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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

Dr. Snyder is the inaugural recipient of the David Lawrence Jr. Endowed Chair in Early Childhood Studies. She is a professor of special education and early childhood studies in the School of Special Education, School Psychology, and Early Childhood Studies, College of Education. In the College of Medicine, she is an affiliate professor of pediatrics and an affiliate faculty member of the Institute for Child Health Policy. Dr. Snyder is widely regarded for her research focused on developing, validating, and evaluating interventions for infants, toddlers, and preschoolers with or at risk for disabilities or those with social and behavioral challenges.

Dr. Snyder has had various roles in interdisciplinary early intervention and early learning programs for young children from birth to age 5, their families, and the personnel who support them. She has been a home visitor, classroom teacher, clinical coordinator, and staff member, program director, faculty member, higher education administrator, and researcher. She brings to each position an unwavering commitment to integrate and improve interdisciplinary systems, services, and supports to enhance the quality and effectiveness of early intervention and early learning.

Dr. Snyder has a sustained publication record including 102 refereed articles, book chapters, and books. She has served as principal investigator (PI) or co-principal investigator (Co-PI) for many externally funded projects, including studies funded by the Institute of Education Sciences. She has received numerous honors and awards for her teaching, research, and service excellence.

Degrees

Ph.D. in Early Childhood Special Education/Infant Specialization
Minor in Psychology, University of New Orleans, 1992

M.Ed. in Special Education, Millersville University, Pennsylvania, 1981

B.S. in Speech Pathology and Audiology, Summa Cum Laude, State University of New York at Geneseo, 1977

Fellowships

Predoctoral Fellow, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, 1992

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

Affiliate Faculty Member, Institute for Child Health Policy, University of Florida, 2014 – present

Affiliate Professor of Pediatrics, University of Florida, 2010 – present

Professor of Pediatrics and Director of Research, Center for Child Development, Vanderbilt University, 2005 – 2007 (Secondary appointment: Professor of Special Education)

Associate Dean for Research and Graduate Studies, Louisiana State University Health Sciences Center, 2001 – 2005

Director, Early Intervention Institute, School of Allied Health Professions, Louisiana State University Health Sciences Center, 1998 – 2005

Honors and Awards

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

Review Panels, Advisory Boards, Committees, and Consulting

National

Review Panel Member, Postdoctoral Research Fellowship Training in Special Education, Institute of Education Sciences, U.S. Department of Education, February 2016.

Co-Chair, Conference Planning Committee, Institute of Education Sciences Project Director’s Meeting, March 2015 – December 2015. [Appointed as one of three co-chairs to represent the National Center for Special Education Research by the Commissioner of the National Center for Special Education Research].

Chair, Division for Early Childhood Proposing Group, October 2014 – present.

Division for Early Childhood Recommended Practices Commission, October 2012 – present.

Expert Advisory Group Member, Assessing Early Childhood Teachers’ Use of Child Progress Monitoring to Individualize Teaching Practices, awarded to Mathematica Policy Research Institute from the Office of Planning, Research, and Evaluation (OPRE), Administration for Children and Families (ACF), U.S. Department of Health and Human Services, 2012 – 2016.

Technical Consultant and Technical Workgroup Member, Early Childhood Special Education Design and IDEA-Related Analyses for the National Assessment (DIANA): Task 2. SRI International and Westat for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, 2011 – 2012.

Standing Review Panel Member, Early Intervention and Early Childhood Education Research, Institute of Education Sciences, U.S. Department of Education. Appointed August 2007 – 2010, Reappointed 2010 – 2013.

Member, IES Panel to Review and Synthesize IES-Funded Research in Early Childhood and Early Childhood Special Education (4-member panel selected by Commissioner for Education Research). Appointed September 2010 – 2012.

Technical Consultant, What Works Clearinghouse [Early Childhood and Early Childhood Special Education] awarded to Mathematica Policy Research Incorporated. Funded by the Institute of Education Sciences, U.S. Department of Education, 2009 – 2016.

National Advisory Board Member, OSEP Early Childhood Outcomes Center awarded to SRI International. Funded by the Office of Special Education Programs, U.S. Department of Education, 2009 – 2013.

Technical Consultant, Desired Results Access Project, California Department of Education/Sonoma State University, July 2004 – present.

State

Member, Florida Early Learning Standards Expert Panel, March 2017 – present.

