Miranda Singer

Ages served

Ages 4–10

Therapy approaches

• Child-Centered Play Therapy (CCPT)
• Filial Therapy
• Child-Parent Relationship Therapy (CPRT)
• AutPlay® Therapy

Who I help

I work with children ages 4–10 and their families, with particular experience supporting Autistic and ADHD children and other neurodivergent kids. Families often come to me when their child is experiencing big emotions, anxiety, difficulty with transitions, sensory needs, low frustration tolerance, challenges with friendships or siblings, or changes such as separation, divorce, grief, or other family transitions.

I also work with parents who wonder, “What is my child trying to tell me through their behavior?” My approach is grounded in the belief that behavior is communication. Through play and caregiver partnership, I help children feel understood, supported, and accepted while helping families better understand their child’s unique needs and ways of experiencing the world.

I welcome children of all neurotypes and especially enjoy working with families looking for a neurodiversity-affirming approach that supports regulation, connection, and authenticity rather than asking children to mask or change who they are.

How I work

My approach is child-led, relationship-based, and neurodiversity-affirming. I use Child-Centered Play Therapy (CCPT), Filial Therapy, and principles from the AutPlay® Therapy framework, adapting my work to each child’s unique strengths, communication style, sensory and regulation needs, interests, and pace.

Our work begins with a comprehensive caregiver intake session, where I take time to get to know your child beyond the concerns bringing you to therapy. I want to understand who they are—their strengths, interests, relationships, development, sensory and communication needs, family experiences, and the ways they experience the world.

In the playroom, I follow your child’s lead. Rather than expecting children to sit still or talk about their feelings on demand, I give them space to communicate and work through experiences in the language that comes most naturally to them: play. They might create stories, build, draw, engage in pretend play, explore sensory materials, move around the room, or find their own way of connecting with me. Stimming, movement, silence, repetition, and different forms of communication are welcome.

Caregivers are an important part of the process, too. Through regular caregiver check-in sessions, we talk about what you are noticing at home, school, and in other parts of your child’s life and work together to better understand what their behavior may be communicating. When Filial Therapy is a good fit, I take that partnership a step further by teaching and coaching caregivers in child-centered play therapy skills they can use directly with their child to strengthen connection and the parent-child relationship.

Throughout our work, my goal is not to teach children to appear less neurodivergent or fit themselves into a particular mold. I want children to experience therapy as a place where they can be fully themselves while developing greater regulation, connection, confidence, and emotional well-being—and for caregivers to feel supported in understanding and connecting with the child they have.

What parents can expect

Getting started begins with a comprehensive caregiver intake session, where we talk about your child’s strengths, needs, history, relationships, and what you hope therapy can support. From there, children typically attend play therapy sessions on a consistent weekly basis, with regular caregiver check-ins woven throughout the process.

Play therapy unfolds in stages, and every child moves through them at their own pace. Early sessions are often about building safety, trust, and familiarity with me and the playroom. As the therapeutic relationship develops, children may begin exploring emotions, relationships, experiences, conflicts, and patterns through their play. Over time, their play may shift as they develop new ways of understanding themselves, expressing their needs, regulating emotions, and navigating their world. When the time comes, we thoughtfully prepare for and move toward ending therapy.

These stages are not a checklist or a straight line. Children may move forward, revisit earlier themes, or spend more time in one phase than another. Sometimes parents may even notice an increase in emotions or behaviors before they begin to see improvement. This can be part of the therapeutic process as children feel safer expressing and working through what they have been carrying.

Play therapy takes time. The national average is approximately 30–40 sessions, although some children may need fewer and others may benefit from longer-term support. Rather than rushing toward a particular timeline, I ask caregivers to be patient, remain curious, and trust the process as we follow their child’s individual pace.

Caregivers are an important part of that process. During regular check-in sessions, we talk about what you are noticing at home, school, and in other settings, discuss patterns and progress, and think together about how to support your child outside the playroom. I share meaningful themes and observations while protecting the privacy and safety of your child’s therapeutic space.

Throughout our work, I view us as a team: you bring your knowledge of your child, I bring my understanding of the therapeutic process, and your child shows us what they need through their own unique way of communicating and playing.