The Autism Little Learners Podcast

My non-speaking three-year-old student told me "This is boring" on his AAC device.
That moment changed everything for me, because that is communication, and that is competence. It's exactly what today's episode is about: presuming competence, an idea that quietly shapes everything else we do with young autistic children.
Because so often, the ability was there all along. What was missing wasn't the child's capacity. It was the tools, and an adult willing to believe there was something worth saying.
This conversation explores what presuming competence actually means, why it matters so much in the preschool years, the prerequisite myths that hold kids back, and the practical shifts that help us act like the capable child is already there.
We'll talk about:
● what presuming competence really means
● why the preschool years set a child's trajectory
● the "prerequisite trap" and why there are no readiness skills for communication
● why speech is not the same as intelligence
● what presuming competence looks like in a real classroom
● why communication should never have to be earned
Because we don't know what a child knows until they have the tools to tell us.
In This Episode, You'll Learn
• What it actually means to presume competence, and why it's a starting posture, not a reward • Why the false belief that "speech equals intelligence" causes real harm • How the way we describe a child can become a self-fulfilling prophecy • Why there are no prerequisites for communication, no pointing, matching, or "safe behavior" required • How lowered expectations in early childhood can follow a child for a lifetime • Practical ways to presume competence with non-speaking and minimally speaking children • Why cognitive testing can dramatically underestimate what a child knows • What it means to make communication available rather than something a child has to earn
Key Takeaways
• Presuming competence means believing in a child's capacity before they can prove it • Non-speaking does not mean non-understanding • Speech is not the same as intelligence • There are no readiness skills required for robust AAC • Children grow toward the expectations we hold for them • We don't talk about a child in front of them, because we presume they understand • Behavior almost always has deeper meaning than a few simple categories • Communication is a right, not something a child has to earn
Try This
• Pick one child whose abilities you may be quietly underestimating, and shift one assumption this week • Talk to every child as if they understand every word, because they very well might • Stop talking about a child in front of them, even with co-teachers and paras • Follow a child's deep interests instead of restricting them • Model language without requiring the child to perform it back • Make room for silence, simply being a calm, trusting presence • Hold cognitive test scores loosely, and presume there is more inside than the test could reach
Related Resources & Links
AAC In The Classroom
AAC- What Most Educators Miss
 Preschool Autism Summit Registration- Grab your free ticket to the 3rd Annual Preschool Autism Summit (Happening Now)
Autism Little Learners Membership
When we presume competence, we stop waiting for children to prove they're ready and start making sure they always have the opportunity to communicate. Our job was never to decide when a child is ready. It's to make sure the door is always open. And once you start seeing every child as already capable, it changes everything about the way you teach.

What if defiance is really dysregulation? In this episode I sit down with Alyssa Blask Campbell — New York Times bestselling author of Tiny Humans, Big Emotions, founder of Seed & Sow, and co-creator of the Collaborative Emotion Processing method — to talk about emotional intelligence, unique nervous systems, and why the behavior we find hardest is so often a child asking for support.
When we see challenging behavior, we're usually looking at a nervous system that needs support — not a child who needs fixing.
Alyssa breaks down the five components of emotional intelligence — self-awareness, self-regulation, empathy, motivation, and social skills — and why every one of us develops them differently. She shares a fresh way to understand empathy, a powerful reframe around the word "autistic" and our own implicit biases, and why so much of supporting a dysregulated child starts with regulating ourselves first.
We also get into her flagship free tool, the regulation questionnaire built alongside OTs, and the sensory shift that's helping schools cut behavior support calls by 60 percent — not by adding more tools, but by matching the right tool to the child in front of you.
We'll talk about:
the five components of emotional intelligence, and why we each develop them differently
why regulation is never one-size-fits-all
a fresh way to understand empathy: believing a feeling is true for the child
the Collaborative Emotion Processing method, and why most of it is about us
how implicit bias shapes the way we respond to an autism diagnosis
the free regulation questionnaire, and the sensory shift that cut behavior calls by 60%
In This Episode, You'll Learn
The five components of emotional intelligence: self-awareness, self-regulation, empathy, motivation, and social skills
Why "the volcano" is such a powerful way to teach kids self-awareness
Why regulation strategies have to match a child's unique nervous system
A new definition of empathy — connecting over what a child feels, not why
How implicit biases quietly shape what we expect of an autistic child
Why supporting kids well starts with regulating ourselves first
The difference between sensory-seeking and sensory-sensitive needs, and why the right tool matters
How a free regulation questionnaire helps match the right support to the right child
Why predictable routines are regulating and build a child's autonomy
Key Takeaways
Challenging behavior is often a dysregulated nervous system asking for support
Every human has a unique nervous system — regulation is not one-size-fits-all
We each develop the five components of emotional intelligence differently
Empathy means believing a child's feeling is true, no matter the reason behind it
The work starts with the adult: our self-awareness, our biases, our self-care
The right sensory tool beats more tools — match the tool to the child
Meeting sensory needs for everyone can dramatically reduce behavior support calls
Predictability regulates the nervous system and supports autonomy
Your reactivity isn't failure; it's dysregulation — and there's a path forward
Try This
Name the "volcano" with a child to build self-awareness before the explosion
Ask what truly calms this nervous system instead of defaulting to deep breaths
Practice empathy by believing the feeling, without judging the reason for it
Notice the story or bias behind your own reaction to a behavior
Map your own nervous system: what recharges you, and what drains you
Offer a sensory tool to any child who needs it, not just to one labeled child
Build in predictable routines and transition objects to ease the day
Regulate yourself first, then return to the child with more capacity
Related Resources & Links
 Seed & Sow — free Regulation Questionnaire
Tiny Humans, Big Emotions by Alyssa Blask Campbell
Big Kids, Bigger Feelings by Alyssa Blask Campbell
Preschool Autism Summit (July 2026)
We all have a unique nervous system, and none of us regulate the same way. When we stop trying to manage behavior and start getting curious about the human in front of us — what's dysregulating, what's regulating, what support would actually help — everything softens. Behavior becomes communication, and our job becomes connection. That's good for our autistic learners, and it turns out it's good for every child in the room.

