Patricia Snyder, Ph.D.

David Lawrence Jr. Endowed Chair in Early Childhood Studies
Director of the Anita Zucker Center for Excellence in Early Childhood Studies
Email: patriciasnyder@coe.ufl.edu | Twitter: @patriciaazceecs

Education

  • Ph.D. in Early Childhood Special Education/Infant Specialization;
    minor in psychology,
    University of New Orleans
  • Pre-doctoral Fellow, Frank Porter Graham Child Development Institute,
    University of North Carolina at
    Chapel Hill
  • M.Ed. in Special Education
    Millersville University, Pennsylvania
  • B.S., in Speech Pathology and Audiology, Summa Cum Laude,
    State University of New York at Geneseo

Awards & Appointments

  • Division for Early Childhood Award for Mentoring, 2015
  • Associate Editor, Topics in Early Childhood Special Education
  • Mary McEvoy Service to the Field award from the Division for Early Childhood of the Council for Exceptional Children, 2011
  • David Lawrence Jr. Endowed Chair in Early Childhood Studies, 2007-Present
  • Editor of the Journal of Early Intervention, 2005-2010
  • Merle B. Karnes Award for Service to the Division, International Division for Early Childhood, Council for Exceptional Children, 2000

Curriculum Vitae

Patricia Snyder, Ph.D.

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 with more than 102 refereed articles and chapters. 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.

Recent Grants

Increasing Social-Emotional Outcomes for Florida’s Early Steps Infants/Toddlers: Institutions of Higher Education Supporting the Three Model Demonstration Sites to Implement the Demonstration Site Implementation Plan
  • Funded by Florida Department of Health (7/1/17 – 6/30/19)
  • Role: Principal Investigator
  • Award: $467,616
Evaluation of Preschool Education Practices
  • Funded by Institute of Education Sciences, US Department of Education, Subcontract from Mathematica Policy Research (1/27/14 – 11/21/21)
  • Award: $243,633
Training Teachers to Teach Vocabulary (T3V): A Professional Development Intervention for Toddler and Preschool Teachers Serving Children at Risk for Communication Difficulties
  • Funded by US Department of Education Office of Special Education Programs (5/16/15 – 4/15/19)
  • 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 Institute of Education Sciences, US Department of Education, Subcontract from Temple University (7/1/18 – 6/30/22)
  • Award: $217,046
Embedded Instruction California
  • Funded by Santa Clara County Superintendent of Schools (7/1/18 – 6/30/19)
  • Role: Principal Investigator
  • Award: $490,686
Preparing Leaders in Early Childhood Studies and Implementation Science (PLECSIS)
  • Funded by US Department of Education Office of Special Education Programs (5/16/15 – 4/15/19)
  • Role: Co-Principal Investigator
  • Award: $995,218

Affiliations

  • Division for Early Childhood Recommended Practices Commission. October 2012 — present
  • Chair, Division for Early Childhood Evidence Synthesis Group. October 2014 — present
  • Member, Florida Early Childhood Articulation Subcommittee, FL Office of Early Learning, December 2015-present
  • Member, Alachua County Children’s Services Council Advisory Board, August 2016 — December 2018 (Appointment by Alachua County Board of County Commissioners)
  • Board of Directors, United Way of North Central Florida, 2012 — 2018

Select Publications

Carta, J., & Snyder, P.A. (in press). 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.),Past, present, and future challenges in child development research. Baltimore: Brookes.

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. Advance online publication. doi:10.1177/0271121418815250

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

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, 213-232. doi.org/10.1177/0014402917735512

Woods, J., Snyder, P.A., & Salisbury, C. (2018). Embedded practices and intervention with caregivers. 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. 147-159). Washington, DC: Division for Early Childhood.  

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

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, 202-213. doi.org/10.1007/s12310-017-9239-y

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

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, 17-29. doi: 10.1177/0271121417708036

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. DOI: 10.1177/0271121415594925

View full list of Dr. Snyder Publications (pdf)

View Recent Publications for Anita Zucker Center Members

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