Tessa Kranski, Ph.D.

Post-Doctoral Associate
tessakranski@coe.ufl.edu

Biography

Tessa Kranski is a Post-Doctoral Associate and Nationally Certified School Psychologist (NCSP) serving as the Research Coordinator for the Florida Embedded Practices and Intervention with Caregivers (FL-EPIC), Goal 3 project. Dr. Kranski earned her Educational Specialist (Ed.S.) degree in school psychology from the University of Denver in 2015. Knowing she wanted to work with young children she continued her studies at the University of Colorado Denver earning a doctor of philosophy degree in 2019. Her major area of study was early childhood education/early childhood special education.

Dr. Kranski’s scholar-practitioner interests are focused on practical methods for eliminating racial disproportionality in exclusionary discipline practices, promoting more culturally competent public education settings, and effective training and utilization of school psychologists, particularly in early childhood settings. Her dissertation included developing a professional development program inclusive of a workshop on culturally responsive practices in early childhood followed by Practice Based Coaching (PBC). Prior to completing her dissertation, Dr. Kranski was involved in the Prevent, Teach, Reinforce for Young Children (PTR-YC) efficacy trial, a Tier 3 intervention for the Pyramid Model.

In addition to her academic work, Dr. Kranski has 7 years of combined experience providing early intervention services to infants and toddlers and working as a school psychologist in public Pre-K programs. Some of her work in the field has included contributing to the development and implementation of a preschool-wide professional development plan to promote inclusive classrooms and building a virtual toolbox of video models, scripts, and processes for preschool teachers to engage in peer-to-peer PBC focused on Pyramid model practices.

Select Publications

Kranski, T.A. & Steed, E.A. (2022). Practice-based coaching to improve culturally responsive practices in early childhood classrooms: A single-case experimental design. Psychology in the Schools. Published online before print March 25, 2022.
https://doi.org/10.1002/pits.22703

Steed, E.A. & Kranski, T.A. (2021). Culturally responsive early childhood consultation to promote social emotional competence. Journal of Educational and Psychological Consultation. Published online before print August 25, 2021.
https://doi.org/10.1080/10474412.2021.1969523

Steed, E. A., & Kranski, T. (2020). Participant characteristics in research on interventions for young children with challenging behavior: A systematic literature review. Topics in Early Childhood Special Education, 40, 110-123.
https://doi.org/10.1177/0271121419832969

Patricia Snyder, Ph.D.

Education

  • University of Colorado Denver Ph.D.
    Subject: Education & Human Development
  • University of Denver Ed.S.
    Subject: Child, Family & School Psychology
  • M.Ed. in Special Education
    Millersville University, Pennsylvania
  • University of Colorado Boulder B.A.
    Subject: Psychology