The Autism Little Learners Podcast

Episode #55: 3 Things You Need In Place Before Teaching An Autistic Child

Host: Tara Phillips
Date: January 30, 2024

Episode Overview

In this episode, Tara Phillips, an experienced speech-language pathologist, explores the foundational elements essential for supporting young autistic children in both home and classroom environments. She introduces the "Autism Little Learners Framework," a practical, neurodiversity-affirming approach built on four pillars—Regulate, Connect, Routines, and Teach. Tara’s warm, encouraging tone guides educators, therapists, and families toward building confidence, reducing overwhelm, and creating compassionate, structured environments that foster genuine learning and thriving.

Key Discussion Points & Insights

1. The Autism Little Learners Framework

(Main Segment: 01:16–14:50)

Tara introduces her four-pillar framework—Regulate, Connect, Routines, and Teach—and emphasizes its fluid, non-linear nature:

• "Every day will be different when it comes to what works with each student and what strategies you need to lean on… You'll go back and forth between these elements often."
  — Tara (01:16)

Pillar 1: Regulate

• Core idea: A child must be regulated before learning is possible.
• Autistic children often struggle with interoception (sensing internal body states), deeply impacting self-regulation.
• Co-regulation is prioritized in early childhood—this is where adults help soothe and model emotion management, as self-regulation doesn't fully develop until later childhood.
• Strategies to support regulation:
  • Consistent co-regulation practices
  • Teaching deep breathing and calming sequences
  • Utilizing visual cues and video modeling
  • Consulting occupational therapists for sensory tool support

"If a child is dysregulated, they aren't going to be in a position to take on and take in learning new things."
— Tara (02:05)

Pillar 2: Connect

• Building strong, individualized relationships is essential.
• Take time—especially at the start of the year—to foster relationships through shared activities and play.
• Avoid "teacher mode" during play; engage without questioning or directing, and simply observe, join, and copy the child's play to build trust and connection.
• Discover and leverage each child's true interests (e.g., using a Child Interest Survey for parents).
• Respect autonomy by offering choices, individualizing interactions, and building on children's interests.

"You need to reach the child before you can teach the child."
— Tara (06:10)

• Embrace multimodal communication—acknowledge and interpret nonverbal, gestural, or AAC-based communication as true forms of self-expression.

"Speaking is not the only way to communicate. I have had plenty of non-speaking students who communicate in a multitude of ways."
— Tara (10:09)

Pillar 3: Routines

• Predictable routines reduce anxiety, boost independence, and foster effective learning environments.
• Tools include:
  • Visual schedules and sequences (tailored per child’s needs)
  • Songs for steps in daily activities
  • Systems like “all done” buckets, wait mats, and star charts

"Within a daily schedule that is as consistent as possible, you will set your students up for success. As they learn the routine, anxiety will lessen and the child's independence will increase."
— Tara (11:46)

• Consistency builds trust, enabling greater anticipation, control, and positive relationships.

Pillar 4: Teach

• The "Teach" pillar refers to explicit instruction in IEP goal areas (pre-academic, communication, fine motor, etc.), but only after the first three pillars are attended to.
• Always tailor teaching to the child’s interests, preferences, and sensory needs.
• Recognize challenging behaviors as communication—look for unmet needs.
• Physical space and learning environment adjustments are often crucial.

"I think a lot of times when kids come into a classroom, we want to jump to teach ... but we need to think about these three other areas first."
— Tara (13:57)

• Framework is fluid—be ready to switch between pillars as needed.

"We may be teaching a new skill to a child and they become dysregulated. At that point, we need to set our agenda aside and go back to using regulation strategies."
— Tara (14:24)

Notable Quotes & Memorable Moments

• On Relationship Building:
  • "Children learn best when they like their teacher and when they think their teacher likes them."
    — Tara quoting Gordon Newfield (15:46)
• On Communication:
  • "Some people say, 'Well, the child doesn't communicate,' and I beg to differ on that because speaking is not the only way to communicate."
    — Tara (10:09)
• On Putting the Framework into Action:
  • "Working on the pillars of regulate, connect and routines first is going to result in a shift in your classroom. Things will start to feel a little bit lighter and a little less stressful."
    — Tara (14:49)

Timestamps for Key Segments

| Topic | Timestamp | |------------------------|--------------------| | Introduction & Overview | 00:00–01:16 | | Framework Introduction | 01:16–02:05 | | Regulate | 02:05–06:10 | | Connect | 06:10–11:46 | | Routines | 11:46–13:57 | | Teach | 13:57–15:46 | | Final Advice & Quote | 15:46–16:17 |

Actionable Resources

• Free Child Interest Survey: autismlittlelearners.com/survey
• Free Visual Supports Starter Set: autismlittlelearners.com/visuals

Final Takeaway

Tara’s message centers on the importance of co-regulation, genuine connection, predictable routines, and individualized teaching—implemented flexibly and with empathy. The Autism Little Learners Framework encourages educators and families to prioritize relationship and regulation before academics, creating more joyful and successful experiences for all.