After you submit an inquiry, our team will review the information you provided, including your concerns, the type of support you are seeking, and your availability.

A member of our team will then contact you regarding possible next steps. Depending on your child’s needs, this may include:

1. Gathering additional information

2. Scheduling an initial consultation or evaluation

3. Discussing an appropriate clinician, service, or group

4. Reviewing scheduling and availability

5. Completing the required intake forms

6. Confirming a start date or discussing waitlist options

Submitting an inquiry does not obligate you to begin services, and it does not automatically guarantee placement. We want to make sure that we have an appropriate service and provider match before moving forward.

We do our best to respond as promptly as possible. Response times may vary depending on current inquiry volume, clinician schedules, and seasonal program registration.

Providing detailed information about your concerns and availability can help us review your inquiry more efficiently.

If an appropriate provider or group does not have immediate availability, we may discuss joining a waitlist, considering another service within the practice, or exploring outside referrals.

Availability can vary by clinician, service, day, and time. Families with greater scheduling flexibility may have more placement options.

The first appointment is an opportunity for the clinician to begin getting to know your child and family. Depending on the service, it may include conversation, observation, structured activities, play, questionnaires, or formal assessment tasks.

Before the appointment, families will receive any required intake forms and instructions. Completing those materials in advance helps the clinician prepare and make the most of your time together.

Speak, Learn, & Play works with children, adolescents, and young adults. The ages served vary by service, therapist, and group.

If you are unsure whether your child is the right age for a particular service or program, reach out to us. We are happy to help you determine the best next step.

Speak, Learn, & Play is located at:

540 President Street
Brooklyn, NY 11215

We are conveniently located in the Park Slope/Gowanus area of Brooklyn.

Specific arrival information will be provided before your first in-person appointment.

Telehealth may be available for certain services when it is clinically appropriate and permitted by provider licensing requirements.

Whether telehealth is a good fit depends on the child’s age, needs, goals, location at the time of the session, and the type of service being provided. Please ask about current telehealth options when you contact us.

Not necessarily. Some children come to us with an existing diagnosis or formal evaluation, while others do not.

A diagnosis may be helpful in certain situations, but recommendations are based on the individual child—not a label alone. We will let you know if an evaluation, consultation, or additional documentation is needed before beginning a particular service.

Please reach out. You do not need to know exactly which clinician, service, or program to request.

Tell us a little about your child, what you are noticing, what kind of support you are seeking, and your general availability. We will help you determine the most appropriate next step.

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Our multidisciplinary team provides support in several areas, including:

• Speech and language therapy

• Literacy, reading, and writing support

• Psychotherapy

• Parent coaching

• Executive functioning support

• Social groups

• Skills-based groups and workshops

• Evaluations and consultations

• Seasonal intensives and short-term programs

Services may be offered individually, in a group, or through a combination of supports, depending on the child’s needs and goals.

Families come to us for many different reasons. These may include concerns related to:

• Speech sound production

• Receptive and expressive language

• Social communication

• Reading, spelling, and written expression

• Dyslexia and other language-based learning differences

• Emotional regulation

• Anxiety

• Social relationships

• Executive functioning

• Organization and time management

• Attention and task initiation

• Flexible thinking and problem-solving

• Sensory processing and motor development

• Parent-child communication and family stress

You do not need to know exactly which service your child needs before contacting us. Part of our role is helping families understand the available options.

You do not have to figure that out on your own. When you contact us, we will review the information you provide and consider your child’s needs, age, goals, schedule, and any previous evaluations or services.

From there, we may recommend an evaluation, consultation, individual therapy, parent coaching, a group, or another appropriate next step.

Yes. Evaluation options depend on the area of concern and the clinician’s availability.

An evaluation may be recommended when more information is needed to understand your child’s strengths, challenges, and appropriate treatment goals. If your child has already completed a recent evaluation elsewhere, we may ask to review it before determining whether additional testing is necessary.

Parent coaching gives caregivers a dedicated space to better understand their child’s needs and develop practical strategies for home and everyday life.

Topics may include communication, emotional regulation, anxiety, behavior, routines, transitions, executive functioning, collaborative problem-solving, and strengthening the parent-child relationship.

Parent coaching may be recommended on its own or alongside a child’s individual services.

Yes. Executive functioning support may address skills such as:

• Planning

• Organization

• Time management

• Task initiation

• Prioritizing

• Breaking down assignments

• Studying and preparing for tests

• Managing materials

• Self-monitoring

• Building independence

Support may be offered individually or through programs such as Strategy Lab, EF Jumpstart, Study Skills Intensives, or age-specific executive functioning groups.

Yes. Our literacy services support students with reading, spelling, written expression, and language-based learning needs.

Instruction is individualized and may incorporate structured, evidence-informed approaches based on the student’s profile. Reading and writing support may be provided individually or through small-group intensives.

Yes. In addition to ongoing services, Speak, Learn, & Play offers seasonal groups, workshops, intensives, and short-term programs throughout the year.

Offerings may include reading and writing intensives, executive functioning programs, social groups, parent programs, and other targeted opportunities. Program availability, ages, schedules, and pricing vary.

Visit our current programs page or contact us to learn what is currently being offered.

Thoughtful group matching is an important part of our process. We look beyond age or diagnosis alone and consider each child’s:

• Communication style

• Social and emotional needs

• Strengths and areas of support

• Developmental level

• Interests and personality

• Group readiness

• Goals

• Schedule and availability

Our goal is to create groups in which participants can feel comfortable, connect with one another, and work toward meaningful goals.

Because the right fit matters, we may request a brief consultation or conversation before confirming placement. If a current group is not the best match, we may recommend another service or keep your child in mind for a future group.

In many cases, yes. Group participation does not always require a child to receive individual services through our practice.

However, we may request a consultation, intake conversation, or other information before confirming placement. This helps us determine whether the group is an appropriate fit and how we can best support the child.

Individual therapy allows a clinician to focus closely on one child’s specific needs and goals.

Groups provide opportunities to practice skills with peers in a supported setting. Depending on the program, groups may focus on social communication, shared interests, emotional regulation, executive functioning, literacy, cooperative play, or other targeted skills.

Some children benefit from one format, while others benefit from a combination of individual and group support.

Parent involvement often plays an important role in helping children use new skills outside of sessions. The level of involvement will vary depending on the child’s age, service, goals, and individual needs.

Clinicians may provide updates, practical strategies, resources, or ideas families can use at home. Some services may also include parent meetings or parent coaching.

Our goal is to keep families informed while also respecting the child’s privacy and the therapeutic relationship.

With written parent or guardian permission, our clinicians may coordinate with teachers, school-based providers, physicians, or other professionals involved in your child’s care.

Collaboration may include reviewing evaluations, discussing goals, sharing relevant observations, or helping the child use strategies across different settings. The type and amount of coordination will depend on the child’s needs and the service being provided.

Any fees associated with meetings, written reports, observations, or extended communication will be discussed with the family in advance.

There is no single timeline that applies to every child. The length of therapy depends on factors such as the child’s needs, goals, frequency of sessions, attendance, progress, and ability to use skills outside of therapy.

Your clinician will monitor progress and communicate with you about goals and recommendations. Services may be ongoing, short-term, or adjusted over time.