Associate Professor

Lori Erbrederis Meyer is an Associate Professor in the Department of Education at the University of Vermont where she teaches in the Early Childhood Education and Early Childhood Special Education programs.

Dr. Meyer’s research focuses on young children with disabilities and their families within the context of pre-kindergarten and early elementary experiences. Specifically, she is interested in contemporary classroom environments and processes used by administrators and teachers to meet the social-emotional needs of young children with delays or disabilities. As a former inclusive early childhood teacher, Dr. Meyer is dedicated to increasing the use of evidence-based/recommended practices in the field of early childhood intervention and translating research into practice.

Publications

Meyer, L. E., Hoza, B., Martin, C. P., Shoulberg, E. K., Tompkins, C. L., Dennis, M., & Krasner, A. (2020). CATs to Kiddie CATS: Transforming an Elementary Physical Activity Curriculum for Preschoolers. American Journal of Health Education,51(4),203-214. 10.1080/19325037.2020.1765905

Hoza, B., Shoulberg, E. K., Tompkins, C. L., Martin, C. P., Krasner, A., Dennis, M., Meyer, L. E., & Cook, H. (2020). Moderate‐to‐vigorous physical activity and processing speed: predicting adaptive change in ADHD levels and related impairments in preschoolers. Journal of Child Psychology and Psychiatry,(). 10.1111/JCPP.13227

Tompkins, C. L., Shoulberg, E. K., Meyer, L. E., Martin, C. P., Dennis, M., Krasner, A., & Hoza, B. (2019). Distinct Methods for Assessing Compliance With a Physical Activity Guideline for Children in Preschools. Journal of Physical Activity and Health,16(10),902-907. 10.1123/JPAH.2018-0703

Meyer, L. E., & Ostrosky, M. M. (2018). Identifying classroom friendships: Teachers’ confidence and agreement with children. Topics in Early Childhood Special Education, 38, 94-104.

Meyer, L. E., Patton, C., & Strolin-Goltzman, J. (2018). TIPS for tuning in: Trauma informed strategies for foster families and educators in supporting children with disabilities. In C. Corr & D. Miller (Eds.), Maltreatment and Toxic Stress (Young Exceptional Children Monograph No. 17, pp. 39-49). Washington, DC: Division for Early Childhood.

Meyer, L. E., & Yu, S. Y. (2018). Responsively supporting children during peer interaction interventions: Focusing on friendship. In J. McCollum, A. Santos, & J. Weglarz-Ward (Eds.), Interactions: Responsive Interactions to Support Child Development and Learning (DEC Recommended Practices Monograph Series No. 5). Washington, DC: Division for Early Childhood.

Meyer, L. E. (2017). Engaging families’ voices in policy and practice: A touchstone for our field. Burlington, VT: University of Vermont. Manuscript being prepared for publication review. 

Meyer, L. E. (2017). From article to action: Fostering literacy skills for diverse learners across learning environments. Young Exceptional Children, 20, 145-147. doi: 10.1177/1096250617719382

Favazza, P. C, Ostrosky, M. M., Meyer, L. E., Yu, S., & Mouzourou, C. (2017). Limited representation of individuals with disabilities in early childhood classes: Alarming or status quo? International Journal of Inclusive Education, 21, 650-666. doi: 10.1080/13603116.2016.1243738

Meadan, H., Snodgrass, M. R., Meyer, L. E., Fisher, K. W., Chung, M. Y., & Halle, J. (2016). Internet-based parent-implemented intervention for young children with autism: A pilot study. Journal of Early Intervention, 38, 3-23. doi: 10.1177/1053815116630327

Yu, S., Ostrosky, M. M., Meyer, L. E., Favazza, P. C., Mouzourou, C., & Leboeuf, L. (2016). Using teacher impression journals during efficacy studies to improve intervention effectiveness. Topics in Early Childhood Special Education, 35, 245-255. doi: 10.1177/0271121415590810

