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Snyder, Patricia



Director, Anita Zucker Center for Excellence in Early Childhood Studies
David Lawrence Jr. Endowed Chair in Early Childhood Studies
Professor, School of Special Education, School Psychology, and Early Childhood Studies
Affiliate Professor of Pediatrics
University of Florida
1345 Norman Hall
PO Box 117050
Gainesville, FL 32611-7050

Phone: (352) 273-4291
Fax: (352) 392-2655
patriciasnyder@coe.ufl.edu

Research Biography

My research focuses on early prevention and intervention for young children birth through age 5. I study the developmental impacts of early experiences and learning, social-emotional foundations of early learning, and how families and practitioners support young children’s development and learning. I have special interests in the areas of early childhood systems building and policy, interdisciplinary professional development, and the application of evidence-informed early prevention and intervention strategies in homes, preschools, and other community settings.

Degrees

BS: Speech/Language Pathology & Audiology (Summa Cum Laude), State University of New York at Geneseo, 1977

MEd: Special Education, Millersville University, 1981

PhD: Major – Early Childhood Special Education/Infant Specialization; Minor – Psychology University of New Orleans, 1992

Fellowships

Pre-doctoral fellow, FPG Child Development Institute, University of North Carolina Chapel Hill, 1991

Key Professional Appointments

  • Director, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 2010 – present
  • Professor and David Lawrence Jr. Endowed Chair in Early Childhood Studies, University of Florida, 2007 – present
  • Adjunct Professor, Department of Pediatrics, Vanderbilt University Medical Center, 2007-2011
  • Professor of Pediatrics and Director of Research, Center for Child Development, Vanderbilt University Medical Center, 2005-2007 (Secondary appointment: Professor of Special Education, Peabody College, Vanderbilt University)
  • Associate Dean for Research and Graduate Studies, Louisiana State University Health Sciences Center, 2001-2005
  • Founder and Director, Early Intervention Institute (approved by the LSU Board of Regents), School of Allied Health Professions, Louisiana State University Health Sciences Center, 1998-2005

Activities and Honors

Outstanding Mentoring Award, Division for Early Childhood, Council for Exceptional Children, 2015

Mary McEvoy Service to the Field Award, Division for Early Childhood, Council for Exceptional Children, 2011

Scholarship of Engagement Award, College of Education, University of Florida, 2011

Joe Credeur Research Award, Louisiana Chapter of the American Association for Mental Retardation, 2004

Merle B. Karnes Award for Service to DEC, International Division for Early Childhood, Council for Exceptional Children, 2000

Article of the Year Award, School Psychology Quarterly, American Psychological Association (APA) Division 16 Fellows, 1999

Allen A. Copping (President, Louisiana State University System) Award for Excellence in Teaching, Louisiana State University Health Sciences Center, 1997

Editorial Appointments

Editorial Board Member, Exceptional Children, October 2013 – present

Editorial Board Member, International Journal of Early Childhood Special Education, July 2009 – present

Editorial Board Member, Journal of Early Intervention, January 2008 – present

Associate Editor, Topics in Early Childhood Special Education, July 2007 – present

Editorial Board Member, Infants and Young Children, February 2001 – present

Editorial Board Member, Young Exceptional Children, July 1998 – present

Grants

Current Awards

Preparing Early Childhood Leaders Implementation Science (PLECS-IS). Office of Special Education Programs, U.S. Department of Education, $995,218, 5/16/15 – 4/15/19, Co-Principal Investigator, H325D150079

Impact of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices: An Efficacy Trial of Tools for Teachers. Institute of Education Sciences, U.S. Department of Education, $3,500,000, 7/1/15 – 6/30/19, Principal Investigator, R324A150076

Embedded Instruction for Early Learning: California Pilot Study. California Department of Education, $300,000, 7/1/16 – 6/30/17, Principal Investigator

Development and Validation of Treatment Integrity Measures for Classroom-based Instructional Interventions for Early Childhood Settings, Institute of Education Sciences, U.S. Department of Education, $1,599,981, 9/1/14-8/31/18, Investigator, R305A140487.

