About Gretchen Lewis-Snyder, PhD, LP
Child Psychologist
Thank you for your interest in learning how I can help your child–and thus your family–with the services I provide. Below is a summary of my professional background and experience. If you have additional questions, I would be happy to talk with you either by phone or in person, which ever you prefer. I can be reached at 952-545-3300.
Remember, you can take advantage of a free 30-minute consultation in the event you are unsure if or how I might be able to help your family.
Areas of Specialty and Competence
- Diagnostic, psychological, and educational assessment of children related to:
Cognitive disabilities
Learning disabilities
- Parent-child interaction therapy (PCIT)
- Cognitive behavioral therapy (CBT)
- Individual and family therapy to treat anxiety, mood, and behavioral disorders
- Functional assessment of challenging behaviors
- Behavioral interventions to address challenging behaviors and develop social competencies for children of all levels of functioning
- Collaborative consultation with interdisciplinary teams
Biography
I established Blossom Behavioral Health because I love seeing the excitement, relief, and hope in parents as they watch their children develop self-control, coping and social skills, build confidence, and establish friendships with their peers. It is striking how empowered parents feel by their active role in their child’s success and happiness. The reduction in their stress is clearly visible, from their ready smile and relaxed shoulders to the warm and comfortable affection they share with their children.
Experience Working with Children with Special Needs
My interest in the area of behavioral health began in high school, when I worked in a group home for adults with severe and profound developmental disabilities. The experience opened my adolescent eyes to a world outside what I had previously known, and I felt called to the helping professions.
In college, I worked as a personal care attendant (PCA) for children with special needs including ADHD, autism, Down's syndrome, and cerebral palsy. Working in family homes, I was offered a unique perspective on the day-to-day challenges and successes families experience as they raise a child with special needs. I have carried this perspective with me throughout my career, which has enabled me to relate to and empathize with parents in a warm and genuine manner that reflects insight into their daily reality.
Experience in School, Community, and Academic Settings
I decided to pursue graduate training as a school psychologist so that I could serve children and families in a professional capacity. While in graduate school, I gained experience collaborating with school pre-referral and IEP teams regarding the use of problem-solving, functional assessment, and evidence-based practices within the school setting, which resulted in student success. Through the process, I watched as teachers became inspired, intervention ideas began flowing, and teams began to work more effectively with a focus on solutions.
For three years, my husband and I lived in Oklahoma where I completed my internship. My work as a therapist continued, collaborating with teachers and parents to develop and implement effective interventions that resulted in improved social, emotional, and behavioral health for the children I served.
I also worked as an assistant professor at East Central University in Ada, Oklahoma, where I taught courses in child development, intellectual assessment, problem solving, counseling and therapy, and consultation. Through my interactive teaching style and high standards, I provided future teachers, school counselors, and school psychologists with a sound knowledge and skill base.
Passion for My Work Means Success for Kids
Throughout my career, I have worked in school, community, and home settings conducting assessments, making diagnoses, and delivering therapeutic interventions for children and teens with social, emotional, behavioral, and cognitive disabilities. Within each setting, whether I am working with parents or with teachers, I feel most passionate when collaboration occurs and team members are excited about seeing children succeed where they previously struggled.
Success feeds success, and often I see children begin developing skills and confidence in many areas of their life. This is incredibly rewarding for both the child and the adults in his or her life. When a child is successful, and parents have actively participated in the process, I have noticed that the parent-child relationship becomes more positive and parents experience a sense of renewed closeness and connection to their child.
By partnering with parents to address their child's needs, this type of family success becomes possible for every family I serve.
Education and Credentials
Licensed Psychologist
Licensed School Psychologist
Nationally Certified School Psychologist
University of Wisconsin-Milwaukee Milwaukee, WI
Ph.D. Urban Education, specializing in School Psychology, 2005
M.S. Educational Psychology, 2000
University of Minnesota-Twin Cities St. Paul, MN
B.S., Family Social Science, 1996
Certificate in Interdisciplinary Studies in Developmental Disabilities, 1996
Publications
Lewis-Snyder, G., Stoiber, K. C., & Kratochwill, T. R. (2002). Evidence-based interventions in school psychology: An illustration of Task Force coding criteria using a group-based research design. School Psychology Quarterly, 17, 423-465.
Stoiber, K. C., Kratochwill, T. R., Christenson, S., Durlak, J., Levin, J. R., Talley, R., et al. (2001). Procedural and coding manual for review of group-based interventions designs. In K. C. Stoiber & T. R. Kratochwill (Eds.), Procedural and Coding Manual for Review of Evidence-based Interventions. Developed in conjunction with Division 16 and the Society for the Study of School Psychology Task Force on Evidence-Based Interventions.
Kratochwill, T. R., Stoiber, K. C., Christenson, S., Durlak, J., Levin, J. R., Talley, R., et al. (2001). Procedural and coding manual for review of single participant design intervention research. In K. C. Stoiber & T. R. Kratochwill (Eds.), Procedural and Coding Manual for Review of Evidence-based Interventions. Developed in conjunction with Division 16 and the Society for the Study of School Psychology Task Force on Evidence-Based Interventions.
Professional Conference Presentations
Stoiber, K. C. & Lewis-Snyder, G. (2005, March).Evidence-Based Practices for Accommodating Challenging Behavior: Functional Assessment and Intervention Systems. Paper presented at the International Positive Behavior Support Conference, Tampa, FL.
Lewis-Snyder, G. & Stoiber, K. C. (2003, March). Practitioner Perspectives on Evidence-Based Interventions. Poster presented at the National Association of School Psychologists Annual Conference, Toronto, Canada.
Stoiber, K. C., Ribar, R., Lewis-Snyder, G., O’Donnell, L. (2003, March). Practical Strategies for Accommodating Challenging Behavior: Functional Assessment, Collaboration and Evidence-based Practice. Paper presented at the National Association of School Psychologists Annual Conference, Toronto, Canada.
Lewis-Snyder, G. (2002, March). Training on the Procedural and Coding Manual for Group-based Design Studies. Paper presented at the meeting of the Task Force for Evidence-based Interventions in School Psychology at the National Association of School Psychologists Annual Conference, Chicago, IL.
Lewis-Snyder, G. (2002, February). A Student Perspective on Evidence-based Interventions. Council of Directors of School Psychology Programs 5 Annual Mid-winter meeting at Deerfield Beach Fl, Jan 31-Feb 2, 2002.
Stoiber, K. C. & Lewis-Snyder, G. (2001, March). Evidence-based Interventions: Designing, Monitoring, and Evaluating. Paper presented at the University of Wisconsin-Milwaukee 23 Annual School of Education Research Conference, Milwaukee, WI.
