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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      [Program Details]
Award Period: 05/15/2012 – 05/14/2015 Award Amount: $642,840
Goal: Training Award Number: R324B120002

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.

Publications from this project:

Woodman, A. C., Mawdsley, H., & Hauser-Cram, P. (2014). 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.

Wang, F., Cox, M. J., Mills-Koonce, R., & Snyder, P. (2015). Parental behaviors and beliefs, child temperament, and attachment disorganization. Family Relations, 64, 191–204.

Rous, B. S., & Mawdsley, H. (2016). Preparing teachers to support transition and bridge discontinuity for children and families. In L. Couse & S. Recchia (Eds.), Handbook of early childhood teacher education (pp. 241–256). New York: Routledge.

Bishop, C., Snyder, P., Algina, J., & Leite, W. (in press). Expanding frontiers in research design and methods in support of evidence-based practice in early childhood special education. In Handbook of intervention for early childhood special education.

Bishop, C. D., Snyder, P., & Crow, R. (in press). Impact of video self-monitoring with graduated training on implementation of embedded instruction learning trials. Topics in Early Childhood Special Education. Advance online publication. doi: 10.1177/0271121415594797