Evaluation of Preschool Special Education Services – Phase I. National Center for Educational Evaluation. Institute of Education Sciences, U.S. Department of Education, $4,995,000, 11/1/13 – 10/31/17. Awarded to Mathematica Policy Research, Co-Principal Investigator, ED-IES-14-C-0001

Postdoctoral Research Training Fellowship in Early Intervention and Early Learning in Special Education at the University of Florida. Institute of Education Sciences, U.S. Department of Education, $642,840, 2/15/12 – 5/14/15 (5/15/15 – 12/31/16 – no-cost extension), Principal Investigator and Training Director R324B1200002

Embedded Practices and Intervention with Caregivers (EPIC). Institute of Education Sciences, U.S. Department of Education, $1,499, 971, 6/1/13 – 5/31/16 (6/1/16 – 5/31/17 – no-cost extension), Co-Principal Investigator, R324A130121

Examining the Efficacy of a Classroom-Wide Model for Promoting Social Emotional Development and Addressing Challenge Behavior in Preschool Children with and Without Disabilities. Institute of Education Sciences, U.S. Department of Education, $3,500,000, 3/1/12-2/28/16 (3/1/16 – 2/28/17 – no cost extension), Co-Principal Investigator, R324A120178

Select Past Awards

Embedded Instruction for Early Learning: California Pilot Study. California Department of Education, $300,000, 7/1/15 – 9/30/16, Principal Investigator

Impact of Professional Development on Preschool Teachers’ Use of Embedded-Instruction Practices. Institute of Education Sciences, U.S. Department of Education, $1,288,510, 3/1/07-2/28/10 (No-cost extension granted through 2/28/2011), Principal Investigator, R324A07008

Examining the Potential Efficacy of a Classroom-Wide Model for Promoting Social Emotional Development and Addressing Challenge Behavior in Preschool Children with and Without Disabilities. Institute of Education Sciences, U.S. Department of Education, $1,835,866, 3/1/07-2/28/11 (No cost extension granted through 2/28/12), Co-Principal Investigator R324A07212

TEIDS Plus: Integrating Quality Assurance and Data-Based Decision Making to Enhance IFSP Quality, Implementation, and Child and Family Outcomes. Institute of Education Sciences, U.S. Department of Education, $1,622,779 (No cost extension granted through 6/30/12), 7/1/07-6/30/11, Co-Principal Investigator R324B07266

National Center for Quality Teaching and Learning. Head Start Bureau, Administration on Children and Families, U.S. Department of Health and Human Services, $ (UF subcontract from University of Washington – Contract #90HC0002), 9/13 – 9/14, $192,007, Principal Investigator (UF Site).

National Center for Quality Teaching and Learning. Head Start Bureau, Administration on Children and Families, U.S. Department of Health and Human Services, (UF subcontract from University of Washington – Contract #90HC0002), 9/12 – 9/13, $202,729, Principal Investigator (UF Site).

National Center for Quality Teaching and Learning. Head Start Bureau, Administration on Children and Families, U.S. Department of Health and Human Services, $ (UF subcontract from University of Washington – Contract #90HC0002), 9/11 – 9/12, $272,410, Principal Investigator (UF Site).

National Center for Quality Teaching and Learning. Head Start Bureau, Administration on Children and Families, U.S. Department of Health and Human Services, (UF subcontract from University of Washington – Contract #90HC0002), 1/11 – 9/11, $166,988, Principal Investigator (UF Site).

National Head Start Inclusion Center. Head Start Bureau, Administration on Children and Families, U.S. Department of Health and Human Services, $225,000 (UF Subcontract from University of Washington), 12/1/2008-10/15/2011, Principal Investigator (UF Site).

Tools for Early Steps Teams (Project TEST): Supporting Implementation of Teaming and Integrated Service Delivery Within a Primary Service Provider Approach. Florida Early Steps, Florida Department of Health, $150,000, 1/1/2010 – 6/30/2011, Co-Principal Investigator. Contract #s 00076734 and 00078489

Selected Publications

Select book chapters and monographs

Winton, P.J., Snyder, P., & Goffin, S. (2016). Beyond the status quo: Rethinking professional development for early childhood teachers. In L. Couse & S. Recchia (Eds.), Handbook of early childhood teacher education (pp. 54-68). New York: Routledge.

Bishop, C., Snyder, P., Algina, J., & Leite, W. (2016). Expanding frontiers in research design and methods in support of evidence-based practice in early childhood special education. In B. Reichow, B. Boyd, E. Barton, & S. Odom (Eds.), Handbook of early childhood special education (pp. 501-539). Cham, Switzerland: Springer International Publishing AG.

Snyder, P., & Ayankoya, B. (2015). Revising the Division for Early Childhood recommended practices: When, who, and how. In A. Santos (Series Ed.), DEC recommended practices monograph series: Vol.1. DEC recommended practices: Enhancing services and supports for young children with disabilities and their families (pp. 11-24). Los Angeles, CA: Division for Early Childhood.

McLaughlin, T., & Snyder, P. (2014). Teaching children social-emotional skills through embedded instruction. In J. E. Hart & K. J. Whalon (Eds.), Friendship 101: Helping students build social competence, DADD Prism Monograph Series, 8, 68-79.

