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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
Distinguished Professor, School of Special Education, School Psychology, and Early Childhood Studies
Affiliate Professor of Pediatrics and Institute for Child Health Policy
University of Florida
3022A Norman Hall
PO Box 117050
Gainesville, FL 32611-7050
Phone: (352) 273-4291
Fax: (352) 392-2655
patriciasnyder@coe.ufl.edu

Biography

Patricia Snyder, PhD, is a University of Florida Distinguished Professor of Special Education and Early Childhood Studies. In 2007, Dr. Snyder joined UF as the inaugural occupant of the David Lawrence Jr. Endowed Chair in Early Childhood Studies. She is the founding director of the Anita Zucker Center for Excellence in Early Childhood Studies. Prior to her appointment at the University of Florida, Dr. Snyder was a professor of pediatrics at Vanderbilt University. Before that she was a Professor, Associate Dean for Research and Graduate Studies, and Director of the Early Intervention Institute at Louisiana State University Health Sciences Center in New Orleans.

Dr. Snyder has over 40 years of experience in the transdisciplinary field of early childhood studies. She began her career as a speech-language therapist working with children birth to age 5 with or at risk for disabilities. In addition to her work as a speech-language therapist, over the course of her career, Dr. Snyder has been an early intervention home visitor; a preschool teacher; a director of an inclusive NAEYC-accredited, university-affiliated early learning program; a higher education faculty member; and a higher education administrator. To each position, she has brought an unwavering commitment to approaching science and practice in early childhood from transdisciplinary, developmental equity, and family- and child-centered perspectives.

Dr. Snyder is an applied researcher. Her work focuses on ensuring evidence-based promotion, prevention, and intervention strategies that support the development, learning, health, and well-being of young children with vulnerabilities due to genetic, biological, or environmental risks are implemented effectively by their caregivers and early learning practitioners in family-and community-based contexts. She has received numerous honors and awards for her teaching, research, and service, including the 2011 Mary E. McEvoy Service to the Field Award from the Division for Early Childhood of the Council for Exceptional Children, 2015 Outstanding Mentoring Award from the Division for Early Childhood of the Council for Exceptional Children, and the 2021 Kauffman-Hallahan-Pullen Distinguished Researcher Award from the Division for Research of the Council for Exceptional Children. Dr. Snyder is a former editor of the Journal of Early Intervention. She has written more than 130 scholarly and practitioner-oriented articles, book chapters, or 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.

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 UF Professional Appointments

Distinguished Professor of Special Education and Early Childhood Studies, University of Florida, 2019 – present

Director, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 2010 – present

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

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

David Lawrence Jr. Endowed Chair in Early Childhood Studies, University of Florida, 2007 – present

Professor of Special Education and Early Childhood Studies, University of Florida, 2007 – 2019

Select Honors, Awards and Appointments

Kauffman-Hallahan-Pullen Distinguished Researcher Award, Division for Research, Council for Exceptional Children, 2021

University of Florida Distinguished Professor, 2019

Exceptional Children (journal), Reviewer of the Year Award, 2019

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

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 Evidence Synthesis Group, 2014 – 2021

Division for Early Childhood Recommended Practices Commission/Committee, 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, 2017 – 2019

Member, Florida Early Childhood Articulation Subcommittee, Florida Office of Early Learning, 2015 – 2021

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 – 2015

Local

Member, Children’s Trust of Alachua County – Chapter 26 Independent Special District (Gubernatorial appointment), January 2020 – January 2023

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 (Gubernatorial appointment), July 2014 – present

Board of Directors, United Way of North Central Florida, 2012 – 2018

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

Practice-Based Coaching Data-Informed Decision Making (PBC-DIDM). Funded by Model Demonstration Project, Office of Special Education Programs, US Department of Education, H326M200021 (10/1/2020 – 9/30/2023)
Role: Principal Investigator
Award: $1,600,000 

Development and Evaluation of Tools for Families (TfF): An Intervention to Promote Family Engagement in Embedded Instruction for Early Learning. Funded by the National Center for Special Education Research, Institute of Education Sciences, R324A200004 (7/1/2020 – 6/30/2023)
Role: Co-Principal Investigator
Award: $1,399,999 

