Nexus Autism Intervention Services

as@nexusais.com

609 328 3283

Copyright © 2019 [Nexus Autism Intervention Services.] All Rights Reserved.

Dr. Schnee offers comprehensive Applied Behavior Analytic (ABA) consultation services to parents, schools, and professionals. For those seeking expertise beyond the ordinary, Dr. Schnee provides substantive support and guidance for all staff, including fellow BCBAs, at every stage of program development . He provides novel platforms and strategies which enhance memory, social awareness, social acuity, executive function, shared and shifting attention and of course, linguistic abilities.  He offers  systems of analysis and synthesis rarely considered.  Domestic and International consultation is available either in-vivo or via TELA-DRSCHNEE.

 

About Dr. Schnee

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Alan Schnee, Ph.D., BCBA-D

 

Dr. Schnee earned a Ph.D. in clinical psychology from Georgia State University and practices as a board certified behavior analyst, doctoral level.

 

He has been treating children with ASD for more than 25 years. With these years comes meticulous attention to detail, a deep understanding of what it takes for children to acquire language and other complex abilities and an exquisite sensitivity to children's tolerances and needs. 

 

He is the former director and founder of Nexus Language Builders, a center-based, full-day, early intensive learning program formally in Verona, N.J.. Most recently, Dr. Schnee directed NAIS Israel. Dr. Schnee is recognized nationally and Internationally and has lectured and consulted  domestically and internationally, building EIBI programs throughout the US and around the world.

  Dr. Schnee, Author 

Dr. Alan Schnee is co-author of Early Intervention for Children with Autism: Considerations. We illuminate analysis and synthesis and emphasize the importance of looking beyond specific content and illustrate how exercises can be employed to teach foundational capacities such as attention,  memory, executive function and social awareness.

Most Recent Publication

EP Magazine, Dec. 2019

Hit the Ground Running

There are indeterminate details, steps and goals involved in building an early intensive behavioral intervention program for a child.  We can never know which goals to consider until we see what a child is un/able to do.  But, as we consider each goal, we ask:

1)  "What does it take to be able to do it - what abilities are needed to be able to do "x",

2) "How do abilities relate?",

3) "Why does the child need to learn this i.e., how will it lead to the child being able to  do something they've not been able to do before?"

4)  Which tools, platforms and strategies should be employed?

 

We go beyond standard "programming". We may use basic matching exercises to teach foundational memory and attention capacities and similarly, aspects of matching exercises are used as a vehicle to develop social awareness. You'll see that we use basic imitation exercises to teach past-tense verbs and how to give directions to others.  The enormity  and complexities involved require that we move beyond the basics, but the basics still need to be taught in order to use them for developing other abilities.  So, we need to hit the ground running.

FOUNDATIONS

Language Learning:

Beyond the Ordinary

Learning a language is bound up with activity.  Therefore, children need to look for things, move, build and make things. Children need to go places, get and give things, play with and create things. They need to hang things up, screw and paste things together. They need to learn to do all of these things and much more in order to learn a language.

As children learn to do things, they learn to account for what they did, are doing or will be doing. To learn a language is to learn to do things with words. To learn a language is to use symbols (words, gestures, text) according to convention- NOT to "mand", "tact" or "intraverbal".  Thus, at Nexus children are guided in measured ways, to learn the many kinds of things we do with words; to ask, tell, promise, describe, explain, tattle, etc. within and across the many circumstances, transactions and situations they encounter during their days. This is what it means to be a language user. 

Learning Language while Solving Problems 

At Nexus, we employ an active learning platform. Situations are contrived so that children learn to solve practical problems. This platform allows for teaching many things within the context of solving a ‘problem’...So that children also learn the names of things, the properties of the things , how precisely to use things  where to get the things they need should the problem come up again, to learn to ask for help as problems arise, to describe the problem, explain things, and to consider alternative solutions.

Early learning for children is a social enterprise. It goes without saying, attunement- engagement-attention to others is necessary for learning. While children need to learn content, they also need to develop an awareness of others.  At Nexus, we've developed strategies and platforms so that children come to regard and orient to others - to pay careful attention to them.  We engineer things so that children come to regard our comings and goings, our gaze, points and reactions.  At Nexus, children "check in", "check back" and "check us out" and learn to respond to US ...  not only to SDs and reinforcers.  Establishing and maintaining social awareness and social acuity is a foundational aspect of intervention at Nexus.  

Learning and Engagement

"After meeting Dr Schnee and his staff, I felt hope. This was the only place that I had found that understood how to build language skills for her. In a short time, she went from screaming all day to having more appropriate interactions. It’s a long road with no finish line but I’m grateful for Nexus. They have given her the opportunity to access her environment and for me, the chance to experience her development. Time no longer stands still for us."

 JZ, New Jersey