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The Autism Little Learners Podcast
#157 We Wrote a Book! Introducing The Mindfulness Guide for Neurodivergent Learners With Sarah Habib
00:27:08
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- [00:00]
A
Regulation is the foundation for learning. It comes first. And yet so many educators and caregivers are left wondering, how do we actually support regulation in ways that feel calm, respectful, and neuroaffirming? In today's episode, I'm joined by Sarah Habib from the Calm Caterpillar to talk about our brand new book created to help adults slow down, understand what autistic and neurodivergent children are communicating, and respond with connection. I'm Tara Phillips, and this is the Autism Little Learners podcast where I share simple neuroaffirming tools to support young autistic children with compassion and confidence. Hey, you guys. I am here with my friend and colleague Sarah Habib from the Calm Caterpillar and we have some exciting news to drop. You are hearing it first. We wrote a book together, right, Sarah?
- [00:55]
B
We did. I can't wait. Can I show it?
- [00:58]
A
Yes, please show.
- [00:59]
B
Okay, are we ready, everybody?
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A
If you are watching on YouTube, which you're going to want to go over there, if you're. If you're listening to the podcast, listen. But definitely go over to Autism Little Learners on YouTube also, because you have to see this.
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B
Okay, here it is, everybody.
- [01:13]
A
Ta da. There we go. There's mine. Oh, my gosh. We are so excited. This idea came to fruition in book form by the very end of the year. Our goal was to get it out at the beginning of 2026, and we got it. So we wrote a book together. It's done. It's called Mindfulness Guide for Neurodivergent Learners. And today we're gonna tell you all about it. Okay, how does it feel, Sarah?
- [01:44]
B
To say it out loud, it feels amazing, honestly. You know how you can set a goal for yourself and then you actually do it? That's what happened here. And we did it on time. We met all of our own deadline. We said we were gonna launch this thing and we've done it. And not only are we launching it, it is an incredible book. This book is 90 pages of color action oriented implement into your classroom or your into your home life. And it is easy to read Neurodiversity Affirming. And it's really going to help educators and parents.
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A
I agree. It is color all the way through with tons of images. And we'll tell you a little bit later why we thought it was so important to have all of these images. But, Sarah, can you take everyone back to the moment that this idea kind of started and came up? Because we've worked together on other things, but I think you literally, one Day messaged me and said, hey, do you.
- [02:40]
B
Wanna write a book that sounds like something I would do? So yes, I think that's exactly how it happened. We have already our neurodivergent mindfulness bundle, which includes some of our mini guides as well as like Weighted Flut and Bloomy. But you know what, I was having these conversations and both it was with some educators and they were mentioning to me that they needed more. They wanted really practical ways to implement into a classroom and they wanted to see it and feel it and understand it. And while our mini guides are great for quick touch, they needed something more robust. And that's when I was like, we need to write this book. People really want to understand what is regulation and how behavior is the conduit to understand whether a child is regulated or not. And I think we hear that in really big fancy terms like just out in the world now. But this book actually explains it to you and allows you as an educator or a parent to begin to understand and decode behavior to understand regulation. And you know, I think this is really going to help people create calm corners, use play based breathing and movement strategies. It's going to help support transitions routines, and it's really going to help people use visuals and sensory tools and really help everybody figure out how to use those core things that help all kids, specifically neurodivergent kids, make their day successful.
- [03:58]
A
And adding on what you just said, regulation's the foundation for everything. If kids are dysregulated, and especially if they're dysregulated many times throughout the day or throughout the entire day, it's harder to make connections, it's harder to follow routines, and it's very difficult to teach new skills. So that's why we thought this was so important. And another piece is that we really put a lot of thought into. We want this to be something that you can easily share with paraprofessionals, family members, childcare center professionals, so that they have something to we're all on the same page. They have something that's understandable, easy to digest, not a big textbook. You know what I mean?
