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Laurel Snider

Assistant Professor, School Psychology
Department of Educational Studies in Psychology, Research Methodology, and Counseling

Areas of Expertise

  • Intellectual Disability
  • Autism Spectrum Disorder
  • Assessment


  • Service delivery to students with intellectual disability
  • Family-community-school partnerships
  • Collaborative and therapeutic assessment
  • Student voice in school psychology research


  • PhD – Child, Family, and School Psychology – University of Denver
  • MA – Child, Family, and School Psychology – University of Denver
  • BA – Psychology – University of Wyoming


  • 2022 reviewer of the year – School Psychology Training and Pedagogy
  • 2020 Emerging Scholar – Child, Family and School Psychology


Laurel A. Snider, PhD is an Assistant Professor in the School Psychology program at the University of Alabama. Dr. Snider received her doctoral degree in Child, Family, and School Psychology from the University of Denver. She has extensive clinical experience with individuals with intellectual and developmental disabilities (IDD) ranging from pre-K to adulthood, and across a wide array of contexts in school, clinical, and community settings. Dr. Snider completed her doctoral internship with the Center for Mental health at the University of Pennsylvania’s Perelman School of Medicine and Postdoctoral training in Education and Transition Services at the Emory Autism Center. As a graduate student in Denver, Colorado, Dr. Snider received clinical training as a LEND (Leadership Education in Neurodevelopmental Disabilities) Fellow at JFK Partners and as a Clinical Child Psychology extern at Children’s Hospital of Colorado’s Pediatric Mental Health Institute. Her research is primarily focused on identifying opportunities for collaboration between school psychology practitioners, community members, educators, and families to improve service delivery to students with IDD. Her research has explored how assessment and feedback can foster self-insight and family-school partnerships, themes in IDD-specific training reported by school psychology graduate students, frameworks for adapting school-based interventions to support students with IDD, and the role that schools play when the families of students with IDD navigate complex systems of care.