Our licensed therapists offer a variety of services for children and adolescents. In addition to individual speech/language therapy, play-based psychotherapy, tutoring, and occupational therapy, we also offer social skills groups, camps, and special workshops/classes. Read on to learn more:

Speech and language therapy focuses on the evaluation and treatment of children who have difficulty listening, speaking, reading and/or writing. Our speech language pathologists have experience treating disorders that can effect these areas of communication. Our speech language pathologists are also learning specialists and have extensive experience in working with children with learning differences.
In child therapy, the therapist works to create a non-judgmental atmosphere with clear boundaries in which a child can feel safe to express feelings, identities, and struggles. This environment also facilitates children's development of mastery, coping, and problem-solving skills. Amy uses an eclectic model - drawing on methods and techniques from psychodynamic therapy, child-centered therapy, cognitive/behavioral therapy, and family therapy - adapted to meet the needs of children's presenting problems.

The ability to self-regulate is critical for success in school, in relationships, and in life. Using the principles of DBT (Dialectical Behavior Therapy) coupled with Executive Functioning Training and Sensorimotor Therapy, we will focus on the following skills: impulse control, emotional control, flexible thinking, working memory, self-monitoring, planning and prioritizing, task initiation, and organization. Group will utilize structured activities/teaching, games, and movement to teach skills. Participants will go home with concrete skills to practice throughout the week.

  • Saturdays, 10am - 12:30pm
  • 4-week "intensive" session
  • Ages 7 - 10 years 
  • Limited to six children
  • $1000 (payment plan available)


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Dyslexia is a language-based reading disorder due to a weakness in phonological processing or the way our brain recognizes and interprets sound and sound sequences. Poor phonological awareness skills result in difficulties with word recognition, decoding, and spelling. As a speech-language pathologist that is also certified in Wilson Reading System, Jennifer is in a unique position to support both the underlying language weaknesses present in dyslexia as well as provide a systematic, multi-sensory approach to reading remediation. Jennifer is able to provide a customized treatment plan that will support your child’s reading acquisition. To find out more information or schedule an appointment, please fill out the inquiry form on our contact section.

Pediatric occupational therapists provide treatment to help children meet developmental milestones, overcome sensory challenges and improve self-care, play and self-regulation skills. Occupational therapy can help your child in the following areas:

  • Moving (fine motor skills like using the small muscles of their hands).
  • Learning (cognitive skills).
  • Playing (social and emotional skills).
  • Activities of daily living (dressing and feeding).
  • Skills needed for their education (pre-writing, writing and scissor skills)

To find out more information or schedule an appointment, please fill out the inquiry form on our contact section.

summer camp


Intensive Social, Communication, and Sensory Motor Therapeutic Intensive Camp, for children ages 5 - 10 years old.

In these week-long programs, children will work in small groups, according to age,with licensed therapists (Clinical Social Worker, Speech/ Language Pathologist and/ or Occupational Therapist) to promote skills in a fun, playful atmosphere.