Early Childhood Policy in Institutions of Higher Education. Initiative funded by the Heising-Simons and the Buffett Early Childhood Fund through Teachers College Columbia University (7/1/2021 – 6/30/2023)
Role: Co-Principal Investigator
Award: $174,500

VALI: An Intervention to Support Positive Communication Outcomes for Young (18-36 months) Spanish-Speaking Dual Language Learners. Early Career Development and Mentoring Award, National Center for Special Education Research, Institute of Education Sciences, R324B20009 (7/1/2020 – 6/30/2023)
Role: Primary Mentor for Early Career Award to Dr. Anne Larson, University of Minnesota
Award: $500,000

Florida Embedded Practices and Intervention with Caregivers – Early Steps Professional Development (FL-EPIC ESPD). Funded by the Florida Department of Health, Children’s Medical Services, COQXY (7/1/2019 – 6/30/2022)
Role: Principal Investigator
Award: $1,610,355

Screening – Early Intervention Workgroup and Tracking System. Preschool Development Grant Renewal, Florida Office of Early Learning, B799FO (8/23/2020 – 12/31/2020)
Role: Principal Investigator
Award: $75,000

Training Teachers to Teach Vocabulary (T3V): A Professional Development Intervention for Toddler and Preschool Teachers Serving Children at Risk for Communication Difficulties. Funded by the Institute of Education Sciences, U.S. Department of Education, R324A180192 (7/1/2018 – 6/30/2022)
Role: Co-Principal Investigator
Award: $1,500,000

Preparing Early Childhood Leaders Implementation Science (PLECS-IS). Funded by the Office of Special Education Programs, U.S. Department of Education, H325D150079 (5/16/2015 – 4/15/2020) [No-cost extension granted for 2020-2021]
Role: Co-Principal Investigator
Award: $995,218

Impact of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices: An Efficacy Trial of Tools for Teachers. Funded by the Institute of Education Sciences, U.S. Department of Education, R324A150076 (7/1/2015 – 6/30/2019) [No-cost extension 6/30/2020]
Role: Principal Investigator
Award: $3,500,000

Embedded Instruction for Early Learning: California Pilot Study – Year 5. Funded by the California Department of Education (7/1/2019 – 6/30/2020)
Role: Principal Investigator
Award: $416,017

Evaluation of Preschool Special Education Services – Phase I. National Center for Educational Evaluation.Funded by the Institute of Education Sciences, U.S. Department of Education, Awarded to Mathematica Policy Research, ED-IES-14-C-0001 (11/1/2013 – 11/22/2021)
Role: Co-Principal Investigator
Award: $4,995,000

Florida Development in Early Childhood: Adversity and Drug Exposure (FL-DECADE) Study. HEALthy Brain and Child Development Study, Funded by the National Institute on Drug Abuse, National Institutes of Health, 1R34DA050299-01 (9/30/2019 – 3/31/2021)
Role: Investigator
Award: $257,344

Increasing Social-Emotional Outcomes for Florida’s Early Steps Infants/Toddlers: Early Steps Professional Development. Funded by the Florida Department of Health, Children’s Medical Services, P0052464 (7/1/2017 – 6/30/2019)
Role: Principal Investigator
Award: $467,616

Embedded Instruction for Early Learning: California Pilot Study – Year 4. Funded by the California Department of Education (7/1/2018 – 6/30/2019)
Role: Principal Investigator
Award: $490,686

Development and Validation of Treatment Integrity Measures for Classroom-based Instructional Interventions for Early Childhood Settings. Funded by the Institute of Education Sciences, U.S. Department of Education, R305A140487 (9/1/2014 – 8/31/2018)
Role: Investigator
Award: $1,599,981

Embedded Instruction for Early Learning: California Pilot Study. Funded by the California Department of Education(10/1/2017 – 9/30/2018)
Role: Principal Investigator
Award: $350,000