- [04:49]
B
100%. I want to latch onto two things you said. The first being we can't teach new skills when a child is dysregulated, we can't teach new skills when an adult is dysregulated. So I think that is actually the core of what we both are striving to do. You know, I think a lot in the talks that I have, I always remind people if A child is in a dysregulated state, please don't teach them something new. And this is something that, like, if you read this book, we really want you to take that away because these strategies work and can be implemented when a child is in a regulated state. We need to practice in a regulated state and we can teach in a regulated state. So I do just really want to call that out. That is such an important thing. And I totally agree, Tara. And then the next one was around educators and other people using this. I think when we think about consistency between home and school, or home and daycare, whatever the different places your child might find themselves in, the more we can work from common knowledge and one common roadmap, that the better it is for our kids. And so we see this in so many areas. So if we can help advance a common language across both home and school, we're really setting up that kid for success. Because now all of a sudden, everyone in their world is coming from a really similar place.
- [06:02]
A
Yeah. So important. And being I was at the early childhood level for the last 10 years of my career in the classroom, and a lot of times at that level, you're working not only with the paraprofessionals that are helping you or other support staff or OTs, you know, you have this team. But a lot of those kids, when they're three to five, are in some kind of childcare setting. And this is something that you can give to the childcare setting, whether it's an in home setting or a center, and be like, okay, this is kind of what we follow when it comes to regulation because there's lots of different ways people teach all kinds of different things. But Sarah and I both believe in neuroaffirming practices where, you know, it's a gentler approach, it's a child centered approach, it's based on what autistic voices and neurodivergent voices have shared. And so that was a very important piece for us. And that's kind of the gap we were trying to fill. Something that is not a textbook, you know, something that anyone in the child's life could read and understand. And also filling that gap with something that's neuroaffirming and not compliance based.
- [07:19]
B
Yeah, I was going to say I was going to add on there. I think one of the things that's really, you know, important about our work is that it is not compliance based. And I think when we're thinking about how to meet kids where they're at, it's so Important that everyone begin to recognize that's the place we all need to come from. And I, and I really hope that this book helps advance that conversation in the year of 2026.
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A
Me too. Sure.
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B
What is like the most exciting about seeing the book like in print? Because I know we've talked about our first bundle we did together was the first time seeing your stuff in print. And now this, this 90 page like guide, like, how does it feel for you?
- [08:01]
A
Oh my gosh. For me, I literally just got it not last night, but the night before and I opened it and I just like gasped. Because for me, I am someone that learns a lot from visuals myself. You know, like seeing it in action through pictures or through videos. So having this, it was so important to me and both of us to include real pictures from classrooms. So if you're watching on YouTube, I'm going to try to find a picture here from a classroom because I think it really hits home. Oh, this is doable. I can make that, you know, something like this. It's the I feel I need chart and it's very simple for young learners or learners who maybe have high support needs where you want to simplify. And so things like this, in this book you're going to see a QR code where you're able to download that for free. So there are a lot of extra goodies you get in the book. But for me, what really stood out when I paged through this for the first time were just all of the color images that show you. It's not just blah, blah, blah, telling you theory, it's showing you. Okay, here's some things you can try. This is what it looks like and this is how to do it.
- [09:18]
B
End of story, a hundred percent. And I'm going to just like share with people a few things that are in the back. So again, if you're watching YouTube, you'll see this. So we included things like a hand tracing activity, we included a hand breathing poster. We included our combined, like, how do we want to describe it?
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A
Oh, a visual art project with our.
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B
Visual art project for hand breathing in here. So when we're talking about goodies, there's a lot of extra things in this book. And then here's one of those QR codes that Tara mentioned around regulation support guides as well as like sensory bin planners. So we really wanted to make this something that was really plug and play for educators and parents. Again, you'll find things in here. We also have scripts in here. I'm going to try to turn to A page, sorry, everyone, that I didn't pre, like, identify.
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A
Here's what. While you're looking, I want to, I want to say that one of the surprises for me in this process, creativity, creatively and emotionally, was how sometimes you hear the motto, like, when it's right, it will be easy. And that's how it felt. It felt easy for us collaborating, collaborating on this. And I think it's because we are, our values aligned so much on this. And it just was kind of magical how it came. Came to be. Okay, now share some scripts.
