It was delightful to have complex neurophysiological concepts explained in earthy robust terms that all could understand. I couldn't help giggling to think of what a fun time kids must have in your office. Your concepts tie together so much knowledge that has been just "hanging" out there for years, and I thought your graphics were exciting and easy to understand. It is amazing how much your thinking has advanced our field, and what you have given us all to build on.

I have been counseling for 27 years and doing biofeedback (and neurofeedback) in a multimodal approach for 6 years. My husband and I have just come to the Seattle area, and I am getting set up here practice-wise. Over the year's I have always taken a holistic approach, whether to reversirg heart disease, working with performance, or ADD (loved your new term, by the way-agree whole heartedly!) It was great to see someone serving the whole person with the depth and care that you do. I have seen so many closed head trauma kids and ADD kids who improved brain functioning with biofeedback, but who needed something more. In the past, the best I could do was send them off to occupational therapists. Now I know just where they belong -- I wIll send them to you.

Mary Ahearn, MA
Licensed Mental Health Counselor

We have worked collaboratively with Judith for several years, frequently calling upon her to assess client's processing, especially visual processing. Her approach to clients and their families is individualized, thorough, innovative, and of the highest quality. Her eclectic knowledge base and creativity have proved highly successful with even the most complex conditions. The HANDLE approach which she is codifying is, to my knowledge, theonly truly neurodevelopmental approach to neurological functioning currently available.

Susie Hepner, OTR/L
Former Director, Evergreen Head Injury Re-Entry Center

[Note: Susie felt so strongly about the benefits of the HANDLE approach, and realized that these techniques were lacking in the training of all of her professional medical rehabilitation staff, that she persuaded King County hospital system to create a position of NeuroDevelopmental/Educational Therapist for Judith.]

Judith was a consultant for the Evergreen Head Injury Re-Entry Center for nearly two years. Her integrated approach for diagnosing and treating the complex and often confusing dysfunctions of our neurologically impaired population has been invaluable. As a diagnostician, she employs a broad base of knowledge which has developed from unceasing curiosity. As a therapist, she is creative, warm, and committed. She has clearly expanded my conceptual and therapeutic understanding of the treatment of persons with traumatic brain injury and learning problems secondary to neurological dysfunction.

Judith Skenazy, Ph.D.
Neuropsychologist

The more I treat persons who experience misunderstanding and frustration in their interactions with their environment, the more I appreciate the roles of perception and effective communication. Perception and communication both rely upon and integrally interact with processing. Acceptance of this inclusive nature of human functioning, and awareness of the elements involved in processing enhance our ability as therapists and persons to understand breakdowns and to guide individuals to well-being and fulfillment. From my experience, Judith offers valuable insights into processing and integrated human functioning.

Ron B. Minson, M.D.
former Chief of Psychiatry, Presbyterian Medical Center
Denver, CO

[Note: Ron Minson invited Judith to conduct several professional training groups in Denver in 1992-93. He organized the groups, participated in the sessions, and referred several of his clients to Judith for consultation.]

I've been in early childhood work for 30 years. When my own granddaughter exhibited learning frustration I wasn't sure how to help her. Judith's evaluation revealed many subtle issues that were far beyond what traditional testing or ChildFind screening had managed to identify. I realize now that many of the behaviors I've been observing for years were really related to subtle processing difficulties.

Martha McGough
Early Childhood Program Director
Bellevue, WA

I can't wait to attend Judith's next workshop, to extend what she has already taught me. Particularly the visual processing component in learning has been an essential piece to my understanding how many poor readers or my learning disabled students take in information. I know that Judith's diagnostic and remedial suggestions have led hundreds of students to learning success.

Nan Hammett
Special Educator
Seattle, WA

Judith provided In-Service Training to two groups of participants on the topic Assessment and Treatment of Learning Disabilities: A Neurodevelopmental Approach. The approach, her unique design, came to our attention, and we therefore contracted her to present a course of study. The response to the course was overwhelming, and created a demand for additional courses.

Aliza Dayan
Inter-Kibbutz Special Education Division

I saw from close-up the experimental project in early childhood which is guided by Judy Rabinovich (Bluestone). In various discussions which I initiated with the regular and special education supervisory personnel and other constituents, I was given to realize that there is reason to continue the experiment which brings a blessing to the population of students who generally are candidates for special education. This project, by processes of prevention and nurturing numerous areas, takes care of and aids the children to be absorbed and to function in normal society.

Ezra Michael
Director of the Department of Special Education
Office of Education and Culture
The State of Israel

Judith has been known to me for the past eight years. She is a very talented educationalist and an excellent diagnostician in the field of special education and children with special needs. In her work she initiated several projects for children with learning disabilities and mental deficiency. Judith has developed a special assessment tool for the screening of kindergarten children prior to their entrance to school, which is widely used in the school psychology service. Judith is intelligent, responsible, and devoted, and fun to work with.

Mooli Lahad, Ph.D.
Professor of Psychology
University of Haifa, Israel

Judith has a very superior intellect and can use her fertile, creative mind to identify and implement solutions to highly complex problems of children. She is rare in her diagnostic facility. I have observed her as she approaches a child, picks up minimal cues, explores them, accepts some, rejects others, and reaches for a working diagnostic. The assessment is followed by (here is where her alternative thinking is fine tuned) a unique program for assisting the child, parent, and the community to better utilize their collective resources. Indeed she is a talented diagnostician, educator, and consultant.

Melvin E. Allerhand, Ph.D.
Clinical and Organizational Psychologist
former Professor of Psychology at Case-Western Reserve University

Other Acclaim  

As a sign of the degree to which Judith's work is pioneering: In a 1973 memo to all elementary school principals of West Hempstead, NY, the Assistant Superintendent, Fred H. Dippel, referenced Judith's memorandum as the source of their decision "to have children with known learning disabilities mark their answers in the test booklet for later transfer to a machine scoring answer sheet by the teacher.... This step is being taken in keeping with our continued effort to take learning disabilities into account in our daily classroom operations." Judith was the district Learning Disabilities Specialist from 1971-1976, during which time she designed and implemented a district-wide program, provided in-service courses, and facilitated parent-support groups.