Embedded Practices and Intervention with Caregivers (EPIC). Funded by the Institute of Education Sciences, U.S. Department of Education, R324A130121(6/1/2013 – 5/31/2016) (No-cost extension 6/1/2016 – 5/31/2017]
Role: Co-Principal Investigator
Award: $1,499,971

Examining the Efficacy of a Classroom-Wide Model for Promoting Social Emotional Development and Addressing Challenge Behavior in Preschool Children with and Without Disabilities. Funded by the Institute of Education Sciences, U.S. Department of Education, R324A120178 (3/1/2012 – 2/28/2016) [No-cost extension 3/1/2016 – 2/28/2017]
Role: Co-Principal Investigator
Award: $3,500,000

Embedded Instruction for Early Learning: California Pilot Study. Funded by the California Department of Education (7/1/2016 – 9/30/2017)
Role: Principal Investigator
Award: $300,000

Increasing Social-Emotional Outcomes for Florida’s Early Steps Infants/Toddlers. Funded by the Florida Department of Health, Children’s Medical Services: Phases I, II, and III, SOW16-103 (2/1/2017 – 6/30/2017)
Role: Principal Investigator
Award: $108,476

Postdoctoral Research Training Fellowship in Early Intervention and Early Learning in Special Education at the University of Florida. Funded by the Institute of Education Sciences, U.S. Department of Education, R324B1200002(2/15/12 – 5/14/15) [No-cost extension 5/15/2015 – 12/1/2016]
Role: Principal Investigator and Training Director
Award: $642,840

Impact of Professional Development on Preschool Teachers’ Use of Embedded-Instruction Practices. Funded by the Institute of Education Sciences, U.S. Department of Education, R324A07008 (3/1/2007 – 2/28/2010) [No-cost extension granted through 2/28/2011]
Role: Principal Investigator
Award: $1,288,510

Embedded Instruction for Early Learning: California Pilot Study. Funded by the California Department of Education(7/1/2015 – 9/30/2016)
Role: Principal Investigator
Award: $300,000

National Center for Quality Teaching and Learning. Funded by the Head Start Bureau, Administration on Children and Families, U.S. Department of Health and Human Services, (UF subcontract from University of Washington – Contract #90HC0002) (9/2013 – 9/2014)
Role: Principal Investigator (UF Site)
Award: $192,007

National Center for Quality Teaching and Learning. Funded by the Head Start Bureau, Administration on Children and Families, U.S. Department of Health and Human Services, (UF subcontract from University of Washington – Contract #90HC0002) (9/2012 – 9/2013)
Role: Principal Investigator (UF Site)
Award: $202,729

National Center for Quality Teaching and Learning. Funded by the Head Start Bureau, Administration on Children and Families, U.S. Department of Health and Human Services, (UF subcontract from University of Washington – Contract #90HC0002) (9/2011 – 9/2012)
Role: Principal Investigator (UF Site)
Award: $272,410

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. Funded by the Institute of Education Sciences, U.S. Department of Education, R324A07212 (3/1/2007 – 2/28/2011) [No-cost extension granted through 2/28/2012]
Role: Co-Principal Investigator
Award: $1,835,866

TEIDS Plus: Integrating Quality Assurance and Data-Based Decision Making to Enhance IFSP Quality, Implementation, and Child and Family Outcomes. Funded by the Institute of Education Sciences, U.S. Department of Education, R324B07266 (7/1/2007 – 6/30/2011) [No cost extension granted through 6/30/2012]
Role: Co-Principal Investigator
Award: $1,622,779

National Center for Quality Teaching and Learning. Funded by the Head Start Bureau, Administration on Children and Families, U.S. Department of Health and Human Services, (UF subcontract from University of Washington – Contract #90HC0002) (1/2011 – 9/2011)
Role: Principal Investigator (UF Site)
Award: $166,988

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

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

Selected Publications

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

Books and Monographs

Snyder, P., Hemmeter, M. L., & Fox, L. (in press). Essentials of practice-based coaching. Brookes.

Snyder, P. A., & Hemmeter, M. L. (Eds.). (2018). Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices Monograph Series (No. 4). Division for Early Childhood.

