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IES Grant

Title: Postdoctoral Research Training Fellowships in Early Intervention and Early Learning in Special Education at the University of Florida
Center: NCSER Year: 2012
Principal Investigator: Snyder, Patricia Awardee: University of Florida
Program: Postdoctoral Research Training Program in Special Education and Early Intervention      [Program Details]
Award Period: 05/15/2012 – 05/14/2015 Award Amount: $642,840
Goal: Training Award Number: R324B120002
Description:

Co-Principal Investigators: Maureen Conroy, James Algina, David Miller, and Walter Leite

Postdoctoral Research Training Fellowships in Early Intervention and Early Learning in Special Education at the University of Florida will prepare fellows to design, implement, and evaluate research focused on improving developmental outcomes and school readiness of infants, toddlers, and young children with or at risk for disabilities. The proposed number of fellows is four, with two years of training each. The overarching goal of this award is to advance the professional development of interdisciplinary research scientists to conduct rigorous and relevant early intervention research and contribute to the advancement of knowledge, theory, and methodology in the field of special education.

This program will support the acquisition and mastery of the knowledge and skills necessary to conduct early childhood special education research. The program emphasizes a situated learning and cognitive apprenticeship approach in which there is an experienced mentorship team for each fellow. Fellows participate in carefully planned activities informed by their individualized fellowship training plans, including the design, implementation and evaluation of focused programs of research; bi-weekly research meetings; research colloquia and interdisciplinary seminars; manuscript preparation for publication; presentation at scientific meetings; and grant writing. Programs of research available to the fellows include (but are not limited to): (a) professional development interventions to support implementation of evidence-based practices in inclusive early learning settings; (b) early interventions to support young children's social-emotional development and prevent challenging behavior; (c) learning of young children with significant disabilities, including autism; (d) development and validation of early intervention assessment measures; and (e) applications of advanced research designs, methods, and applied measurement relevant to early intervention.

Postdoctoral Fellows

Bishop, Crystal
Mawdsley, Helena
McMonigle, Tiffany
Polignano, Joy
Wang, Feihong

Publications

Book chapter

Barton, E., Bishop, C., and Snyder, P. (2014). High Quality Instruction Through CLTs: Blending Intentional Teaching with Embedded Instruction. In K. Pretti-Frontczak, J. Grisham-Brown, and L. Sullivan (Eds.) Blending Practices for All Children: Young Exceptional Children Monograph Series No. 16 (pp. 73-96). Los Angeles, CA: The Division for Early Childhood of the Council for Exceptional Children.

Bishop, C., Snyder, P., Algina, J., and Leite, W. (2016). Expanding Frontiers in Research Designs, Methods, and Measurement in Support of Evidence-Based Practice in Early Childhood Special Education. In B. Reichow, B.A. Boyd, E.E. Barton, and S.L. Odom (Eds.), Handbook of Early Childhood Special Education (pp. 501-540). New York: Springer. doi:10.1007/978-3-319-28492-7_27

Rous, B.S., and Mawdsley, H. (2016). Preparing Teachers to Support Transition and Bridge Discontinuity for Children and Families. In L.J. Couse, and S.L. Recchia (Eds.), Handbook of Early Childhood Teacher Education (pp. 241-256). New York: Routledge.

Snyder, P. A., Bishop, C., and Crow, R. (2012). Responsive Instructional Leadership for Early Intervention. In B. Billingsley, M. L. Boscardin, and J. Crockett (Eds.), Handbook of Leadership and Administration for Special Education (2nd ed., pp. 315-336). New York: Taylor and Francis.

Snyder, P., McLaughlin, T., and Bishop, C., (2011). Frameworks for Guiding Program Focus and Practices in Early Intervention. In J. M. Kauffman, and D. P. Hallahan, and Pullen (Eds.), Handbook of Special Education (2nd ed., pp/ 715-729). New York: Taylor and Francis.

Journal article, monograph, or newsletter

Bishop, C., Leite, W., and Snyder, P. A. (2018). Using Propensity Score Weighting to Reduce Selection Bias in Large-Scale Data Sets. Journal of Early Intervention, 40(4), 347-362. doi: 10.1177/1053815118793430.

Bishop, C., Snyder, P.A., and Crow, R. (2015). Impact of Video Self-Monitoring with Graduated Training on Implementation of Embedded Instructional Learning Trials. Topics in Early Childhood Special Education, 35(3): 170-182. doi:10.1177/0271121415594797 Full text

Hojnoski, R. L., Columba, L., and Polignano, J. C. (2014). Embedding Mathematical Dialogue in Parent-Child Shared Book Reading: A Preliminary Investigation. Early Education and Development, 25(4): 469-492. doi:10.1080/10409289.2013.810481

Hojnoski, R. L., Polignano, J. C., and Columba, L. (2016). Increasing Teacher Mathematical Talk During Shared Book Reading in the Preschool Classroom: A Pilot Study. Early Education and Development, 27(5): 676-691. doi:10.1080/10409289.2016.1102018

McLaughlin, T., and Bishop, C., (2015). Setting Up Your Classroom to Prevent Challenging Behaviors. Child Care Exchange: 42-47.

Salisbury, C., Woods, J., Snyder, P., Moddlemog, K., Mawdsley, H.P., Romano, M., and Windsor, K. (2017). Caregiver and Provider Experiences With Coaching and Embedded Intervention. Topics in Early Childhood Education. doi:10.1177/0271121417708036

Wang, F., Algina, J., Snyder, P., Cox, M., and Family Life Project Key Investigators. (2017). Children's Task-Oriented Patterns in Early Childhood: A Latent Transition Analysis. Early Childhood Research Quarterly, 41, 63-73.

Wang, F., Algina, J., Snyder, P., Cox, M., and the Family Life Project Key Investigators (2017). Children's Task Engagement During Challenging Puzzle Tasks. Merrill Palmer Quarterly, 63(4), 425-457. doi:10.13110/merrpalmquar1982.63.4.0425.

Wang, F., Christ, S., Mills-Koonce, R., Garrett-Peters, P., and Cox, M. (2013). Association between Maternal Sensitivity and Externalizing Behavior from Preschool to Preadolescence. Journal of Applied Developmental Psychology, 34(2): 89-100. doi:10.1016/j.appdev.2012.11.003

Wang, F., Cox, M.J., Mills-Koonce, R., and Snyder, P. (2015). Parental Behaviors and Beliefs, Child Temperament, and Attachment Disorganization. Family Relations, 64(2): 191-204. doi:10.1111/fare.12120 Full text

Wang, F., Leary, K., Taylor, L., and DeRosier, M. (2016). Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School. Psychology in Schools, 53(5): 488-501. doi:10.1002/pits.21922 Full text

Wang, F., Mills-Koonce, R., Willoughby, M., and Cox, M. (2016). Infant attachment Disorganization and Moderation Pathways to Level and Change in Externalizing Behavior during Preschool Ages. Attachment and Human Development, 18(6): 534-553. doi:10.1080/14616734.2016.1243139 Full text

Woodman, A.C., Mawdsley, H., and Hauser-Cram, P. (2015). Parenting Stress and Child Behavior Problems Within Families of Children With Developmental Disabilities: Transactional Relations Across 15 years. Research in Developmental Disabilities, 36: 264-276. doi:10.1016/j.ridd.2014.10.011 Full text


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