Dr. Snyder has served since 2010 as 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. Dr. Snyder 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; professional development for early childhood professional development, including practice-based coaching; and early childhood assessment instruments. Dr. Snyder 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, Lise Fox, Patricia Snyder et al.
2021 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. Previous studies have shown that PD, which includes workshops, implementation supports, and controlled doses of Practice-Based Coaching, is associated with teachers’ improved fidelity of implementation of Pyramid Model practices. Some studies have shown corollary improvements in child outcomes. The present study reports corollary child outcomes from a cluster randomized efficacy trial examining effects of a PD intervention versus business-as-usual (BAU) PD.
Systematic Review and Meta-Analysis of Classroom-Wide Social–Emotional Interventions for Preschool ChildrenTopics in Early Childhood Special Education
Li Luo, Brian Reichow, Patricia Snyder, Jennifer Harrington
2020 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. Objectives To review systematically the efficacy of classroom-wide social–emotional interventions for improving the social, emotional, and behavioral outcomes of preschool children and to use meta-analytic techniques to identify critical study characteristics associated with obtained effect sizes.
Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language LearnersTopics in Early Childhood Special Education
Jin Hee Hur, Patricia Snyder, Brian Reichow
2020 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. We conducted an electronic database search and used additional methods to identify 25 studies. Studies varied in defining and characterizing children who were DLLs, including whether they were simultaneous versus sequential DLLs and how information was gathered about primary and secondary language exposure.
A Systematic Review of Caregiver-Implemented Functional AnalysesBehavior Analysis in Practice
Sara Germansky, Brian Reichow, Mackenzie Martin
2020 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. Overall, the studies showed that caregivers were able to implement functional analyses that yielded differential responding, although few studies reported procedural fidelity data. Caregivers were also able to implement function-based interventions that led to socially significant changes in challenging behavior. Implications for practice and future research are discussed.
Caregiver-Implemented Intervention for Communication and Motor Outcomes for Infants and ToddlersTopics in Early Childhood Special Education
Kelly S. Windsor, Juliann Woods, Ann Kaiser, Patricia Snyder
2019 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). Three children, aged 15 to 23 months with significant disabilities, their caregivers, and an early intervention provider participated in this single case multiple probe design study. Primary dependent variables were caregivers’ number of naturalistic teaching strategies used and rates of correctly embedded instruction for each learning target in each routine.