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

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

Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES research on early intervention and early childhood education. National Center for Special Education Research, Institute of Education Sciences, US Department of Education [NCSER (2013-3001) v-77]. https://ies.ed.gov/ncser/pubs/20133001/pdf/20133001.pdf

McLean, M., & Snyder, P. (Eds.). (2011). Gathering information to make informed decisions: Contemporary perspectives about assessment in early intervention and early childhood special education. Young Exceptional Children Monograph Series (No. 13). Division for Early Childhood of the Council for Exceptional Children. 

Book and Monograph Chapters

Snyder, P., Hemmeter, M. L., & Fox, L. (in press). Overview of practice-based coaching: Theoretical, empirical, and practice-based rationales. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching. Brookes.

Snyder, P., Hemmeter, M. L., & Fox, L. (in press). Practice-based coaching framework, components, and formats. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching. Brookes.

Shannon, D., Bishop, C., Snyder, P., & McLaughlin, T. (in press). Coaching strategies and definitions. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching. Brookes.

Shannon, D., McLaughlin, T., & Snyder, P. (in press). Practice-focused strengths and needs assessment. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching. Brookes.

Snyder, P., Hemmeter, M. L., Fox, L., & Bishop, C. (in press). Goal setting and action planning. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching. Brookes.

Snyder, P., Bishop, C. D., Shannon, D., & McLaughlin, T. (2021). Implementing Pyramid Model practices to make a difference for children. In M. L. Hemmeter, M. M. Ostrosky, & L. Fox (Eds.), Unpacking the Pyramid Model: A practical guide for preschool teachers (pp. 161-169). Brookes.

Carta, J., & Snyder, P. A. (2019). Fifty years of research on children with disabilities and their families: From changing behaviors to transforming lives. In B. H. Wasik & S. L. Odom (Eds.), Celebrating 50 years of child development research: Past, present, and future perspectives (pp. 235-254). Brookes.

Shannon, D., Bishop, C., Snyder, P. A., & *Jaramillo, J. (2019). Developing a collaborative partnership to enhance teaming: Using a practice-based coaching framework. In P. J. Winton, C. Guillen, & A. G. Schnitz, (Eds.), Teaming and collaboration: Building and sustaining partnerships: DEC Recommended Practices Monograph Series (No. 6, pp. 39-52). Division for Early Childhood.

Snyder, P. A., *McLaughlin, T., & *Bishop, C. (2018). Maximizing contextually relevant learning opportunities through embedded instruction. In P. A. Snyder & M. L. Hemmeter (Eds.), Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices Monograph Series (No. 4, pp. 51-64). Division for Early Childhood.

Woods, J., Snyder, P. A., & Salisbury, C. (2018). Embedded practices and intervention with caregivers (EPIC): Linking instruction and family capacity-building recommended practices. In P. A. Snyder & M. L. Hemmeter (Eds.), Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices Monograph Series (No. 4, pp. 145-158). Division for Early Childhood.

Snyder, P. A., *Bishop, C. D., & Crow, R. (2018). Responsive practice-focused leadership for early intervention. In J. B. Crockett, B. Billingsley, & M. L. Boscardin (Eds.), Handbook of leadership and administration for special education (2nded., pp. 393-416). Routledge.

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 (Ed.), DEC recommended practices: Enhancing services for young children with disabilities and their families: DEC Recommended Practices Monograph Series (No. 1, pp. 11-24). Division for Early Childhood.

McLaughlin, T., & Snyder, P. (2014). Using embedded instruction to enhance social-emotional skills. In J. E. Hart & K. J. Whalon (Eds.), Friendship 101: Helping students build social competence (DADD Prism Series Vol. 8, pp. 63-78). Council for Exceptional Children.

Barton, E. E., Bishop, C. 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.), Blending practices for all children: Young Exceptional Children Monograph Series (No. 16, pp. 73-96). Division for Early Childhood.

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 (pp. 38-86). 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 (pp. 402-419). 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 (pp. 317-354). 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. S. Peisner-Feinberg (Eds.), Handbook of response to intervention in early childhood (pp. 283-298). 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. S. Peisner-Feinberg (Eds.), Handbook of response to intervention in early childhood (pp. 85-101). Brookes.