Imagine understanding every word around you while the adults talk over you like you're not even there — and not having a reliable way to communicate until you're almost 19. That's part of Jordyn Zimmerman's story. Jordyn is an autistic woman who is non-speaking and a full-time AAC user, and in this conversation she shares, from lived experience, what will change how you show up in your classroom.
Communication is a basic human right. It is never something a student has to earn, and there are no prerequisites for AAC. None.
We talk about why a lack of speech is not a lack of language, what an AAC-rich environment really looks like, the difference between requesting systems and robust language-based AAC, and what "presume competence" actually means as an action, not just a phrase. Jordyn also shares her advocacy work and the simple, powerful truth that every learner deserves a way to comment, question, joke, disagree, and tell their own stories.
A quick heads up before you listen: Jordyn prepared some answers ahead of time and responded to others in real time, so you'll hear pauses between each question and Jordyn's answer. I challenge you to resist the urge to fast-forward through the wait time. Sitting with that silence is one of the most important skills of a good communication partner — in this episode, and in your classroom.
We'll talk about:
why a lack of speech is not a lack of language — and non-speaking is not non-understanding
why communication is a basic human right, not something a student earns
the real differences between PECS, core boards, and robust language-based AAC
what an AAC-rich environment looks like, and why it's hard to build in separated settings
what "presume competence" actually looks like in daily practice
Jordyn's advocacy work — and why there are no prerequisites for AAC
In This Episode, You'll Learn
What Jordyn wishes the adults around her had understood about supporting AAC users
Why consistent, individualized access to a communication system matters from the start
How to build an AAC-rich, language-rich environment that goes beyond the device
Why PECS is a requesting system, and what robust AAC makes possible
How autonomy, choice, and agency separate true communication from requesting alone
What presuming competence means as an action, including offering robust vocabulary from the beginning
Why we shouldn't limit a student's vocabulary until they've "proven" competence
Why honoring wait time is a core communication-partner skill
Key Takeaways
Communication is a basic human right, never something a student earns
There are no prerequisites for AAC — none
A lack of speech is not a lack of language; non-speaking is not non-understanding
Robust, language-based AAC offers autonomy; requesting systems alone do not
An AAC-rich environment models language in every way, not just through the device
Presume competence by offering robust language access from the very beginning
Honoring wait time is part of being a good communication partner
Try This
Resist the urge to fill silence — give real wait time and let the person respond
Model language through AAC, not just spoken words, throughout the day
Offer robust vocabulary from the start instead of waiting for "proof" of readiness
Build an AAC-rich environment so every child both hears and sees language
Look for any "prerequisites" in your setting — then work to remove them
Assume the child understands, and talk with them, never over them
Make space for commenting, joking, and disagreeing, not just requesting
Related Resources & Links
 Jordyn Zimmerman Website
Jordyn's documentary
Preschool Autism Summit + VIP Day (Jordyn returns for a deeper conversation)
No research or framework can teach us what it feels like to understand everything and have no way to say it. When we presume competence, offer robust language from the start, build AAC-rich environments, and honor wait time, we stop asking children to earn their voices and start making sure they always have one. That is the work, and it changes everything.

