Patricia Snyder
Distinguished Professor | Chair | Director University of Florida
- Gainesville FL
Patricia Snyder is regarded for developing, validating and evaluating early interventions for children with or at risk for disabilities
Biography
Areas of Expertise
Social
Articles
Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial
Early Childhood Research QuarterlyMary Louise Hemmeter, et al.
2021-01-01
Professional development (PD) focused on social, emotional, and behavioral teaching practices has been identified as a critical need for preschool teachers. The Pyramid Model for Promoting Social Emotional Competence is a multi-tiered framework of evidence-informed teaching practices.
Systematic Review and Meta-Analysis of Classroom-Wide Social–Emotional Interventions for Preschool Children
Topics in Early Childhood Special EducationLi Luo, et al.
2020-09-01
Background All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social–emotional interventions for young children.
Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners
Topics in Early Childhood Special EducationJin Hee Hur, et al.
2020-01-01
Children who are dual language learners (DLLs) often have more difficulty acquiring English early literacy skills than their English monolingual peers. Much remains to be learned about efficacious early literacy instructional interventions and their effects on English early literacy skills of DLLs. The purposes of this systematic review were to describe key features of English early literacy interventions provided to children who were DLLs and their effects on English early literacy skills.
A Systematic Review of Caregiver-Implemented Functional Analyses
Behavior Analysis in PracticeSara Germansky, et al.
2020-01-01
The purpose of this systematic review was to systematically locate and analyze the research on caregiver-implemented functional analyses and subsequent function-based interventions. We included 36 studies and examined multiple features of the studies, including participant demographics, functional analysis characteristics, intervention characteristics, procedural fidelity, risks of bias, and social validity.
Caregiver-Implemented Intervention for Communication and Motor Outcomes for Infants and Toddlers
Topics in Early Childhood Special EducationKelly S. Windsor, et al.
2019-01-01
The purpose of this study was to examine the effects of coaching caregivers to embed both communication and motor outcomes concurrently within daily routines of their infants or toddlers with significant disabilities using Enhanced Milieu Teaching (EMT) strategies. The coaching and embedding practices were part of a multicomponent intervention known as Embedded Practices and Intervention with Caregivers (EPIC).
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