Let Them Lead: The Child-Led Autism Podcast

SIGN UP FOR GOALS WEEK, OUR LIVE BOOTCAMP HERE!
 
A lot of SLPs are using AI to help write goals. Some of us chose it, some of us had a district choose for us, and some of us just opened our documentation software one day and there it was.
So let's say it out loud and talk about what actually matters.
Nicole recorded this one with 20 minutes before her next meeting (spoiler alert: she went two minutes over). She shares where she stands on AI and why she ended up in the middle, the three big reasons so many of us reach for it at goal writing time, and a question from a special education professor's blog post that she thinks we should all be asking about every sentence we write about a child.
WHAT YOU'LL HEAR INSIDE THIS EPISODE
Why this episode is not about whether AI is good or bad

Nicole's stance: not an AI purist, not fully anti-AI either

What it's like for an all-or-nothing brain to live in the middle

A business mastermind full of goat milk soap makers (it's relevant, promise)

The three reasons so many of us use AI for goal writing

The hours she used to spend staring at a blinking cursor for one goal

Why AI goals can sound perfect and still miss the point, or miss IDEA

The question underneath David Bateman's list: can I stand behind this sentence about this child?

Why Aligned Practice doesn't require AI at all

 
Here's the blog post mentioned in this episode: https://spedlawblog.com/2026/06/23/using-artificial-intelligence-ai-to-assist-in-writing-iep-goals/

REGISTER FOR GOALS WEEK!!
You read the goal out loud. The parent nods. "Yep, that sounds good." And on to the next one. 
But were they agreeing... or did nobody ever tell them they get a say?
In this episode Nicole looks at a question most of us spend almost no time on: who actually decides what we work on? She shares a small study of occupational therapists that held up an uncomfortable mirror, a story about a script she couldn't decode (and a mom who could), and an admission about parent coaching that a lot of us will recognize. Then she gets practical about bringing families in before the goal is written, and what to do when the questionnaire never comes back.

JOIN THE WAITLIST FOR DITCH DOCUMENTATION DREAD BOOTCAMP HERE!
It is eight o'clock at night, you have multiple IEPs due, and you are somewhere on page five of Google searching communication goals for autistic students. Everything coming up is either the exact kind of goal you are trying to get away from, or it is so vague you already know it will never fit.
Rumor has it we have all been here.
This episode is Nicole being honest about something that brought her shame for years: she used to write goals she did not believe in, and goals she sometimes did not even understand. She traces where that came from, why the format most of us use has no clear origin, and what has to happen before you can write a goal worth writing.
 
Fair warning, she gets a little fired up about 80% accuracy. She always does.
 
WHAT YOU'LL HEAR INSIDE THIS EPISODE
 
- The confession she says is hard to make out loud, and why she is making it anyway
- The goal with four competing numbers in it, and what it was actually measuring
- Why she overthought goals until she was right back at square one, and what that actually came from
- What her first job taught her about writing goals you are allowed to change
- The evaluation tools that were never built to show how an autistic child communicates
- What grad school actually covered, and the one thing it never covered at all
- How most of us really learned to write goals, and why that should worry us
- What the research says about goals that are not appropriate for the child
- Why communication functions grow together instead of stacking on each other
- The scissors example, and why communication is not a task
- Who decides when a child gets to communicate, and why "opportunities" answers that question badly
- The bubbles, the lid going back on, and asking again and again for the data
- Why 80% accuracy still annoys her, thirteen years in
- What she is teaching at the live bootcamp in October

There's a version of this job where you never say "I don't know." Where you excuse yourself, look it up on your phone, and come back like you had it the whole time.
A professor I admired (and still do, genuinely) told my grad school class to do exactly that before our first practicums. At the time I thought, well, if that's what I have to do, I guess I'll do it. Thirteen years later, I think it's the worst advice I've ever heard.
This came to me on a whim while I was working on something else. No script, no notes. Just me thinking out loud about why perfectionism runs through our whole field.
A lot of us have been taught that we can't be anything less than perfect. So we cling to control, because we don't want anyone to know what we don't know.
And then we don't try. We don't take the one small step toward child-led speech therapy, because we can't do the whole thing perfectly yet.
I get into the pickleball invitation I turned down, the day I read a post about research and landed back in grad school shame, and what trying to be a perfect clinician cost me.
This one is as much for me as it is for you.
TIMESTAMPS
Part one
04:07 No script, no notes, and the podcast I was listening to in the car that started all of this
06:31 Perfectionism as a coping mechanism, and where imposter syndrome fits
08:56 The all or nothing mentality, and what it costs us as a field
11:18 The advice my grad school professor gave us right before our first practicums
15:59 The pickleball invitation, and why I won't do something I might be bad at
20:49 Thirteen years later: what trying to be a perfect clinician actually cost me
Part two (the recording picks back up here, four days later, after my kids came barging in)
02:27 The post about research, the shame that followed, and the kind of content creator I want to be
11:48 What I will and won't go back and learn, and why I'm okay drawing that line
CALL TO ACTION
If this one landed for you, would you leave a review wherever you listen? It would mean the world to me!

We're back, friends! In this episode, Nicole Casey explores the Communication Bill of Rights, focusing on rights five through eight, and discusses how supporting autistic children requires team effort and consistent application across settings. 
Keywords: Communication Rights, Autism Support, AAC, Inclusive Education, Neuroaffirming Practices
Takeaways:
Supporting rights five through eight often requires team effort and ongoing communication.
Consistent use of AAC devices across settings is crucial for participation.
Honoring a child's right to refuse or ask for things builds trust and safety.
Proactively communicating about routines and objects helps reduce dysregulation.
Supporting social interactions and relationships enhances quality of life.