He was banging his head on the floor, and Tara remembers the tears sliding down her cheeks and the only words she could find: "How can I help you?" That moment, and dozens of others over 25 years in the classrooms,  the real origin story of the Preschool Autism Summit.
In this episode, we flip the script. Instead of Tara behind the mic, her teammate Shawna takes over as host and interviews Tara about how the summit actually began, long before it was an annual event with 30 presentations and thousands of attendees.
What started as one teacher making her own resources because nothing existed for three- and four-year-olds has grown into something much bigger than a conference. Tara and Shawna talk about the isolating early years of teaching "back in the 1900s," the students who taught Tara how to teach, and the gut-level "if it feels yucky, don't do it" moments that pushed her away from compliance-based practices and toward regulation, connection, and respect for autistic children.
If you've ever wondered how the Preschool Autism Summit came to be — or why this work matters so deeply — this conversation is for you.
In This Episode, You'll Learn
Why Tara started Autism Little Learners — and how it began with simply making her own classroom materials

What teaching autistic students looked like "back in the 1900s," before online resources, memberships, or virtual courses existed

The students who shaped how Tara supports autistic children today

How the idea for the Preschool Autism Summit was born in late 2023 — and why preschool-specific training was the gap she set out to fill

What makes the summit different from a traditional conference (no travel, no cold ballrooms, no weird sandwiches)

How autistic adults review every single presentation to keep the summit genuinely neuroaffirming

Why Tara moved away from behavioral approaches like hand-over-hand prompting and toward regulation and connection

What attendees can expect from the 2026 summit, July 12–15

Key Takeaways
Change often starts with one small idea. Tara never set out to leave the classroom or build a business — she just wanted to share the resources she was already making.

Teaching autistic children can feel isolating. Many educators and SLPs are the only one or two doing this work in their entire school. Community is what breaks the "you're on an island" feeling.

Regulation comes first, connection right beside it. A dysregulated child isn't able to learn — and learning is hard without genuine connection.

Connection means weaving in what a child loves, not dangling their interests as a reward to get compliance.

If it feels yucky, don't do it. That gut feeling is worth trusting — and now there are neuroaffirming alternatives that didn't exist decades ago.

Autistic voices belong at the center. Autistic adults review every presentation, so "neuroaffirming" is a practice, not just a label.

Small shifts in adult behavior have lifelong impact. A child is autistic — it's part of who they are, not something they carry and set aside.

This is a movement, not just an event. One free ticket can reach roughly 10 students. Tara's goal: reach a million.

None of us have to do this work alone.

Try This
Reflect on how your own practice has changed over the years.

Name one area where you're moving from compliance toward connection.

Think of a child who reshaped how you see your work.

Reach out to one educator who shares your values.

Grab your free ticket and learn alongside thousands of educators, therapists, and families at the 2026 Preschool Autism Summit.

Resources & Links
Preschool Autism Summit Registration — Grab your free ticket to the 3rd Annual Preschool Autism Summit, July 12–15, 2026: preschoolautism.com

This year's summit features 30+ presentations, make-and-take sessions with Tara, and an All Access Pass option for year-round access plus certificates of completion.

What if behavior isn't something to stop, but something to listen to? In this episode, we're talking about one of the biggest mindset shifts happening in autism education right now: moving from compliance-based teaching toward connection, regulation, and understanding.
Because what often gets labeled as "behavior" in preschool classrooms is actually communication.
I'll walk you through what changes when educators stop asking, "How do I stop this behavior?" and start asking, "What is this child telling me right now?"
This conversation explores the nervous system underneath behavior, the long-term impact of compliance-focused practices, and what regulation-first support can look like in real preschool classrooms.
We'll talk about:
● why "behavior" is often communication
● the hidden cost of compliance-based teaching
● what dysregulation actually looks like in young children
● why regulation must come before expectation
● classroom examples of regulation-first support
● how relationship-building changes learning outcomes
Because compliance is not the same as learning.
In This Episode, You'll Learn
• Why many challenging behaviors are rooted in nervous system needs
• How sensory overwhelm, transitions, and demands impact regulation
• The difference between compliance and genuine engagement
• Why regulation-first classrooms support learning more effectively
• What co-regulation looks like during difficult moments
• Practical ways to support autistic preschoolers without forcing participation
• Why connection creates more sustainable outcomes than control
Key Takeaways
• Behavior is communication
• Dysregulation is not defiance
• Compliance does not equal learning
• Nervous systems must feel safe before learning can happen
• Regulation-first support benefits all children, not just autistic children
• Co-regulation happens through presence, not pressure
• Flexibility and relationship-building create more meaningful participation
• Educators can support children without requiring perfect compliance
Try This
• Pause before responding to a behavior and ask what the child may be communicating
• Look for sensory, emotional, or environmental stressors underneath dysregulation
• Offer lower-demand moments during difficult transitions
• Loosen one classroom expectation this week and observe what changes
• Build in predictable regulation supports throughout the day
• Focus on helping the child feel safe before asking them to perform
• Replace "How do I stop this?" with "What support is needed here?"
Related Resources & Links
💚 Preschool Autism Summit
💚 AAC What Most Educators Miss
💚 Calm Spaces Supports
💚 Autism Little Learners Membership
When we shift from compliance to connection, we stop seeing children as problems to manage. We begin seeing nervous systems asking for support. And once you start looking through that lens, it changes everything about the way you teach.