The Autism Little Learners Podcast

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.

In this episode, we're talking about something so many of us were taught to do with the best of intentions, but that can quietly work against us: prompting.
Because when nearly every interaction becomes a question, a direction, or a cue, communication can actually shrink instead of grow.
I'll walk you through what happens when a child learns that communication only ever shows up after an adult prompts them, and how that can lead to waiting, shorter responses, or disengaging altogether.
This conversation explores the difference between testing and communicating, why processing time matters so much, and the simple, doable shifts that help authentic communication flourish in real preschool classrooms and homes.
We'll talk about: 
● what prompt dependence actually is 
● why constant prompting can feel exhausting for autistic children 
● the difference between testing a skill and true communication ● why so many of our interactions quietly become tests 
● what happens for AAC users under constant prompting 
● five simple shifts that invite communication instead of demanding it
Because communication is something we build together, not something we pull out of children.
In This Episode, You'll Learn
What prompt dependence is and how it develops

Why what looks like a lack of communication may actually be communication fatigue

The difference between testing what a child knows and genuine communication

Why autistic children may wait, give the shortest response, or disengage

How constant prompting adds pressure for AAC users

Why processing time matters and what happens when we interrupt it

How following a child's interests creates more communication than prompting does

What it means to model language without expecting imitation

Key Takeaways
Prompts are not the problem, but prompting should not become the whole interaction

Communication is not the same thing as testing

Silence is often a child processing, not refusing

Comments reduce pressure in a way questions cannot

Children learn language through thousands of models, not through being quizzed

Connection creates communication opportunities more effectively than prompts

The goal is not perfect responses, it is authentic communication

When we reduce pressure, we often get more communication, not less

Try This
Notice the balance of questions versus comments in your interactions this week

Comment more and question less during one daily routine, like snack or play

After you say something, pause and wait, counting to ten before adding anything

Follow the child's interests and join their world instead of redirecting them

Model words and phrases on the AAC device without requiring imitation

Create an opportunity to communicate, like a clear container or two snack choices, then wait

Replace "What do you want?" with setting up the moment and letting the child lead

Related Resources & Links
💚 Preschool Autism Summit
💚 AAC What Most Educators Miss
💚 Autism Little Learners Membership
When we stop pulling for responses and start building moments worth communicating about, something shifts. The pressure lifts, the child relaxes, and communication starts to grow on its own terms. And once you start seeing it that way, it changes the way you show up in every interaction.

In this episode, we're talking about echolalia, what it really is, what it's doing, and why so many autistic children communicate this way. For years, many educators and therapists were taught to reduce echolalia or move children "past it." But research, autistic voices, and deeper understanding of gestalt language processing have helped shift that thinking in important ways.
Echolalia is not meaningless repetition. It is communication. Today's conversation explores:
what echolalia actually is

the difference between immediate and delayed echolalia

how gestalt language processors acquire language differently

why scripts and repeated phrases often carry deep meaning

what educators can do instead of trying to eliminate echolalia

how to support communication in more affirming and responsive ways

Because every echo carries meaning. And when we stop trying to eliminate it, we can finally start listening.
In This Episode, You'll Learn
• What echolalia actually is and why it matters
• The difference between immediate and delayed echolalia
• What Gestalt language processing (GLP) means
• How GLPs acquire language differently than analytic language processors
• Why scripts and repeated phrases often carry emotional meaning
• Common signs a child may be a gestalt language processor
• Why echolalia should not be treated as meaningless repetition
• How echolalia supports regulation, processing, requesting, protesting, and connection
• Why declarative language is often more supportive than constant questions
• How to model language from the child's perspective
• Why AAC and visuals can support clearer communication
• How to shift from correcting echolalia to understanding it
Key Takeaways
• Echolalia is communication, not a behavior to eliminate
• Many autistic children naturally process language in chunks or gestalts
• Scripts often represent feelings, memories, or emotional experiences
• The words a child says may not always be literal, but they still carry meaning
• Questions can increase pressure for many gestalt language processors
• Modeling without correction creates safer opportunities for communication growth
• Pronoun reversals are often part of chunk-based language learning
• Children deserve communication support that honors their natural language style
• Curiosity and connection matter more than perfection
Signs a Child May Be a Gestalt Language Processor
Echolalia or scripting

Pronoun reversals

Strong musicality or memorized songs

Rewatching the same scenes repeatedly

Rich intonation patterns

Long jargon strings with emotional tone

Repeating phrases tied to emotional experiences

Try This
• Reduce the number of questions you ask during play and routines
• Use more declarative language like "Mmm, cookie" or "Let's go outside"
• Model phrases from the child's perspective
• Notice repeated scripts and look for patterns around when they appear
• Watch body language alongside echolalia for additional communication clues
• Respond to the meaning behind the script, not just the words themselves
• Support communication with visuals and AAC when needed
• Pause and allow processing time instead of filling every silence
Resources Mentioned
Meaningful Speech https://meaningfulspeech.com/
More Than Words by The Hanen Centre https://hanen.org
💚 Visual Supports Starter Set
💚 AAC What Most Educators Miss
💚 Autism Little Learners Membership
💚 Social Story Library
Final Thoughts
A child repeating a script is not "just scripting." A child echoing your words is not failing communication. A child singing full songs before generating original sentences is still using language.
Echolalia is language.
Sometimes borrowed.
Sometimes memorized.
Sometimes repeated word for word.
But always meaningful. When we stop trying to eliminate echolalia and start listening to it, we begin to understand so much more about what a child is trying to communicate. And that shift changes everything.