- [10:43]
B
Sure. So, you know, here is an example about video modeling to ease transitions. And so this is a real life example. And here we talk about how during the move from the playground to the bus, Mateo often dropped to the ground. And so we literally talked about like, look, Batman is going to the bus. Let's go with him. And then we talked about how this work. His attention shifted, his motor plan clicked into place and he began to move. And so then we talk about how holding the toy car was all he needed to shift his attention to what was next and to keep him regulated. And so you see, we've highlighted that here in this book so that, you know, when you come back to this information, you're like, hey, how do I model to ease transitions? Well, oh, I'm not going to make you read the whole thing again. I'm going to highlight for you what it is, these context clues to help you implement these things, you know, with literally like the snap of your fingers. And like, the point about this was how can we again, really draw out the information that is easy to implement? Because we want parents and educators to be able to do these things in their spaces.
- [11:46]
A
Yeah. And it's such a great example because it's real. So these examples from the classroom, that was my student name has changed, but it's real. And I saw this strategy, simple video modeling using a favorite character. So let's say a student has trouble transitioning from A to B. Doesn't matter where or what A to B is. Take a character they love, put it in front of your phone so you have a point of view of that character walking to wherever you're going. You do not have to make like a fancy edit or a video. You simply play that back and. And holy smokes, it worked so well. That's why I had to share in.
- [12:26]
B
The book and I loved it. And it's so great for people to see those real life examples. Tara, as an slp, how do you find that? Or how do you feel an SLP would integrate this into their work. And why would an SLP also use this book?
- [12:43]
A
Well, I think anyone in the schools, including SLPs, OTs, we all want our students to be regulated. And so that's the biggest piece. And you know, we don't just talk about this child self regulating, we talk about co regulation and how to do that. But also we all are part of the child's transitions during the day. And so when you're talking transitions, it's huge. And also for SLPs, something a lot of us do. But if you don't do it, it could be very helpful for your sessions with, with students and children with high support needs is integrating deep interests. And so when we're able to not work for. So this is what we're talking about when we're saying not compliance based. Right, Sarah? It's not. We're working for this. Okay, so the child loves Paw Patrol. We're not saying we're working for Paw Patrol. Do these five things and then you get it. No, we're incorporating Paw Patrol. So if I'm working on prepositions, speechy thing in, on, under, next to. Maybe we're going to incorporate Paw Patrol characters and we're going to practice those. And maybe we use Paw Patrol characters every single time to get that buy in that motivation, the excitement and use their passion or incorporate their passion to teach skills.
- [14:12]
B
And you know what? I think deep interest is something that needs to be talked about more. Yeah, I think using deep interest as a motivator is a really great way to encourage participation. And that works for everyone, by the way, including adults. So I think it's a really great frame of reference and I think about that even in relation to a calm corner. You know, we talk a lot about how do you get a child to use a calm corner? Because. Right. It's never a punitive space. You can't send a child to a calm corner. What can you do to motivate a child to consider that a space they'd like to use? You can also link that to deep interests. Right. And so it really does apply in every area that we're talking about in this book. And how is you as an educator, how can you also align yourself with that deep interest? Right. And it's not just saying I'm going to use Paw Patrol as some of the characters for the words with these prepositions, but I'm going to become a Paw Patrol character. Like I, I'm not just like, you know, going to do it lightly I'm also going to fall deep into this. Right. And how can you meet those students where they're at? It just like reminds me for some reason about, like, if you're going to have a calm corner, right, you got to be all in. And like, Tara, you hear me say this all the time. Does that mean as an educator or parent, do you ever get upset or dysregulated? Yes. How often are you sitting in your calm corner yourself? And like, I feel like I say this all the time because people are like, oh my God, you're right. I never sit in my own calm corner. Right. That's the same thing as, like, you got to meet these kids where they're at. If we have this expectation that they're going to use this space, wow, we better use it too. And so I really hope that some people take away from this book as well that they themselves need to, one, integrate deep interest into as many areas as possible. Two, utilize the tools for themselves to model that behavior. Because if you're not sitting in your own calm corner using some of the sensory tools or the deep breathing techniques we're introducing to kids, they're never going to see how you need to use that in real life. Examples. So I implore you, please sit in your calm corner the next time you become dysregulated. Please, please use a calming technique. Please use a Bloomy or Rory, do these things. So your students and kids see you doing them as well.
