The Embedded Instruction for Early Learning Project reflects over 20 years of research by project collaborators to examine intentional teaching practices to promote child engagement, learning, and independence for children with or at risk for disabilities in everyday activities, routines, and transitions and the professional development that supports teachers to implement these practices. Below is a list of recent publications and presentations to learn more.


Embedded Instruction – published articles and book chapters

Snyder, P., Rakap, S., Hemmeter, M. L., McLaughlin, T., Sandall, S., & McLean, M. (2015). Naturalistic instructional approaches in early learning: A systematic review of the empirical literature. Journal of Early Intervention, Online First, 1-29. doi: 10.1177/1053815115595461

Bishop., Snyder, P., & Crow, R. (2015). Impact of video self-monitoring with graduated training on implementation of embedded instructional learning trials. Topics in Early Childhood Special Education, Online First, doi: 10.1177/0271121415594797

Barton, E., Bishop, C., & Snyder, P. (2014). Quality instruction through complete learning trials: Blending intentional teaching with embedded instruction. In K. Pretti- Frontczak, J. Grisham-Brown, & L. Sullivan (Eds.), Blended practices for all children. Young Exceptional Children Monograph, 16, 73-96.

McLaughlin, T., & Snyder, P. (2014). Embedded instruction to enhance social-emotional skills. In Hart, J., & Whalon, K. (Eds.). Friendship 101: Helping Students Build Social Competence (pp. 63-78). Arlington, VA: Council for Exceptional Children.

Snyder, P., Hemmeter, M. L., Sandall, S., McLean, M., & McLaughlin, T. (2013). Embedded instruction practices in the context of response to intervention. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of response-to-intervention in early childhood (pp. 283-300). Baltimore: Brookes.

McLaughlin, T., Snyder, P., & Hemmeter, M. L. (2011). Using embedded instruction to support young children’s learning. Exchange Magazine [invited submission], September/October Edition, 53-56.


Practice-Based Coaching and PD – published articles and book chapters

Snyder, P., Hemmeter, M. L., & Fox, L.  (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, Online First, doi:10.1177/0271121415594925

Shannon, D., Snyder, P., & McLaughlin, T. (2015). Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching. Professional Development in Education, 41, 290-309. doi: 10.1080/19415257.2014.986819

Snyder, P., Hemmeter, M. L., Artman, K., Kinder, K., Pasia, C., & McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants and Young Children, 25, 188-212. doi: 10.1097/IYC.0b013e31825a1ebf

Snyder, P., Hemmeter, M. L., & McLaughlin, T. (2011). Professional development in early childhood intervention: Where we stand on the silver anniversary of P.L. 99-457. Journal of Early Intervention, 33, 357-370. doi: 10.1177/1053815111428336

Snyder, P., Denney, M., Pasia, C., & Rakap, S., & Crowe, C. (2011). Professional development in early childhood intervention: Emerging issues and promising approaches. In C. Groark (Series Ed.) & L. Kaczmarek (Vol. Ed.), Early childhood intervention: Shaping the future for children with special needs and their families: Vol. 3. Emerging trends in research and practice (pp.169-204). Santa Barbara, CA: Praeger/ABC-CLIO.

Snyder, P., & Wolfe, B. (2008). The big three process components in early childhood professional development: Needs assessment, follow-up, and evaluation. In P. Winton, J. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 13-51). Washington, DC: Zero to Three.