Jake Greenspan and Tim Bleecker, the founders and co-directors of The Floortime Center®, were directly trained and mentored by Dr. Stanley Greenspan for over 10 years. Since 2004 they have worked with over 2000 families, and have presented 1 to 4 day workshops for dozens of health and educational organizations.

We follow the very strict guidelines that Stanley Greenspan MD trained us with, and also outlined in his many books, radio shows, and conferences. All of our staff received intensive onsite training in The Greenspan Floortime Approach.

Jake is a graduate of Kenyon College, started working with his father, Dr. Stanley Greenspan in 1998. Together they authored the Functional Emotional Developmental Questionnaire which was publishedIMG_2546

in the Journal of Developmental and Learning Disorders, 2002. He also worked with many of Dr. Greenspan’s colleagues, specifically in the areas of visual-spatial, motor, and social skills, as well as Interactive Metronome training.

His work included teaching 6th, 7th, and 8th grade at a school specializing in learning differences. During this time he also worked with children with a range of developmental and learning challenges using Floortime. Since 1998 Jake worked with Dr. Greenspan, present workshops on the DIR/Floortime model, and help families as the co-director of The Floortime Center. In 2017 Jake authored The Floortime Manual™, and in 2009 he was the co-author, with Dr. Stanley Greenspan, of Overcoming ADHD: Helping Your Child Become Calm, Engaged, and Focused. He is currently on the Board for All The Difference Inc., a Floortime non-profit in Wilmington DE, and is a Founding Member of Creative Minds International Public Charter School.


Tim is a graduate of Kenyon College and is currently a Ph.D. candidate in the Infancy and Early Childhood Mental Health and Development Disorders Program. For over a decade Tim has worked with Dr. Stanley Greenspan and his colleagues. He was fortunate to have seven years of personal mentorship by Dr. Greenspan in areas such as emotional development, family Tim Bleeckerdynamics, and intervention. He has also been trained by specialists in occupational, speech and visuo-cognitive therapy.

Tim has worked with many families and children with a wide range of developmental and learning challenges using the Floortime approach. He continues to travel domestically and internationally hosting trainings and presenting at conferences on a wide variety of topics affecting families with children with special needs. Tim has a passion for the Floortime model and enjoys seeing the growth the children and parents make using this wonderful approach.


received a Bachelor of Science in psychology from Old Dominion University in Norfolk, VA jiselleand then a Masters of Science in occupational therapy from Tufts University in 2012. Over the last two years, she has worked in pediatrics, with children varying in diagnosis and functional developmental levels.  She has provided OT services for children in a variety of settings such as mental health, schools, and community-based outpatient settings. Jiselle is trained in the SOS approach to feeding, and enjoys working with children with feeding difficulties. She also enjoys being a part of a collaborative team, and working with families to support and aide in the functional development of children.

Jen received her Bachelor of Health Sciences from James Madison University in Harrisonburg, imageVA and her Masters of Occupational Therapy from Temple University in Philadelphia, PA. She has experience working with children and adolescents in a variety of settings including schools, mental health facilities, and in acute care hospitals. She is excited to begin her career with the Floortime Center and is very passionate about creating meaningful connections with parents, the children, and her co-workers.

Yasmin Ziaee earned her Bachelor of Arts (B.A.) degree in Hearing and Speech Sciences with a minor in Education and Human Development from the University of Maryland, and Masters of Science (M.S.) in Speech-Language Pathology from Howard University. She holds a Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech Language Hearing Association (ASHA). She is licensed in the State of Maryland, Virginia and the District of Columbia.

In addition to her academic work, her professional and personal experiences, have expanded her knowledge of working with multicultural populations and enriched her skill sets in providing culturally competent clinical services. Her experience includes working with young children, adolescents and young adults in the areas of developmental delays, Autism Spectrum Disorder, language-based literacy disorders, specific learning impairments, ADHD, fluency disorders, articulation/phonological disorders, social communication disorders (pragmatics), expressive/receptive language disorders, executive processing disorders, and intellectual disabilities. She has received training in Level One PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets). Her goal is to provide high-quality, engaging, and individualized therapy, as well as empowering families to support their child’s communication needs at home.