How many kids are in each session?
We take 10 kids maximum per session.  For some parts of the day, we will break the kids up into smaller groups of 4 - 6 campers/group, and for some parts of the day, we work together in a larger group.
What are the ages of the kids?
We currently take kids who are 5 - 10 years old.  
Are you always in the office?
Camp takes place at Speak, Learn, & Play (540 President Street, Suite 2D, between 3rd and 4th Aves).  We are in a loft space of 2200 square feet, and kids use our sensory gym, offices, and staff area for activities.  On Tuesdays and Thursdays we go to a nearby park (weather permitting).
What is the schedule?
We meet Monday - Friday, from 8:30am - 1:30pm.
  • 8:30am - Warm-up, Morning Meeting
  • 9am - Small Group (either fine motor or social/emotional)
  • 10am - Snack and Story
  • 10:30am - Small Group (either fine motor or social/emotional)
  • 11:30am - Large Group Movement
  • 12pm - Lunch
  • 12:30pm - Choice Time
  • 1:25pm - Goodbye Circle
  • 1:30 – Dismissal
On Tuesdays and Thursdays, weather permitting, we go to the park from 9am - 10:30am.
Do you offer early bird/after camp care?
No, unfortunately we are not staffed to offer care outside of the 8:30am - 1:30pm schedule.
Who staffs the camp?
The camp is organized and led by Amy Weber (Clinical Social Worker) and Renee Ortega (Occupational Therapist).  We also have volunteers (typically high school/college kids who are interested in pursuing a career in therapy), as well as some junior counselors.
What kind of kids usually come to your camp?
The kids that come to our camp are typically diagnosed with ADHD, Mild/Moderate Autism, Anxiety, Trauma, Social/Communication Disorders, and/or Learning Disabilities.  Children must be fully toilet trained (and able to verbalize this need), and able to feed themselves independently.  
I want to send my child with a SEIT/Para/1:1.  Is that okay?
Sorry, no.  We do not allow additional staff to attend with children.  Our experience is that our camp is small enough to meet the needs of most children without additional hands, and outside staff typically disrupt the flow of our day and hinder a child’s capacity to socialize with peers.
What are you focusing on during the camp day?
We are primarily focused on social/emotional development, communication development, fine motor development, and gross motor development.  We use play, obstacle courses, art projects, games, etc to build these skills.
Do you offer scholarships/tuition assistance?
Unfortunately, no.  Because our camp is so small, we are unable to offer tuition assistance or scholarships at this time.
Do you offer transportation?
Unfortunately, no.  Because our camp is so small, we are unable to offer any sort of transportation to or from camp.
Is camp reimbursable by insurance?
We can provide you with a Super Bill with all necessary codes to submit to your insurance company for reimbursement.
Is camp reimbursable by the Department of Education?
We have some families successfully get reimbursed by the DOE for their camp fees.  We are happy to work with your lawyer to make sure you have the documentation that you need.
Will I get feedback about how my child is doing?
Yes!  At the end of the week, Amy and Renee will give you a written progress report with observations and things to practice at home.  You will also receive a newsletter, summarizing our activities and skills for the week.


social groups

Our mission for groups is to build community through play! Our social groups are play-based (following the lead and interests of each child), and are geared towards meeting each child exactly where they are. Our goals include: to build social communication, to learn more about ourselves independently and in a group, to boost confidence, to develop problem solving skills, to learn about physical and emotional regulation, and to enjoy peer interactions. We value play, and creating natural opportunities for children to have fun AND make friends.

Apply for Any Group


Lego Group

Drawing on the Lego Serious Play and Lego-based Counseling models, this group will work to build social competence through the use of legos.  We will engage in project-based activities designed to encourage friendship and collaboration, emotion management/regulation, growth mindset, self-esteem, and mindfulness.

  • Fridays from 3:30pm - 4:30pm
  • Ages 6 - 8 years old
  • Maximum of 4 kids per group


Board Games Group

Board games are the perfect tool to introduce and teach social/emotional learning! Using classic games as well as new favorites, we will develop self-awareness, management of emotional responses, self-esteem, team work/collaboration, self-control, conflict resolution, making thoughtful decisions, and empathy.  

  • Fridays from 4:45pm - 6:15pm
  • Ages 7 - 11 years old
  • Maximum of 6 kids per group


Apply for Any Group


Speak, Learn, & Play, LLC was founded in 2013 by Jennifer Volpe, CCC-SLP and Amy Weber, LCSW. Started initially to meet the communication, learning, and social/emotional needs of children and families, Speak, Learn, & Play has quickly grown to offer myriad services including speech/language therapy, tutoring, social skills groups, child psychotherapy/play therapy, occupational therapy, and therapeutic camps. Using a collaborative model and state-of-the-art techniques, we strive to treat the whole child. Please read on to learn more about Speak, Learn, & Play's founders:

Amy Weber


Amy Weber is a Licensed Clinical Social Worker (LCSW) with over 25 years of experience working with children, adolescents, and families, both as a clinician and an administrator. Amy has post-graduate certificates in child and adolescent psychotherapy from the William Alanson White Institute and infant-parent psychotherapy from the Jewish Board for Families and Children's Services. She has extensive training in DIR/Floortime, Dialectical Behavioral Therapy, Executive Functioning, SPACE (Supportive Parenting for Anxious Childhood Emotions), Collaborative Problem Solving, and trauma-focused therapy. She is co-founder of Speak, Learn, and Play. She is the author of a children's book: Gratitude Is Your Super Power. Amy sees children for individual and group therapy. She also offers parent coaching.

