In a recent episode of the Autism Little Learners podcast, I had the absolute honor of speaking with Dr. Barry Prizant—renowned speech-language pathologist and author of the best-selling book Uniquely Human. From the start, it was clear: Barry brings not just decades of experience, but deep humility, wisdom, and a heartfelt belief in the power of compassionate, human-centered support for autistic individuals.
A Conversation With Dr. Barry Prizant
Tara: I am thrilled to welcome someone I deeply admire—Dr. Barry Prizant. If you work in autism education or have an autistic family member, chances are you’ve heard of his book Uniquely Human. It’s had such a powerful impact on how we understand and support autistic individuals. I’ve listened to the audiobook multiple times, and I know many of you have too. Dr. Prizant, thank you for being here!
Barry: It’s truly my pleasure. And it’s great to be part of a conversation where we’re moving beyond outdated views and really focusing on respect, relationship, and trust—especially in early childhood.
The Roots of a Compassionate Approach
Tara: You’ve been such a leader in promoting developmental and human-centered approaches in autism education. How did that start?
Barry: I’m a speech-language pathologist by training, but I actually started with a degree in psycholinguistics because my university didn’t offer special ed or speech pathology. At the same time, I was working at residential summer camps for children and adults with disabilities back in the late '60s and early '70s. That experience—essentially being a surrogate parent—shaped everything. I became so passionate about it that I shifted my academic focus to communication disorders and did both my master’s thesis and doctoral dissertation on autism. I wanted to understand what that communication meant, rather than just trying to eliminate it.
Tara: That’s incredible. So much has changed over the years, hasn’t it? It’s really powerful to look back at where we’ve been—and exciting to see where things are headed now.
The Power of Storytelling in Uniquely Human
Tara: You were ahead of your time. Uniquely Human has truly changed lives. What inspired you to write it?
Barry: My wife and son encouraged me to take the stories I’d been telling for decades and write something that would resonate with the mainstream—not just researchers. The 2015 edition was followed by an expanded update in 2022. I teamed up with Tom Fields-Meyer, an incredible writer and autism dad, to help shape it for a broader audience. The goal was simple: to humanize autism and share what I’d learned from autistic people and families.
And I’m humbled to say it’s been the top-selling autism book for years. People tell me, “When you described that child, you were describing my child.” That connection is what it’s all about.
A Top-Ranked Podcast Built on Humor, Honesty, and Lived Experience
Tara: And now you’ve created the Uniquely Human Podcast—which I love! You co-host it with Dave Finch, who’s autistic. It’s such a great balance of perspectives.
Barry: Dave is brilliant—and hilarious. He’s also the author of The Journal of Best Practices. He brings an insider’s perspective and a wicked sense of humor. Together, we’ve released over 130 episodes on everything from play and co-regulation to music, anxiety, and masking. The podcast is now ranked #1 in neurodiversity, and we’re proud of the impact it’s making.
Compliance Isn’t the Goal—Connection Is
Tara: Something you said in your book stuck with me: “We must ask, ‘What works—but at what cost?’” That is so important.
Barry: We’ve been trained to think compliance equals success. But if a child is quiet, passive, and no longer initiating, we have to ask: what did we lose in that process? Was that truly a win—or did we train the spark out of them?
Tara: Yes! And we see this especially with ABA-heavy approaches. If the child becomes prompt-dependent or shuts down, it’s often praised as “good behavior,” but we’ve missed the deeper need.
Barry: Precisely. That’s why I always emphasize reflective practice. If a child isn’t engaging with us, we don’t label them “noncompliant”—we reflect on our approach and ask how we can change it to connect better.
Real-Life Examples
Tara: One of my favorite things about your work is how it validates the power of creativity and intuition. I had twin students who were non-speaking, and we discovered they loved country music. I used pictures of country singers to create reading and toilet training materials—and it worked when nothing else had!
Barry: That’s such a beautiful example of “lighting the fire.” I’ve heard teachers say, “I meowed for him”—literally making cat sounds to connect with a child who loved animals. These little, intuitive actions are often the breakthrough moments.
Tara: Exactly. They’re not in the manual, but they work. And it reminds us: the relationship is the intervention.
Rethinking “What Works” in Autism Education
Tara: Many educators work with non-speaking children. What should they be watching for?
Barry: So much communication happens through gestures, body movement, or vocalizations. For example, a child may take your hand and lead you to the door or fridge. This is sometimes pathologized as “using you as a tool,” but it's actually clear communication—they're expressing intent. Other examples include a child backing into you to be tickled or vocalizing in a way that seems unclear but is purposeful. One child I worked with said “do ah” repeatedly. When I asked his mom, she said, “Oh, that’s what I say when I check his throat—‘David, open your mouth, do ah!’” That was his way of telling us he wasn’t feeling well.
Tara: Wow. That’s such a powerful reminder to ask families. They’re often the ones who can help us decode what a child is trying to say.
Barry: And that’s why team-based support is essential. Every adult in a child’s life—educator, therapist, family member—has a piece of the puzzle.
What Is the SCERTS Model?
Tara: Let’s talk about the SCERTS model. How does it differ from traditional approaches?
Barry: SCERTS stands for Social Communication, Emotional Regulation, and Transactional Support. We don’t isolate skills in drills—we embed them in meaningful activities. If we want to teach turn-taking, we might do it while building a block tower, not at a table with laminated flashcards.
We look for the child’s interests, strengths, and emotional state. A child who’s dysregulated won’t learn. But a child who feels safe, seen, and supported will naturally start engaging and growing.
Tara: That resonates so much with how I approached my classroom. We even had a reminder on the wall: “Talk Less.” Because sometimes silence, presence, and visuals do more than words.
Barry: Yes! One of my closest colleagues, Ros Blackburn—an autistic adult—once said, “Support me in silence. Be present. Don’t overwhelm me with words.” That’s something we all need to remember.
A New Era of Relationship-Based Support
Barry: I’m excited to share that we’re now part of a new initiative called DRBI—Developmental Relationship-Based Interventions. It unites several models like CERTS, DIR/Floortime, and the Play Project. And in California, new legislation will require insurance coverage for these approaches starting in 2026. It’s a major step forward.The DRBI Movement: A New Chapter for Autism Support
Tara: That’s huge. And long overdue.
What Gives Us Hope
Tara: Well, you've been a strong advocate for these neurodiversity affirming practices. What does it really mean in day-to-day work with autistic children? And how have you seen teams or families start to make that shift? Then we'll kind of end with what gives you hope about the future of autism education.
Barry: I think teams and families make that shift the way we all do. We see what works and doesn't work. But a lot of people need permission to do things differently. With parents, its when they develop a strong enough sense of their own parental intuitions of how to raise their child and to say to professionals who are telling them otherwise.
The response to Uniquely Human, the podcast, the voices of autistic adults becoming more central, and the fact that parents and educators are questioning, reflecting, and trusting their instincts again. When parents say, “Your book gave me the courage to do things differently,” that’s what fuels me.
Tara: You’ve given us permission to trust what feels right. In our classroom, we always said: If it feels yucky, don’t do it. It’s simple—but powerful.
Barry: Absolutely. We have to move away from one-size-fits-all solutions and toward approaches that honor individuality, dignity, and joy. That’s what truly works.
To listen to the full conversation: Episode #128
Autism & Behavior: A Compassionate Approach to Stress Responses
Autistic Preschoolers: Why A Positive Connection Is Everything
If you use visual supports in your classroom or home, you are going to want to sign up for this free Visual Supports Starter Set ASAP! Click here to have one sent to your inbox. Also, be sure to read more about visual supports and how they can help autistic children here.
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