Sam earned her Bachelor of Science in Human Development with a minor in Psychology from Virginia Tech in Blacksburg, VA and her Masters of Occupational Therapy from Radford University in Radford, VA. Sam has experience working with children and adolescents with a variety of abilities in the school system, pediatric primary care, daycares, and summer camps. She recently went on her first Therapy Mission trip to an orphanage in Jamaica working with children with a variety of physical and cognitive disabilities and providing education to caregivers. Sam is passionate about forming meaningful connections with families and values the importance of providing meaningful, engaging, and fun therapy for clients of all ages to promote a child’s holistic development. When not in the office, Sam enjoys spending time in the great outdoors by running, hiking, camping, and biking.

Krista received her Bachelor of Arts in hearing and speech sciences from the University of Maryland in College Park, MD. Krista was then accepted to a Master’s of Arts and Doctorate combined program at the University of Kansas in Lawrence, KS and at the University of Kansas Medical Center in Kansas City, Kansas. Krista earned her Master’s in Speech-Language Pathology in 2016. She went on to earn her Ph.D. in Speech-Language Pathology in 2020.

Krista’s area of interest throughout her research career and doctoral work is centered on early speech and language development, specifically with infants and toddlers. She emphasizes the importance of parent coaching and parent involvement during the treatment process. During her time in Kansas, Krista managed an Infant Cognition Lab in the Pediatric Department at the University of Kansas Medical Center where she researched early infant and toddler development as it relates to speech and language acquisition and social skills. Krista’s doctoral work allowed her the opportunity to present at a number of national conferences, earning nationally recognized awards, and publish numerous articles.

Krista spent 3 years in Beaufort, South Carolina where she worked in homes and in clinics with families of infants up to early adolescents. Krista has a passion for working with families to educate and coach parents on how to communicate with their infants and toddlers in an understanding and effective way. Her experiences include working with families of late talking toddlers, early age feeding difficulties, communication and feeding with premature babies, communication with rare genetic disorders, and memory and cognition. She also worked with families and children with: Autism Spectrum Disorder, reading difficulties, ADHD, fluency disorders, articulation/phonological disorders, and social communication disorders (pragmatics).  Krista aims to provide children and families with individualized, quality therapy to promote overall communication and support parents and children to reach their greatest potential. 



John has worked as a visuo-cognitive therapist since 2003, and has been with The Floortime Center since 2011.  Trained by Dr. Harry Wachs, O.D., a pioneer in vision therapy, John works to integrate “adult-oriented” visual goals within a Floortime-based “child-oriented” approach that is fun, engaging, and developmentally appropriate.  As visual skills are a critical developmental milestone, John aims to educate parents and professionals about vision and its impacts on learning, emotion, body awareness, and thinking.   When not in the office, John enjoys playing music, camping, and spending time with family.

Marc Toureille is a trained Floortime Specialist and certified RPM Therapist. Marc is well versed in Floortime and has been working at The Floortime Center for three years in social groups, one on one Floortime sessions, and home-based Floortime sessions. Marc is also certified at RPM (Rapid Prompt Method) and facilitated communication by the creator of RPM Therapy, Soma Mukhopadhyay. In both therapies, Marc has worked with children varying in diagnosis and functioning development levels. Marc is also familiar with Music Therapy as he is a musician and has worked as a Music Therapist at The Spot Children’s Center.

Marc has been working with children with special needs for 8 years and starting out working at the Sheppard Pratt run programs, The Oakmont School and The Frost School. Marc became passionate about Floortime Therapy while working with a family whose child attended the center. Marc quickly showed a natural talent for developing a child’s skills through Floortime Therapy and began working at the Floortime Center. Marc is dedicated to unlocking every child’s full potential putting them on a path to be successful.