Jennifer Volpe


Jennifer Volpe is a New York State licensed speech pathologist with over 15 years of experience and the founder of Manner of Speaking. She holds her Certificate of Clinical Competence (CCCs) from the American Speech and Hearing Association (ASHA) and is certified as a Teacher of Students with Speech and Language Disabilities (TSSLD). Jennifer also holds a Certification as a Structured Literacy Dyslexia Interventionist through the Center of Effective Reading Research and Dyslexia Practitioner through the Wilson Reading System. Jennifer provides speech and language therapy in all areas, focusing on language-based learning disabilities. Jennifer works with children ages birth to adolescence. Trainings include certification in the Wilson Reading System, PROMPT, Visualizing and Verbalizing, and Basic Writing Skills.

Anna Goldstein


Anna Goldstein, MS, OTR/L, is a pediatric occupational therapist who has been working in the field since 2017. She received her M.S. in Occupational Therapy from New York University, and enjoys working with children of all ages. She has extensive experience working in a variety of settings such as home-based Early Intervention, CPSE preschools, special education private schools, and privately in the home. She has worked with children and young adults with conditions such as Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Cerebral Palsy, Visual Impairments, Genetic and Chromosomal Disorders, Behavioral Disorders, Global Developmental Delays, and Sensory Processing Disorder. She is trained in a variety of evidence-based techniques such as Handwriting Without Tears, Keyboarding Without Tears, Sensory Integration, NDT, DIR/Floortime, and Zones of Regulation. She values interdisciplinary collaboration and communicates with her clients’ school team and any outside providers to ensure continuity of care. She believes in making therapy fun and engaging!

Motivation:  What Is It, Why Doesn’t My Neurodivergent Kid Have It, and What Can We Do?

“My 3-year-old won’t do anything that I ask them!”

“My 7-year-old won’t do any homework or chores!”

“My teen doesn’t take their grades seriously!  They just don’t care about their future!”

These sentiments are just a few that I hear on a regular basis from parents. Nothing is more infuriating than knowing that your child has tons of potential, that you’ve tried to communicate the importance of school or kindness or participating in the home, and that your efforts have been ineffective.

Sound familiar?  Read on…

What Is Motivation, Anyway?

Motivation is the force that drives us to perform a task or behavior. There are many different types of motivation – intrinsic (internal, self-driven), incentive (sticker charts, rewards, paychecks), fear motivation (threats, consequences), power motivation (helping others, having control over your own life), and social motivation (wanting to fit into a group, wanting to be thought of in a positive way).  

Put another way, motivation is the thing that gets us up in the morning and out of bed and to work. Some days that might be easier than others. Some days we might have more internal motivation because we’re excited about what we’re working on. On other days, the idea of a paycheck or seeing a friend or fear of what would happen if we were fired might be our motivating factors. It’s never just one thing!

Our kids are the same way.

Why Isn’t My Kid Motivated?!

I’m betting your kid is motivated. They’re just not motivated to do the things you want them to do. Kids can be incredibly motivated to reach the next level of a video game or watch every single episode of “Wednesday” in one weekend or to become a YouTube star. These are goals and they likely have an incredible drive to reach them.  

So where does that motivation go when it comes to homework or chores? Adult-led agendas are just that – adult-led. We are choosing the what, when, where, how, and why, and that invites opposition. Our agendas often overlook the child’s agendas and are created without the child’s input.  

And I know what you’re thinking… “I just came home and did my homework every afternoon. And when my parents asked me to set the table, I did it. No one asked for my input!” And you’re not alone in thinking this way. But the reasons that we did that may not have been healthy – Were you afraid of getting in trouble? Were you getting rewarded for good grades? Were you more concerned about pleasing others than pleasing yourself?

The other thing to keep in mind is that kids lack the maturity and “big picture thinking” that helps them to plan for the future. Children are not really able to consider every possibility before making an informed decision. They don’t understand that poor grades in high school means limited college options, or that if they don’t help with chores around the house, it means extra work for you. Their brains won’t finish growing and maturing until they’re in their mid-20s. And for our neurodiverse kiddos, this process can take even longer.      

