Dr. Snyder has over 40 years of experience in the transdisciplinary field of early childhood studies. She began her career as a speech-language therapist working with children birth to age 5 with or at risk for disabilities. In addition to her work as a speech-language therapist, over the course of her career, Dr. Snyder has been an early intervention home visitor; a preschool teacher; a director of an inclusive NAEYC-accredited, university-affiliated early learning program; a higher education faculty member; and a higher education administrator. To each position, she has brought an unwavering commitment to approaching science and practice in early childhood from transdisciplinary, developmental equity, and family- and child-centered perspectives.

Dr. Snyder is an applied researcher. Her work focuses on ensuring evidence-based promotion, prevention, and intervention strategies that support the development, learning, health, and well-being of young children with vulnerabilities due to genetic, biological, or environmental risks are implemented effectively by their caregivers and early learning practitioners in family-and community-based contexts. She has received numerous honors and awards for her teaching, research, and service, including the 2011 Mary E. McEvoy Service to the Field Award from the Division for Early Childhood of the Council for Exceptional Children, 2015 Outstanding Mentoring Award from the Division for Early Childhood of the Council for Exceptional Children, and the 2021 Kauffman-Hallahan-Pullen Distinguished Researcher Award from the Division for Research of the Council for Exceptional Children. Dr. Snyder is a former editor of the Journal of Early Intervention. She has written more than 130 scholarly and practitioner-oriented articles, book chapters, or books. She has served as principal investigator (PI) or co-principal investigator (Co-PI) for many externally funded projects, including studies funded by the Institute of Education Sciences.