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A
Yeah, definitely. And going in there with a child, if it's welcomed by them, like some kids, maybe at first will feel more comfortable if you're in there with them. And while you're in there, instead of telling them what to do in there, that's when you model, model, model.
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B
Yeah, exactly.
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A
I love it. Now, you just mentioned another piece of a couple things that we mentioned in here, like Bloomy and Rory. Can you tell a little bit about them?
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B
For sure. We have some really great sensory tools that I am going to show quickly again. You think I would have had all these things ready to go, but here we are. So Bloomy is one of my favorite ways to teach flower and candle breath because it is a fidget tool and it is a hands on fidget tool that teaches you how to take a deep breath. This is our flower friend, Bloomy. I'm going to smell the flower, took in a really big deep breath. And then I'm gonna blow out my candle. And I blow up my candle.
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A
Love it.
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B
Smell my flower and blow out my candle. And then the Other thing I was gonna show everybody, which is my new favorite friend. This is Flutter. Flutter is a 3 1/2 pound weighted dragonfly with sensory Swiss dots on one side of the fabric and then little swirls on the other that you can actually trace. And this is great for kids who are laying down, sitting in a corner. Really great way to add that deep sensory pressure input. Again, it's three and a half pounds. And especially for kids, even as an adult, this feels great to me. And on a kid it just you watch them melt in the best of ways. And so we really do love Flutter. And I think we talk about Rory and call me in the book just different ways to use some of our tools. You know, it's so funny, I was talking with somebody about the difference between a tool and a toy recently and like, why does something have one name over the other? You know, I often refer to these interchangeably. Like in this context I would call them tools, but like, you know, in a different context I might call them toys, but they really are both. And I think that's what makes them special because when we want kids to, you know, begin to use these tools, they have to have toy like characteristics. And so that's really what we've done here is we've tried to make everything really cute, cuddly. Think about how kids of, you know, all on the spectrum would be interested in using a tool like this and then make it effective. So these really are effective toys that we use as tools.
- [18:54]
A
And they're so great. I have all of them. And I actually had the honor of going to Beaches Resort in Turks and Caicos through Calm Caterpillar and teaching their staff and working with some kids. And Flutter, definitely one of the favorites.
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B
And I love that. Tara Bloomy.
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A
I absolutely love Bloomy.
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B
Me too. We need to send this book to Beaches.
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A
Oh yeah. Let's do it. Let's do it.
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B
Sorry, everybody. To do list item.
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A
I know, I know.
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B
Yeah, we should definitely.
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A
One thing I was thinking, Sarah, is like, what do we both hope an educator or parent does differently after reading this? And for me, I think it comes back to that compliance piece and simple things. Like, I think a lot of times people feel pressured to do like a token board like you first you need to do these things that I want you to do. The adults agenda. And then you can have xyz. And when it comes to regulation, it just doesn't work that way because you're going to add more pressure which is going to lead to more kind of friction between you and the child and not always lead to the outcome you want. And so one way to maintain relationship while implementing regulation mindfulness activities is to not do it in a way that requires like, okay, you earn this, you earn this, you earn that. Kind of like when we talked about incorporating deep interests. So I think that was a big piece for me that I hope people take away and have a different perspective after reading this. Is there anything you can think of?
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B
Yeah, I think, you know, I've already said it because it is like my number one thing. It is modeling. And how are you modeling the same, you know, techniques you want these students and kids to be using. And if you are not modeling them in your day in an organic way, it's going to take a lot longer to see the results we're talking about. And so my big takeaway is modeling is key, consistency is key. And when we're talking about kids being able to implement these strategies on their own, also change your expectations. Like, is this going to happen overnight? It's not. It really does require you to come back and continue to practice, continue to model day in and day out. And there's a lot of work associated with that. I never want to take that piece for granted. I also recognize that teachers and parents already have their hands full. So what we're asking here is we are asking for more. I just know, both from evidence base and both of our works in classrooms, that when we do take the time to implement these strategies and model them, you will see that payoff.