Barton, E., Bishop, C., & Snyder, P. (2014). Quality instruction through complete learning trials: Blending intentional teaching with embedded instruction. In K. Pretti-Frontczak, J. Grisham-Brown, & L. Sullivan (Eds.), Blended practices for all children. Young Exceptional Children Monograph, 16, 73-96.

Snyder, P., McLean, M., & Bailey, D.B. (2013). Types and technical characteristics of assessment instruments. In M. McLean, M.L. Hemmeter, & P. Snyder (Eds.), Essential elements for assessing infants and preschoolers with special needs. Boston, MA: Pearson.

Snyder, P., *McLaughlin, T., & McLean, M. (2013). Recommended practices in assessment. In M. McLean, M.L. Hemmeter, & P. Snyder (Eds.), Essential elements for assessing infants and preschoolers with special needs. Boston, MA: Pearson.

Horn, E., Snyder, P., & McLean, M. (2013). Assessment of adaptive behavior. In M. McLean, M.L. Hemmeter, & P. Snyder (Eds.), Essential elements for assessing infants and preschoolers with special needs. Boston, MA: Pearson.

Snyder, P., Hemmeter, M.L., McLean, M.E., Sandall, S., & *McLaughlin, T. (2013). Embedded instruction to support early learning in response-to-intervention frameworks. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of response-to-intervention in early childhood (pp. 283-298). Baltimore: Brookes.

Hemmeter, M.L., Fox, L., & Snyder, P. (2013). A tiered model for promoting social-emotional competence and addressing challenging behavior. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of response-to-intervention in early childhood (pp. 85-101). Baltimore: Brookes.

Select Peer-Reviewed Journal Articles

McLauglin, T., Snyder, P., & Algina, J. (in press). Using generalizability theory to examine the dependability of scores from the Learning Target Rating Scale. Topics in Early Childhood Special Education.

Hemmeter, M.L., Snyder, P., Fox, L., & Algina, J. (in press). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education.

McLeod, B.D., Sutherland, K.S., Martinez, R., Conroy, M.A., Snyder, P., & Southam-Gerow, M.A. (in press). Common practice elements to improve social, emotional, and behavioral outcomes of young children in early childhood classrooms. Prevention Science.

Snyder, P., Hemmeter, M.L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35, 133-143.

Bishop, C.D., Snyder, P., & Crow, R. (2015). Impact of video self-monitoring with graduated training on implementation of embedded instruction learning trials. Topics in Early Childhood Special Education, 35, 170-182. Advance online publication. doi: 10.1177/0271121415594797

Snyder, P., Rakap, S., Hemmeter, M.L., McLaughlin, T., Sandall, S., & McLean, M. (2015). Naturalistic instructional approaches in early learning: A systematic review. Journal of Early Intervention, 37, 69-97. doi: 0.1177/1053815115595461

McLaughlin, T., Snyder, P., & Algina, J. (2015). Characterizing early childhood disabilities in a nationally representative sample using functional profiles. Exceptional Children, 81, 471-488.

Shannon, D., Snyder, P., & McLaughlin, T. (2015). Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching. Professional Development in Education, 41, 290-309. doi 10.1080/19415257.2014.986819

Wang, F., Cox, M., Mills-Koonce, R., Snyder, P. (2015). Parental behaviors and beliefs, child temperament, and attachment disorganization. Family Relations, 64, 191-204.

Artman-Meeker, K., Hemmeter, M.L., & Snyder, P. (2014). Effects of distance coaching on teachers’ use of Pyramid Model practices: A pilot study. Infants and Young Children, 27, 325-344.

Ridgley, R., Snyder, P., & McWilliam, R.A. (2014). Exploring type and amount of parent talk during individualized family service plan meetings. Infants and Young Children, 27, 345-358.

Rakap, S., Snyder, P., & Pasia, C. (2014). Comparison of nonoverlap methods for identifying treatment effect in single-subject experimental research. Behavioral Disorders, 39, 128-145.

Diamond, K., Justice, L., Siegler, R., & Snyder, P. (2013). Synthesis of IES research on early intervention and early childhood education. Washington, DC: National Center for Special Education Research, Institute of Education Sciences, US Department of Education. [NCSER (2013-3001) v-77]

Snyder, P., Hemmeter, M.L., Fox, L., Bishop, C., & Miller, D. (2013). Developing and gathering psychometric evidence for a fidelity instrument: The Teaching Pyramid Observation Tool-Pilot Version. Journal of Early Intervention, 35, 150-172. doi: 10.1177/1053815113516794

Selected Links

Impact of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices

Center on the Social Emotional Foundations for Early Learning

Topics in Early Childhood Special Education