Patricia Snyder is a professor in the School of Special Education, School Psychology, and Early Childhood Studies in the College of Education. She is the David Lawrence Jr. Endowed Chair in Early Childhood Studies. Patricia has served since 2010 as the director of the Anita Zucker Center for Excellence in Early Childhood Studies to support its mission of promoting and supporting transdisciplinary research, teaching, model demonstration and outreach activities. Patricia is widely regarded for her research focused on developing, validating and evaluating early interventions for infants, toddlers, and preschoolers with or at risk for disabilities or those with social and behavioral challenges. She also conducts professional development for early childhood professionals, including practice-based coaching, and develops early childhood assessment instruments. She also has expertise in early childhood policy development, analysis and evaluation.
Industry Expertise (2)
Areas of Expertise (1)
Early Childhood Education
Corollary child outcomes from the Pyramid Model professional development intervention efficacy trialEarly Childhood Research Quarterly
Mary Louise Hemmeter, et al.
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 ChildrenTopics in Early Childhood Special Education
Li Luo, et al.
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 LearnersTopics in Early Childhood Special Education
Jin Hee Hur, et al.
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 AnalysesBehavior Analysis in Practice
Sara Germansky, et al.
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 ToddlersTopics in Early Childhood Special Education
Kelly S. Windsor, et al.
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).