolated small tables for focused or solo play.
  • Sensory areas (including swings), book areas, group spaces, general play zones.
  • Two independent work tables specifically trained for task routines and perseverance.

  Quote:

  “It’s really important to give a lot of thought into that physical layout… create clear, predictable systems that support routines.” — Tara (11:02)

  Memorable Moment:
  Tara describes sourcing her favorite classroom chair inspiration from pedicure salons, leading to its popularity with colleagues. (11:46)

4. Using Centers in Classrooms with Multiple Students

(Starts at 14:36)

• Predictable Transitions and Visuals:

  • Success with centers requires clear routines, color-coded tables, and visual schedules.
  • Use timers, soft bells, or songs for smooth transitions.
  • Prepare ‘transition objects’—small favorite toys—to help reluctant students move between activities.

  Quote:

  “The main thing you’ll want to think about is how you’re going to make [centers] predictable, because going to centers involves transitions—a lot of transitions—and transitions can be hard.” — Tara (14:44)

5. Managing Multiple Individual Schedules

(Starts at 16:51)

• Keep It Simple With Visuals:

  • Each child has a laminated file folder pictorial schedule with all ‘locations,’ not activities.
  • Schedules are placed visibly on a shelf; helpers attach location cards as needed.
  • Allows both structured and flexible routines depending on the child’s day.

  Quote:

  “We take a file folder and print out all the pictures we need for the locations... so when you think location, you really don’t need a ton of pictures.” — Tara (17:32)

  Memorable Moment:
  Jason laughs at Tara’s unseen but animated hand gestures as she describes the file folder visual schedule system. (20:10)

6. Consistency in Visual Symbols

(Starts at 20:39)

• Mix & Match, But Be Consistent:

  • Different programs (Boardmaker, LessonPix) have varying styles; consistent use matters more than uniformity.
  • If a student uses a specific AAC device, ideally match the classroom visuals, but most children adapt well across settings.

  Quote:

  “It’s not so much the symbol or how that symbol looks that’s the most important, but consistency—using whatever symbol you choose.” — Tara (21:10)

Notable Quotes & Memorable Moments

• On National Nothing Day:

  “I really could use a nothing day, but a nothing day when it’s minus 26 out—not great. A nothing day if you’re by the beach... that’d be awesome.” — Tara, on the joy and irony of National Nothing Day (03:14)

• Classroom Chair Revelation:

  “It has saved me! My school has them all over the place now because other special ed teachers have asked for them.” — Tara on her low-back rolling chairs (11:47)

• On Maintaining the Podcast:

  “You’ve made it through chaos in our lives at times. You’ve continued to do this and help so many people, and I think it’s amazing.” — Jason (23:15)

• Gestures Behind the Scenes:

  “The amount of hand gestures you just did while explaining that was hilarious... Maybe I should start putting these on YouTube just for the funny factor.” — Jason & Tara (20:10–20:39)

Timestamps for Main Segments

• 04:46 — Balancing Play-Based Learning & Direct Teaching
• 08:12 — Teaching Unstructured Play
• 10:24 — Classroom Physical Layout & Special Furniture
• 14:36 — Centers and Predictable Routines
• 16:51 — Managing Individual Student Visual Schedules
• 20:39 — Visual Symbol Consistency

Tone & Language

The episode is warm, upbeat, and accessible, with Tara’s compassion and humor shining through. Jason adds a supportive partner perspective and lighthearted trivia moments.

Summary Useful for New Listeners

This Q&A episode offers clear, actionable advice for structuring autism-preK classrooms with a neurodiversity-affirming approach. Tara demonstrates how to blend connection and structure, implement visuals, and create classroom environments that genuinely support both regulation and skill acquisition. Listeners can expect practical solutions—blended with personal tips and vivid real-world examples—that help both children and educators thrive.