Meet Our Therapists
Kimberly Sullivan Mitchell
Kim is a physical therapist who received her Masters degree in physical therapy from the University of Hartford. She has a Bachelors degree in Health Science with a minor in Psychology. Kim has been working with children with developmental differences for over 7 years in the home, school, and gym setting. Prior to finding her passion with children, she worked at New York City’s Bellevue Hospital on their Traumatic Brain Injury and Rehabilitation unit. Kim believes in a whole child approach to treatment and is trained in NDT, sensory processing, and orthotic assessment. She is currently completing a fellowship in Infant Parent Mental Health at the University of Massachusetts Boston. Kim loves traveling, trying new foods, and hanging with her Bulldog, Mo.
Jessica is an occupational therapist with five years experience working in a sensory gym. She graduated from Sacred Heart University with a Masters of Science in Occupational Therapy and has a Dual Bachelor’s degree in Psychology and Biology. She has extensive experience working in sensory integration clinics, school settings, and private homecare. Many of her cases are early intervention addressing the following diagnoses; Autism Spectrum Disorder, Sensory Processing Disorder, Dyspraxia, ADD, ADHD, Cerebral Palsy, Down Syndrome, Executive Functioning, and Developmental Delays. Jessica has specialized training in sensory integration including Therapeutic listening and the Willbarger protocol. Jessica is also trained in Handwriting without Tears, Brain Gym, NDT, and reflex integration. Jessica has volunteered internationally to help children with special needs. Jessica resides in Brooklyn, NY and enjoys traveling, cooking, yoga, gardening, and spending summers at the beach on Fire Island.
Amy Morik is a Licensed Clinical Social Worker (in both New York and New Jersey). Amy earned her Masters degree in Social Work (MSW) as well as her Masters degree in Public Management from New York University.
Amy has over 10 years of experience working with pre-schoolers, elementary age children, pre-teens and adolescents predominantly in school settings.
Amy offers a combination of play therapy and cognitive mindfulness techniques to children with a variety of social emotional and behavioral challenges. Amy is skilled in providing individual counseling, social skills group counseling, and parent support counseling.
Rachael is a PROMPT trained and ASHA-certified speech-language pathologist with 14 years of experience. She has a Master’s Degree from Loyola College in speech/language pathology and specializes in treating picky eaters with sensory or motor feeding difficulties. She is trained in PROMPT, Talk Tools, and Social Thinking. Additionally she has experience using Visualizing and Verbalizing, LIPS, and the Kaufman Speech Praxis Treatment Kit. Her personal philosophy is that collaborative therapy is the most effective therapy. This allows therapy to be meaningful, natural, and successful in the real world. Throughout her career, her favorite part of her job has been developing personalized and motivating materials for individual students. She believes in incorporating a multitude of approaches and techniques when treating children. Therapy should include technology, movement, song, dance, research-based intervention, and personalized materials. When she is not at work, Rachael loves exploring New York City and all it has to offer.
Leslie McGivney is an Occupational Therapist practicing at Theraplay since 2010. She received her Masters Degree in Occupational Therapy from Mercy College. She has experience working with early intervention and school aged children with Developmental delays, Sensory Processing disorders, Cerebral Palsy and Autism Spectrum disorders within the clinic, home and school setting. Leslie is a Certified Level One Handwriting Specialist through Handwriting Without Tears. Leslie also conducts CPSE evaluations with several agencies within the Bronx, Manhattan and Queens. She enjoys working with families and collaborating with the child’s caregivers, teachers, and other therapists in order to maximize the growth and potential of the student in all areas of the child’s life.