What can I do?

  • Get Curious. You may think that you know what’s going on with your child’s lack of motivation, but there’s usually so much more to it than meets the eye. In a moment of calm, ask your child about the issue. “Hey, I’ve noticed that you have a hard time getting your math homework done after school. What’s up?” And really listen to the responses without judgment or defensiveness. Empathize, and ask more questions. Really try to understand your child’s point of view.
  • Think about what underlying skills your child may not yet have. Before you can begin any task, you need to have a foundation of impulse control, emotional regulation, and flexibility. Without those skills, accomplishing homework or chores is going to be an uphill battle. And even if you’ve chosen a moment when your child is regulated and flexible, they also need to be able to plan and prioritize, self-monitor, initiate, organize, and have a good working memory. If your child doesn’t have these skills, is all hope lost? Of course not. But it does mean that they will need extra support before, during, and after to get their work done.  
  • Connect connect connect. Regulated and connected kids do well. Before giving a direction, sit next to your kid and chat for 10 minutes. Show genuine interest in whatever they’re doing. It can make the transition from fun activity to a hard/boring activity a little easier.  
  • Help your child to see the big picture. Not through lectures. Although I’m certain your points are excellent, your child isn’t interested in a lecture about how practicing a musical instrument will teach them discipline that will serve them throughout life. Instead, consider these questions:
  1. What does “done” look like for this assignment or chore? Does your child need to answer all 20 math questions, or just a few? Does this reading response need to be three words, three sentences, or three paragraphs? And what happens after the work is complete? Does “done” include putting the work in the folder and putting the folder in your child’s backpack? For a chore – what does a clean room look like? Take a picture of the room when it’s clean and show it to your child so that they know what they’re aiming towards.
  2. What does your child have to actually “do” to complete the task? List out the steps, and be specific. Clear expectations are the best way to make sure that you are all on the same page about what needs to happen. That might mean writing down “stuffed animals put away, train tracks into their bin, socks put in the hamper, and slime put back in the container.”
  3. What does your child need to do to “get ready” to complete the work? Do they need to sharpen a pencil? Do they need a snack or to refill their water bottle? Do they need to clear a space at the table in order to work?  

Although it seems counterintuitive, planning backward (starting with “done,” then moving to “do,” and then working on “get ready”) can actually set your child up for success.  

  • Help your child reflect. What was the best part of this task? What was the worst part? What part was hard? What would they like to do differently next time? This type of reflection helps kids move out of good/bad thinking, and into a more nuanced way of looking at their work.  

Motivation is a process, and intrinsic motivation doesn’t happen overnight. However, with some support and coaching, your child can learn to believe in themselves, face challenges with confidence, and use mistakes as opportunities to grow!

About the author: Amy Weber is a licensed clinical social worker in Brooklyn, New York. She is co-leading a workshop on March 3, 2023 (with Kate Lynch) all about motivation:  

Unstuck and Understood: How to use connection to motivate your neurodivergent kid.


Come join our team!

We are always looking to work with like-minded professionals. If you are looking to start your own part-time or full-time pediatric private practice, then Speak, Learn and Play is the place for you! Speak, Learn and Play is a collaborative therapy practice where therapists run their own private practices but have the benefit of working alongside other professionals to facilitate a team approach. We have a fully equipped sensory gym ideal for both occupational and physical therapies. Separate treatment rooms are also available for rental. There are ample opportunities for cross-referrals and networking. We offer half-day and full-day rentals, seven days a week. For more information, please email us at

The therapists at Speak Learn and Play are committed to helping prospective and newer members to our various fields of practice. Current and prospective high school, undergraduate and graduate students are welcome to shadow our therapists. We also offer volunteer opportunities at our Summer Camp for those looking to get practical experience in pediatric speech, occupational and play therapy. Please email to apply.


540 President St., Ste. 2D, Brooklyn, NY

Speak, Learn, & Play
540 President Street, Ste. 2D
Brooklyn, NY 11215

Tel: (347) 457-5900
Fax: (347) 457-5653

Please contact me