Snyder, P., *Crowe, C. D., & Crow, R. (2012). Responsive instructional leadership for early intervention. In J. B. Crockett, B. S. Billingsley, & M. L. Boscardin (Eds.), Handbook of leadership and administration for special education(pp. 315-336). Routledge.

McLean, M. E., & Snyder, P. A. (Eds.). (2011). From the editors. Gathering information to make informed decisions: Contemporary perspectives about assessment in early intervention and early childhood special education: Young Exceptional Children Monograph Series (No. 13, pp. v-ix). Division for Early Childhood.

Snyder, P., Denney, M., *Pasia, C., *Rakap, S., & *Crowe, C. (2011). Professional development in early childhood intervention: Emerging issues and promising approaches. In C. Groark (Series Ed.) & L. Kaczmarek (Vol. Ed.), Early childhood intervention: Shaping the future for children with special needs and their families: Vol. 3. Emerging trends in research and practice (pp.169-204). Praeger/ABC-CLIO.

Snyder, P., *McLaughlin, T., & Denney, M. (2011). Frameworks for guiding program focus and practices in early intervention. In J. M. Kauffman & D. P. Hallahan (Series Eds.) & M. Conroy (Section Ed.), Handbook of special education: Section XII. Early identification and intervention in exceptionality (pp. 716-730). Routledge.

Bruckner, C., McLean, M. E., & Snyder, P. (2011). Building a comprehensive assessment system in early intervention/early childhood special education. In C. J. Groark (Series Ed.) & S. Maude (Vol. Ed.), Early childhood intervention: Shaping the future for children with special needs and their families: Vol. 2. Proven and promising practices in early intervention/early childhood special education (pp. 109-136). Praeger/ABC-CLIO.

Peer-Reviewed Publications and Journal Articles

Lorio, C. M., Woods, J. J., & Snyder, P. (2021). An exploration of reflective conversations in early intervention caregiver coaching sessions. Journal of Early Intervention. Advance online publication. https://doi.org/10.1177/1053815121992132

McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Cecilione, J., Cook, C. R., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2021). Examining the correspondence between teacher- and observer-report treatment integrity measures. School Mental Health. Advance online publication. https://doi.org/10.1007/s12310-021-09437-7

Hemmeter, M. L., Fox, L., Snyder, P., Algina, J., Hardy, J. K., Bishop, C., & Veguilla, M. (2021). Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial. Early Childhood Research Quarterly, 54(1), 204-218. https://doi.org/10.1016/j.ecresq.2020.08.004

*Shannon, D. K., Snyder, P. A., Hemmeter, M. L., & McLean, M. (2021). Exploring coach-teacher interactions within a practice-based coaching partnership. Topics in Early Childhood Special Education, 40(4), 229-240. https://doi.org/10.1177/0271121420910799

Luo, L., Snyder, P., Huggins-Manley, A. C., Conroy, M., & Hong, X. (2020). Chinese preschool teachers’ implementation of practices to support young children’s social-emotional competence. Early Education and Development. Advance online publication. https://doi.org/10.1080/10409289.2020.1841594

*Luo, L., Reichow, B., Snyder, P., Harrington, J., & Polignano, J. (2020). Systematic review and meta-analysis of classroom-wide social-emotional competence interventions for preschool children. Topics in Early Childhood Special Education. Advance online publication. https://doi.org/10.1177/0271121420935579

*Hur, J. H., Snyder, P., & Reichow, B. (2020). Systematic review of English early literacy interventions for children who are dual language learners. Topics in Early Childhood Special Education, 40(1), 6-23. https://doi.org/10.1177/0271121419894623

*Germansky, S., Reichow, B., *Martin, M., & Snyder, P. (2020). A systematic review of caregiver-implemented functional analyses. Behavior Analysis in Practice, 13(3), 698-713. https://doi.org/10.1007/s40617-019-00404-y

Ridgley, R., Snyder, P. A., & McWilliam, R.A. (2020). Individualized family service plan quality and alignment of child-focused outcomes to federal outcomes and state early learning guidelines. Topics in Early Childhood Special Education, 39(4), 200-212. https://doi.org/10.1177/0271121418786434

Windsor, K. S., Woods, J., Kaiser, A. P., Snyder, P., & Salisbury, C. (2019). Caregiver-implemented intervention for communication and motor outcomes for infants and toddlers. Topics in Early Childhood Special Education, 39(2), 73-87. https://doi.org/10.1177/0271121418815250

Snyder, P., & Conroy, M. (2018). Core constructs in federal statutes for young children with or at risk for disabilities and their families: Implications for comprehensive early childhood policies and systems. Florida Law Review, 71(1), 61-69.