Meyer, L. E., Ostrosky, M. M., Yu, S., Favazza, P. C., Mouzourou, C., Leboeuf, L., & Park, H. (2016). Parents’ responses to a kindergarten classroom lending library component designed to support shared-reading at home. Journal of Early Childhood Literacy, 16, 256-278. doi: 10.1177/1468798415577870

 Meyer, L. E., & Ostrosky, M. M. (2016). The impact of a class-wide affective intervention on the close friendships of kindergarteners with disabilities. Topics in Early Childhood Special Education, 35, 200-210. doi: 10.1177/0271121415571419

Curtiss, S., Pearson, J. N., Akamoglu, Y., Fisher, K. W., Meyer, L. E., Snodgrass, M. R., … Halle, J. (2015). Bringing instructional strategies home: Essential questions for reaching parents from a distance. TEACHING Exceptional Children, 48, 159-167. doi: 10.1177/0040059915605816

Meyer, L. E., & Ostrosky, M. M. (2014). Measuring the friendships of young children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 34(3), 186-196. doi: 10.1177/0271121413513038

Meadan, H., Meyer, L. E., Snodgrass, M. R., Halle, J. W. (2013). Coaching parents of young children with autism in rural areas using internet-based technologies: A pilot program. Rural Special Education Quarterly, 32(3), 3-10. doi: 10.1177/875687051303200302

Books

Favazza, P. C., Ostrosky, M. M., Mouzourou, C., Leboeuf, L., Meyer, L. E., Yu, S., … Dorsey, E. (2015). The making friends program: Supporting acceptance in your K-2 classroom. Baltimore, MD: Paul H. Brookes.

Book Chapters

Meyer, L. E., Patton, C., & Strolin-Goltzman, J. (2018). TIPS for tuning in: Trauma informed strategies for foster families and educators in supporting children with disabilities. In C. Corr & D. Miller (Eds.), Maltreatment and Toxic Stress (Young Exceptional Children Monograph No. 17, pp. 39-49). Washington, DC: Division for Early Childhood.

Meyer, L. E., & Yu, S. Y. (2018). Responsively supporting children during peer interaction interventions: Focusing on friendship. In J. McCollum, A. Santos, & J. Weglarz-Ward (Eds.), Interactions: Responsive Interactions to Support Child Development and Learning (DEC Recommended Practices Monograph Series No. 5). Washington, DC: Division for Early Childhood.

Childress, D. C., Meyer, L. E., & Meadan, H. (2015). Supporting infants and toddlers with Autism Spectrum Disorder. In S. A. Raver & D. C. Childress (Eds.), Best practices for supporting infants and toddlers with special needs and their families in natural settings (pp. 190-215). Baltimore, MD: Paul H. Brookes. REO

Awards and Recognition

  • Outstanding Doctoral Student Medalist: Awarded by the Education Alumni Association annually to one University of Illinois, College of Education doctoral student graduate on the basis of outstanding scholarship, leadership, and service to the college, university, and community.
  • J. David Sexton Doctoral Student Award: Awarded by the Division for Early Childhood (DEC) annually to one DEC member and doctoral-level student who has made contributions to young children with special needs and their families through their efforts in research, higher education, publications, policy, and information dissemination.

Associations and Affiliations

  • American Educational Research Association (AERA)
  • Council for Exceptional Children (CEC)
  • National Association for the Education of Young Children (NAEYC)
  • Society for Research on Child Development (SRCD)
Lori Meyer

Areas of Expertise and/or Research

  • Curriculum and Instruction
  • Disability and inclusion
  • Early Childhood Education
  • Special Education

Education

  • Ph.D. in Special Education from University of Illinois, Urbana-Champaign

Contact

Phone:
  • 802-656-1367
Office Location:

L/L Suite C-150

Courses Taught

  • Assessment in EI/ECSE; Curriculum in EI/ECSE
  • Early Childhood Practices: Birth – 6
  • Independent Study Birth: Grade 3
  • Internship: EI/ECSE
  • Introduction to Early Childhood Education
  • Problems in Education
  • Seminar in EI/ECSE