Member, Florida Early Childhood Articulation Subcommittee, Florida Office of Early Learning, December 2015 – present.

Member, Early Steps [FL Part C) Workgroup for Recommendations to OPPAGA, September 2015 – November 2015.

Member, Florida Early Childhood Educators Professional Development Initiative Steering Committee, 2008 – 2015.

Personnel Preparation and University Representative, Expanding Opportunities for Preschool Inclusion, Florida Interagency Initiative, 2007 – present.

Local

Alternate Member, Alachua County Children’s Services Council Advisory Board, August 2016 – December 2018 (Appointment by Alachua County Board of County Commissioners).

Board of Directors, Early Learning Coalition of Alachua County, July 2014 – present.

Board of Directors, United Way of North Central Florida, 2012 – present.

Member, Women’s Leadership Council, United Way of North Central Florida, 2010 – 2016.

Editorial Appointments

Editorial Board Member, Topics in Early Childhood Special Education, December 2016 – present

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

Editor, Journal of Early Intervention, 2005 – 2010

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

Grants

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

Institutions of Higher Education Supporting the Early Steps Model Demonstration Sites, Florida Department of Health: Phases I, II, and III, $108, 476, 2/1/17 – 6/30/17, Principal Investigator. SOW16-103

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 – 12/1/16 – 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

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

Selected Publications

Books

* Master’s or doctoral student or post-doctoral fellow co-author

Hemmeter, M. L., Fox, L., & Snyder, P. (2014). Teaching Pyramid Observation Tool (TPOT™) for preschool classrooms manual, Research edition. Baltimore, MD: Brookes.

McLean, M., Hemmeter, M. L., & Snyder, P. (Eds.). (2013). Essential elements for assessing infants and preschoolers with special needs. Boston, MA: Pearson.

Book Chapters and Monographs

Snyder, P., Bishop, C., & McLaughlin, T. (2017). Frameworks for guiding program focus and practices in early intervention. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Series Eds.) & M. Conroy (Section Ed.), Handbook of special education: Section XII Early identification and intervention in exceptionality (2nd ed., pp. 865-881). New York, NY: Routledge.

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, NY: 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, MD: 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, MD: Brookes.

Peer-Reviewed Publications and Journal Articles

Wang, F., Algina, J., Snyder, P., & Cox, M. (in press). Children’s task-oriented patterns in early childhood: A latent transition analysis. Early Childhood Research Quarterly.

*Luo, E., Snyder, P., *Clark, C., & Hong, X. (in press). Preschool teachers’ use of Pyramid Model practices in mainland China. Infants and Young Children.

Wang, F., Algina, J., Snyder, P., Cox, M., & the FLP Key Investigators (in press). Children’s task engagement during a challenging parent-child interaction task in toddlerhood and preschool. Merrill Palmer Quarterly.

Salisbury, C., Woods, J., Snyder, P., Moddelmog, K., Mawdsley, H., Romano, M., & Windsor, K. (2017). Caregiver and provider experiences with coaching and embedded intervention. Topics in Early Childhood Special Education. Advance online publication. doi: 10.1177/0271121417708036

McLaughlin, T., Aspden, K., & Snyder, P. (2016). Intentional teaching as pathway to equity in early childhood education: Participation, quality, and equity. New Zealand Journal of Educational Studies, 51 (2), 175-195. doi: 10.1007/s40841-016-0062-z

*McLaughlin, T., Snyder, P., & Algina, J. (2016). Using generalizability theory to examine the dependability of scores from the Learning Target Rating Scale. Topics in Early Childhood Special Education. Advance online publication. doi: 10.1177/0271121416669924

Hemmeter, M.L., Snyder, P., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36, 133-146. doi: 10.1177/0271121416653386

McLeod, B. D., Sutherland, K. S., Martinez, R., Conroy, M. A., Snyder, P., & Southam-Gerow, M. A. (2016). Common practice elements to improve social, emotional, and behavioral outcomes of young children in early childhood classrooms. Prevention Science,18, 204-213. doi: 10.1007/s11121-016-0703-y

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

Patricia Snyder, Ph.D.

Anita Zucker Center for Excellence in Early Childhood Studies

Preparing Leaders in Early Childhood Studies and Implementation Science (PLECSIS)

Embedded Instruction for Early Learning