*Bishop, C. D., Leite, W. L., & Snyder, P. A. (2018). Using propensity score weighting to reduce selection bias in large-scale data sets. Journal of Early Intervention, 40(4), 347-362. https://doi.org/10.1177/1053815118793430

Hemmeter, M. L., Snyder, P., & Fox, L. (2018). Using the Teaching Pyramid Observation Tool (TPOT) to support implementation of social-emotional teaching practices. School Mental Health, 10(3), 202-213. https://doi.org/10.1007/s12310-017-9239-y

*Luo, L., Hong, X., & Snyder, P. (2018). The Pyramid Model: A multi-tiered model for promoting young children’s social, emotional, and behavioral development in the United States. Studies in Preschool Education [translated journal title from Chinese], 279, 35-46.

Snyder, P., Hemmeter, M. L., McLean, M., Sandall, S., *McLaughlin, T., & Algina, J. (2018). Effects of professional development on preschool teachers’ use of embedded instruction practices. Exceptional Children, 84(2), 213-232. https://doi.org/10.1177/0014402917735512

*McLaughlin, T. W., Snyder, P. A., & Algina, J. (2018). Examining young children’s social competence using functional ability profiles. Disability and Rehabilitation, 40(25), 2987-2997. https://doi.org/10.1080/09638288.2017.1363823

Wang, F., Algina, J., Snyder, P., Cox, M., & the Family Life Project Key Investigators. (2017). Children’s task-oriented patterns in early childhood: A latent transition analysis. Early Childhood Research Quarterly, 41, 63-73. https://doi.org/10.1016/j.ecresq.2017.05.006

*Luo, L., Snyder, P., *Clark, C., & Hong, X. (2017). Preschool teachers’ use of Pyramid Model practices in mainland China. Infants and Young Children, 30(3), 221-237. https://doi.org/10.1097/IYC.0000000000000096

*McLaughlin, T. W., Snyder, P. A., & Algina, J. (2017). Using generalizability theory to examine the dependability of scores from the Learning Target Rating Scale. Topics in Early Childhood Special Education, 37(3), 164-175. https://doi.org/10.1177/0271121416669924

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, 38(1), 17-29. https://doi.org/10.1177/0271121417708036

Wang, F., Algina, J., Snyder, P., Cox, M., & the Family Life Project Key Investigators (2017). Children’s task engagement during challenging puzzle tasks. Merrill-Palmer Quarterly, 63(4), 425-457. https://doi.org/10.13110/merrpalmquar1982.63.4.0425

McLeod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2017). Common practice elements to improve social, emotional, and behavioral outcomes of young children in early childhood classrooms. Prevention Science, 18(2), 204-213. https://doi.org/10.1007/s11121-016-0703-y

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

Hemmeter, M. L., Snyder, P. A., 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(3), 133-146. https://doi.org/10.1177/0271121416653386

Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35(3), 133-143. https://doi.org/10.1177/0271121415594925

Bishop, C. D., Snyder, P. A., & Crow, R. E. (2015). Impact of video self-monitoring with graduated training on implementation of embedded instruction learning trials. Topics in Early Childhood Special Education, 35(3), 170-182. https://doi.org/10.1177/0271121415594797

Snyder, P. A., *Rakap, S., Hemmeter, M. L., *McLaughlin, T. W., Sandall, S., & McLean, M. E. (2015). Naturalistic instructional approaches in early learning: A systematic review. Journal of Early Intervention, 37(1), 69-97. https://doi.org/10.1177/1053815115595461