- [21:43]
A
Yeah, I think that's important because some things are slow burns and it's okay. And not giving up after. Well, I tried that twice. It doesn't work. I have heard that so many times, and I just want to scream because I'm like, some things take 6 weeks, 8 weeks, 12 weeks even. But I've seen them work like specific visual supports. They're. They're things that some kids. Yeah.
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B
Boom.
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A
Couple days.
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B
Let's take a neurotypical brain and the motor learning theory model. In a neurotypical brain, the motor learning theory model tells us we can use up to a thousand repetitions for something to become cognitive.
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A
Wow.
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B
And that's in a neurotypical brain. I don't have the data on a neurodivergent brain, but I'm going to assume it's more. And so just think about that number. Of course, our neuroplasticity, like, it is there and we are learning things, but it is going to require that really serious repetition. And I think people forget that. And they are looking for that, like, quick overnight fix. And that. That is not this. Right. This is a much more of a commitment to the cause.
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A
Yeah. And it kind of reminds me of something I've also heard where it takes longer to unlearn a current pattern or way of doing things than it is to, like, if you're just learning something brand new, like, to unlearn and then relearn. Okay. With regulation, my pattern is I hear a demand, I drop to the ground. Okay. That might continue for a while. It's going to be. Take a while to, like, switch that. Right. To unlearn that. But as you model more, as they trust more. Because kids, a lot of times that I've worked with young autistic kids, they are used to things like if it's time to transition, that means they think they're never going to get this thing back that they're very, very focused on. And so some of that trust comes into play because they're used to people taking things away, and you have to earn it back. And so it's. I think this book will really help with that.
- [23:49]
B
Agreed. I'm really excited for this to get into the hands of all the people we've already sent it to and all the people who have the chance to get it. Coming up. Speaking of that, by the way, I think we did something special for all the listeners to this podcast.
- [24:03]
A
We would. Yeah. So if you're listening to this podcast, you get a special bonus, and that is 15% off the price of the book. So what you'll want to do is go to www.autismlittlelearners. all 15. So all 15. And then that's the code you'll put in when you get to that page. All 15. And I will put this in the show notes if you'd rather just click it and, like, see the code there that you can copy and paste. But definitely share this episode with colleagues, friends, family, anyone that you think could benefit from this book. And you can pass the code along to them since you heard about it in the podcast. Anything else, Sarah?
- [24:53]
B
No, I really feel like that covered it. I'm so excited. I really can't believe we did this. And it's coming out.
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A
Okay, let's do each one word that comes to mind to describe this book.
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B
Okay, you go first.
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A
Okay. Incredible.
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B
I love that. Inspiring. And the reason I say that is I really think it's going to inspire change in action for both educators and parents. So I really have a lot of hope for all of you who are going to begin to implement all the amazing techniques in this book.
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A
And in addition, I'm excited when you're saying inspiring. I'm excited to give educators and parents an option for something they can easily hand to a grandparent, to a cousin, to childcare therapy, you know, whatever, and say, this is what we're trying to do. And so a big thing I hear from people is like, how do we get the team on the same page? And I would say this is the place to start because remember, regulation's the foundation, 100%. All right, Sarah, thank you so much. Where can everyone find you specifically?
- [26:09]
B
They can find me@the calmcatapillar.com or on Instagram at the Calm Caterpillar. You'll be able to check out for the book through our website and.
- [26:18]
A
Yeah.
- [26:19]
B
And also find us on Instagram.
- [26:20]
A
Awesome. And while you're there, look at all of those other products that we talked about that she has because they, they work. They're in classrooms all over Cincinnati, Ohio, as well as around the country and even out of the country. So check them out. Bloomy is one of my favorites. Check that out for the breathing. And, Sarah, thank you for being here.
- [26:45]
B
Thank you. And I love that we continue to collaborate. So thanks for being such a great partner.
- [26:53]
A
Thank you for spending this time with me. You're doing important work, and the small supports you put into place matters. Keep leading with connection, and I'll talk to you again next week.