Director, 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
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.
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
Pre-doctoral fellow, FPG Child Development Institute, University of North Carolina Chapel Hill, 1991
Key Professional Appointments
- 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
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
Associate Editor, Topics in Early Childhood Special Education, July 2007 – present
Editor, Journal of Early Intervention, July 2002 – July 2007 (transition through January 2008)
Consulting Editor, American Journal on Mental Retardation, 2008-present
Editorial Board Member, Infants and Young Children, 2001 – present
Editorial Board Member, Young Exceptional Children, 1998 – present
Editorial Board Member, Educational and Psychological Measurement, 1995 – present
Impact of Professional Development on Preschool Teachers’ Use of Embedded-Instruction Practices. Institute of Education Sciences, US Department of Education, $1,288,510, 3/1/07-2/28/10, Principal Investigator
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, US Department of Education, $1,835, 866, 3/1/07-2/28/11, Co-Investigator
TEIDS Plus: Integrating Quality Assurance and Data-Based Decision Making to Enhance IFSP Quality, Implementation, and Child and Family Outcomes, Institute of Education Sciences, US Department of Education, $1,622.779, 7/1/07-6/30/11, Co-Principal Investigator
Select Past Awards
Establishing Use of a Functional Outcome Classification System in Pediatric Development and Behavior Clinics. Vanderbilt Children’s Hospital Development Fund, $40,000, July 2006 through June 2007, Principal Investigator
Enhancing Development through Family Supports. Vanderbilt Children’s Hospital Development Fund, $38,000, July 1, 2006 through June 2007 (no cost extension through June 2008), Principal Investigator
The Case Method of Instruction Outreach Project. U.S. Department of Education, Office of Special Education Programs, $540,000, January 2003 to December 2007, Project Co-Director
Outcomes of a Comprehensive, Statewide Early Screening and Prevention Program for Infants at Biological and Environmental Risk .LSU Health Sciences Center, Biomedical Research Fund, $240,000, January 2004 through December 2006, Principal Investigator.
Community-Based Collaboration for the Expansion and Replication of an Interdisciplinary Early Childhood Clinic for Children at High-risk for Developmental Delay. Louisiana Office of Public Health, Children’s Special Health Services, $251,000, October 1, 2004 to September 30, 2005, Project Director.
Project PACT (Partnerships for All Children Together): A demonstration model supporting inclusion through childcare and community partners. Louisiana Council on Developmental Disabilities, $150,000 per year, January 2004 to January 2005, Project Director.
CUBS (Collaborative University Based Services): Preventive Health and Development Services for Infant at Dual-Risk. Agency for Healthcare Research and Quality, $96,875, September 2002 to September 2004, Co-Principal Investigator.
Statewide Newborn Hearing Screening Epidemiology Services. LA Maternal and Child Health Section/Children’s Special Health Services Program, $190, 012, January 2003 through June 2005, Project Director.
Statewide Needs Assessment for Children with Special Health Care Needs. Maternal and Child Health Section/Children’s Special Health Services Program, $462,641, December 2002 through December 2004, Project Director.
Select book chapters and monographs
Snyder, P., & Wolfe, B. (2007). The big 3 process components in early childhood professional development: Needs assessment, follow-up, and evaluation. In P. Winton, J. McCollum, & C. Catlett (Eds.), Preparing effective professionals in early childhood. Zero to Three Press.
Snyder, P. (2006). Effects of evidence-based practice on research in early childhood. In V. Buysse & P.Wesley (Eds.), Evidence-based practice in the early childhood field. Zero to Three Press.
Smith, B.J., McLean, M.E., Sandall, S., Snyder, P., & Broudy, A. (2005). DEC Recommended practices: Procedures and evidence-base used to establish them. In S. Sandall, M.E. McLean, & B.J. Smith (Eds.), DEC Recommended Practices (2nd ed.). Longmont, CO: Sopris West.
Hemmeter, M.L., Santos, R., Snyder, P., Hyson, M., Harris, A., Bailey, D., Fewell, R., Bricker, D., & Farrell, A. (2005). National goals in early intervention. In K.C. Lakin & A. Turnbull (Eds.), National goals for persons with intellectual and developmental disabilities (pp. 15-38). Washington, DC: American Association on Mental Retardation.
Select Peer-Reviewed Journal Articles
Snyder, P., Wixson, C., Talapatra, D., & Roach, A. (in press). Assessment in early childhood: Instruction-focused strategies to support response-to-intervention frameworks. Assessment for Effective Intervention.
Snyder, P., Eason, J., Philibert, D., Ridgway. A., & McCaughey, T. (2008). Reliability and validity of the Alberta Infant Motor Scale scores for a sample of infants at dual risk. Physical and Occupational Therapy in Pediatrics, 28, 267-282.
VanDerHeyden, A., Snyder, P., Broussard, C., & Ramsdell, K. (2007). Measuring response to early literacy intervention with preschoolers at risk. Topics in Early Childhood Special Education, 27, 232-249.
Turnbull, A.P., Summers, J.A., Turnbull, R., Brotherson, M.J., Winton, P.J., Roberts, R., Snyder, P., McWilliam, R., Chandler, L., Schrandt, S., Stowe, M., Bruder, M.B., DiVenere, N., Epley, P., Hornback, M., Huff, B., Miksch, P., Mitchell, L., Sharp, L., & Stroup-Rentier, V. (2007). Family supports and services in early intervention: A bold vision. Journal of Early Intervention, 187-206.
VanDerHeyden, A., & Snyder, P.A. (2006). Integrating early intervening frameworks from early childhood intervention and school psychology to accelerate growth for young children. School Psychology Review, 35, 519-534. [Special series co-editor].
Buysse, V., Wesley, P., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9 (4), 2-11.
VanDerHeyden, A.M., Snyder, P., Smith, A., Sevin, B., & Koenig, J. (2005). Effects of complete learning trials on child engagement. Topics in Early Childhood Special Education, 25, 81-94.
Thompson, B., Diamond, K., McWilliam, R., Snyder, P., & Snyder, S. (2005). Evaluating the quality of evidence from cor-relational research for evidence-based practice. Exceptional Children, 71, 181-194.
Snyder, P., & McWilliam, P.J. (2003). Using the case method of instruction effectively in early intervention personnel preparation. Infants and Young Children, 16, 284-295.
Law-Morstatt, L., Judd, D.M., Snyder, P., Baier, R.J., & Ramasubbareddy, D. (2003). Pacing as a treatment technique for transitional sucking patterns. Journal of Perinatology, 23, 483-488.
Philibert, D., Snyder, P., Judd, D., & Windsor, M. (2003). Practitioners’ reading patterns, attitudes, and use of research reported in occupational therapy journals. American Journal of Occupational Therapy, 57, 450-458.