*McLaughlin, T. W., Snyder, P. A., & Algina, J. (2015). Characterizing early childhood disabilities in a nationally representative sample using functional profiles. Exceptional Children, 81(4), 471-488. https://doi.org/10.1177/0014402914563696

*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(2), 290-309. https://doi.org/10.1080/19415257.2014.986819

Wang, F., Cox, M. J., Mills-Koonce, R., Snyder, P. (2015). Parental behaviors and beliefs, child temperament, and attachment disorganization. Family Relations, 64(2), 191-204. https://doi.org/10.1111/fare.12120

*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(4), 325-344. https://doi.org/10.1097/IYC.0000000000000016

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(4), 345-358. https://doi.org/10.1097/IYC.0000000000000021

*Rakap, S., Snyder, P., & *Pasia, C. (2014). Comparison of nonoverlap methods for identifying treatment effect in single-subject experimental research. Behavioral Disorders, 39(3), 128-145. https://doi.org/10.1177/019874291303900303

Snyder, P. A., Hemmeter, M. L., Fox, L., *Bishop, C. C., & Miller, M. D. (2013). Developing and gathering psychometric evidence for a fidelity instrument: The Teaching Pyramid Observation Tool-Pilot Version. Journal of Early Intervention, 35(2), 150-172. https://doi.org/10.1177/1053815113516794

Snyder, P., Hemmeter, M. L., *Meeker, K. A., *Kinder, K., *Pasia, C., & *McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants and Young Children, 25(3), 188-212. https://doi.org/10.1097/IYC.0b013e31825a1ebf

VanDerHeyden, A., *McLaughlin, T., Algina, J., & Snyder, P. (2012). Randomized evaluation of a supplemental grade-wide mathematics intervention. American Educational Research Journal, 49(6), 1251-1284. https://doi.org/10.3102/0002831212462736

*McLaughlin, T. W., Denney, M. K., & Snyder, P. A., & *Welsh, J. L. (2012). Behavior support interventions implemented by families of young children: Examination of contextual fit. Journal of Positive Behavior Interventions, 14(2), 87-97. https://doi.org/10.1177/1098300711411305

Snyder, P., Hemmeter, M. L., & *McLaughlin, T. (2011). Professional development in early childhood intervention: Where we stand on the 25th anniversary of PL 99-457. Journal of Early Intervention, 33(4), 357-370. https://doi.org/10.1177/1053815111428336

Snyder, P. (2011). Implementing randomized controlled trials in preschool settings that include young children with disabilities: Considering the context of Strain and Bovey. Topics in Early Childhood Special Education, 31(3), 162-165. https://doi.org/10.1177/0271121411418005

Ridgley, R., Snyder, P. A., McWilliam, R. A., & Davis, J. E. (2011). Development and initial validation of a professional development intervention to enhance the quality of individualized family service plans. Infants and Young Children,24(4), 309-328. https://doi.org/10.1097/IYC.0b013e318229e54d

Fox, L., Hemmeter, M. L., Snyder, P., Binder, D. P., & Clarke, S. (2011). Coaching early childhood special educators to implement a comprehensive model for promoting young children’s social competence. Topics in Early Childhood Special Education, 31(3), 178-192. https://doi.org/10.1177/0271121411404440

VanDerHeyden, A. M., Broussard, C., Snyder, P., George, J., Lafleur, S. M., & Williams, C. (2011). Measurement of kindergarteners’ understanding of early mathematical concepts. School Psychology Review, 40(2), 296-306.

Hemmeter, M. L., Snyder, P., *Kinder, K., & *Artman, K. (2011). Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise. Early Childhood Research Quarterly, 26(1), 96-109. https://doi.org/10.1016/j.ecresq.2010.05.004

Ridgley, R., & Snyder, P. (2010). Quantifying what occurs during early intervention home visits. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 4(1), 1-27.

Selected Links

Patricia Snyder, Ph.D.

Anita Zucker Center for Excellence in Early Childhood Studies

Embedded Instruction for Early Learning

Embedded Instruction for Early Learning – California

School of Special Education, School Psychology and Early Childhood Studies