Patricia Snyder
About
Pat’s research focuses on early prevention and intervention strategies for young children with or at risk for disabilities from birth to age 5. She studies the developmental impacts of early experiences and learning, social-emotional foundations of early learning, and how families and practitioners can support young children’s development and learning through embedded instruction. She has special interests in topics related to implementation science, including early childhood systems building and policy, interdisciplinary professional development, and applying evidence-informed early prevention and intervention strategies in homes, preschools, and other community settings. Pat has been the PI on several IES NCSER grants spanning multiple research goals and program areas.
Associated IES Content
Grant
Impact of Professional Development on Preschool Teachers' Use of Embedded-Instruction Practices: An Efficacy Trial of Tools for Teachers
The goal of this study was to examine the efficacy of Tools for Teachers (TfT), a professional development intervention for using embedded instruction practices with preschool children with disabilities. Embedded instruction involves intentional teaching of individual child learning goals within the context of routine classroom activities. Prior research has found evidence that this approach can be effective with young children with varying disabilities, but embedded instruction practices ar...
Federal funding program:
Award number:
R324A150076
Grant
Postdoctoral Research Training Fellowships in Early Intervention and Early Learning in Special Education at the University of Florida
Federal funding program:
Award number:
R324B120002
About
2016 About Page - About IES, NCER, NCSER and Co-Chairs
Grant
Initial Efficacy Trial of Florida Embedded Practices and Intervention with Caregivers
The purpose of this project is to examine the efficacy of Florida Embedded Practices and Intervention with Caregivers (FL-EPIC) on improving outcomes for infants and toddlers with disabilities and their caregivers. FL-EPIC is a fully developed, caregiver-implemented intervention for infants and toddlers receiving Individuals with Disabilities Education Act (IDEA) Part C services implemented within community-based early intervention (EI) programs. This evaluation is timely because Florida has...
Federal funding program:
Award number:
R324A210081
data
Tables
Characteristics of Preschool Special Education Services and Educators
The federal Individuals with Disabilities Education Act (IDEA) of 2004 governs how states and public agencies provide educational services to eligible infants, toddlers, children, and youth with disabilities.
Aug 01, 2020
Grant
Tools for Families
This project aims to develop and test for promise an intervention for preschool teachers to enhance their knowledge and skills to use relational and participatory family-centered practices to engage families of young children with disabilities in planning, implementing, and evaluating embedded instruction for early learning (EIEL) at school and at home. Tools for Families (TFF) will be a new component of EIEL, which currently includes Tools for Teachers, an existing IES-funded professional d...
Federal funding program:
Award number:
R324A200044
Grant
Video- and App-Based Naturalistic Language Instruction (VALI) for Spanish-Speaking Caregivers to Support Bilingual Language Development in Children With or At Risk for Language Delays
The Principal Investigator (PI) will conduct a program of research for improving outcomes among young dual language learners (DLLs) with language delays, while participating in mentoring and training activities to develop knowledge and skills related to this population, methods for developing and evaluating interventions, and writing and dissemination. Early language skills are critical for later reading and school achievement, yet little is known about effective language interventions for y...
Federal funding program:
Award number:
R324B200038
FY2019
FY2019 Single-Session Peer Review Panel
Grant
Training Teachers to Teach Vocabulary (T3V): A Professional Development Intervention for Toddler and Preschool Teachers Serving Children at Risk for Communication Difficulties
The purpose of this project is to develop Training Teachers to Teach Vocabulary (T3V), a professional development (PD) intervention to support early childhood classroom teachers in using evidence-based instructional practices to improve vocabulary knowledge among young children at risk for communication difficulties (CD). Vocabulary development is a key predictor of children's success in learning to read and in school more generally. Although research has identified effective teaching practi...
Federal funding program:
Award number:
R324A180192
FY2016
FY2016 Single-Session Peer Review Panel
FY2013
FY2013 Early Intervention and Early Childhood Education Peer Review Panel
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
Grant
Impact of Professional Development on Preschool Teachers' Use of Embedded-Instruction Practices
The investigators proposed to examine PD approaches hypothesized to be effective for increasing the fidelity with which preschool teachers use embedded-instruction (EI) practices. The use of these practices in inclusive preschool settings is recommended to increase access to the general preschool curriculum, enhance child engagement, and improve child outcomes. The purpose of the project was to (1) develop a PD intervention called Tools for Teachers (TfT), which focuses on specific evidence-...
Federal funding program:
Award number:
R324A070008
organization
University of Florida
View More