Email me directly at JKitaychikSLP@gmail.com to schedule your free phone consultation or use the Contact Me page to inquire more about services.

Services could be provided either remotely, in my office in Tetuán (Madrid), or at your home/child's school depending upon availability and distance from the office. Contact me here to discuss all the options.

I typically work with students between the ages of 18 months to 16 years old.

Yes! I received my Speech-Language Pathology Masters degree from Brooklyn College, CUNY NY in 2015. In addition, I have my Certificate of Clinical Competencies (CCCs) from the American-Speech-Language-Hearing Association (ASHA) and state licensure in New York. 

Yes! I went through the process of homologación (degree recognition) and I am officially a Logopeda in Spain recognized by the Ministerio de Ciencia, Innovación, y Universidades. This allows me to practice legally as a Speech-Language Pathologist/Speech Therapist in Spain. 

Additionally, I am colegiada/ a member of the Colegio de Logopedas in Madrid (NºCol: 28/1895).

Yes! I can assess expressive and receptive language disorders, articulation/phonology, & learning disorders/dyslexia. I also can do simple screenings and diagonstic therapy. For more information about evaluations, check out my Evaluations page!

I provide speech and language therapy sessions only in English.

Children should receive speech and language therapy in their dominant language. The dominant language is the language with which a bilingual or multilingual child has greatest proficiency and/or uses more.  

All of the language and phonological skills learned and support received in the dominant language should then carry over to the other languages that the child is acquiring.

While I do not accept insurance directly, some of my clients have had success with being reimbursed by their insurance companies. Please check with your insurance company regarding their reiumbursement policies. I will do everything in my power to provide whatever supporting documents are required for reimbursement. 

My rates depend on a number of factors: duration, frequency, and location of services. Contact me to learn more.

If you have any concerns regarding your child's speech, language and/or literacy development, you should reach out to a Speech-Language Pathologist for a consultation. 

Below are some questions that could help guide you. Your child may benefit from speech, language and/or literacy therapy if you answer "yes" to any of the following questions:

• Is your child delayed in meeting early speech and language milestones? Have a look on ASHA to learn more about milestones.

• Is your child delayed in acquiring certain speech sounds? Have a look at the average age of acquisition of English consonants across the world to have a better idea of your child's speech development. 

• Is your toddler struggling to combine words into sentences?

• Do you or others have difficulty understanding your child?

• Does your child have difficulty following instructions or understanding what others say?

• Does your child struggle to find the 'right' word when talking often using non-specific vocabulary like 'this', 'that' or 'thing'?

• Does your child make grammatical errors like not using the past tense or plurals?

• Does your child have difficulty answering questions in conversation?

• Does your child have difficulty interacting with others in social situations?

• Is your child struggling academically with reading or writing?

Sessions vary depending on the age and needs of students. 

• All therapy with young children is completely play-based. Children learn best in the context of play as opposed to sitting at a table being drilled with flashcards. I incorporate games, play, and my student's interests into sessions for best results!

• Older students who have language and literacy goals experience more structured sessions but still with their interests incorporated whenever possible. 

• Yes! I firmly believe so. I am happy to report that teletherapy has been highly beneficial and successful as a medium of service delivery for me. The success of teletherapy however depends on a number of factors:

  • • The ability to establish rapport and build a relationship that transcends the screen

    • Level of engagement from both the therapist and the students

    • Use of engaging materials

    • Caregiver participation and encouragement

    • Appropriate quiet environment and excellent internet connectivity

• Want to hear from other parents who have tried teletherapy? Check out the testimonials page to hear about their experiences!

• By incorporating the student’s interests and/or relevant academic materials into the session to target goals

• My keys for successful teletherapy sessions and carryover of learned skills:

• Establishing rapport and a relationship that transcends the screen

• Emitting enthusiasm and positivity

• Using relevant and engaging materials

• Books, games, puppets, PowerPoints

• Consistency in attendance

• Encouraing cooperation, active participation, & collaboration          

  amongst my students, their caregivers, and members of their 

  multidisiplinary team. 

No! There is currently no empirical evidence to link bilingualism to language delay. Dual language learning does not cause confusion and/or language delays in young children, as shown from grounded research.

“There is no scientific evidence to date that hearing two or more languages leads to delays or disorders in language acquisition. Many, many children throughout the world grow up with two or more languages from infancy without showing any signs of language delays or disorder”. De Houwer (1999, p.1)

Check out this link for more information about dispelling myths regarding multilingualism.

No! Please, expose your children to all of the languages that they would receive the richest input from you.

With guidance from this helpful link from Hanen.org, please see below for potential red flags for a speech and/or language delay. Please understand that if your child does not develop one of the skills during these ranges, it doesn’t necessarily mean there is a problem. But if your child hasn’t reached most of the milestones for their age, a consultation with a speech-language pathologist would be recommended. 

By 10-12 months

• Doesn't pay attention to where you are looking and pointing

• Doesn't respond to simple directions (e.g., “Come here”)

• Doesn't understand common words such as “all done,” “no,” and “bye-bye”

• Doesn't use gestures (e.g., giving objects, shaking their head, waving, or raising their arms) to communicate

• Doesn't say one or two words

• Doesn't imitate speech sounds

From 13-18 months

• Doesn't understand more words than they can say

• Doesn't understand simple questions

• Doesn't reach or points to things they want while making sounds

• Doesn't say 10-20 words, although they may not be clear

From 19-24 months

• Doesn't enjoy simple pretend play with toys

• Doesn't follow adult body language including pointing, gestures and facial expressions

• Doesn't understand simple words and directions (e.g., “Go get your book”)

• Doesn't use 50 or more single words and combines two words (e.g., “Mommy go”)

• Doesn't copy sounds and words 

From 24-36 months

• Doesn't show interest in others' play

• Doesn't participate in short conversations

• Doesn't follow two-step directions

• Doesn't answer simple “who,” “what,” and “where” questions (e.g., “Where is your hat?”)

• Doesn't use sentences of three or more words most of the time

From 36-48 months

• Doesn't enjoy playing with peers

• Doesn't understand turn-taking and sharing with adults and peers

• Doesn't answer a variety of questions

• Doesn't talk in sentences with adult-like grammar

• Doesn't talk about past and future events

From 48-60 months

• Doesn't choose friends and play mates

• Doesn't take turns in longer conversations

• Doesn't understand most of what is said at home and school

• Doesn't recognize familiar signs (e.g., stop sign)

• Doesn't follow simple stories and can retell stories

• Doesn't use well formed sentences

• Doesn't ask the meaning of unfamiliar words

Share this link with your pediatrician and be active in getting support for your child.

I personally and professionally would recommend the following: if you have any concerns, doubts or questions regarding your child's speech, language, or literacy, reach out to a Speech-Language Pathologist for at minimum a consultation. 

Early language intervention is important for children who present with delays in order for them to develop the skills necessary for future success in their academic and personal lives.