Emily Snogles

I have extensive experience that I am looking to grow by joining a new research team where I can assist with ongoing work and project development. I am passionate about child and adolescent development, prevention and intervention science, and the neurobiological basis of behavior.

University at Buffalo Jacobs School of Medicine and Biomedical Sciences

Research Assistant 

(PI: Xiaozhong Wen, PhD)

Directly contributed to the 63% of participants who achieved non-smoking status by delivering 10 to 15 counseling sessions per week. This included expectant mothers and newborn mother-baby dyads from the city of Buffalo, promoting smoking cessation and the benefits of breastfeeding in abstaining from smoking.

• Overcame knowledge gaps for participants by coordinating comprehensive educational sessions on breastfeedingadvantages, techniques, and maintenance. This included providing physical prompting via hand-over-hand manipulation during telehealth sessions with a lactation specialist.
• Aided in the development of grocery lists and recipes using WIC/SNAP-compatible items to promote healthy physical and cognitive development for infants and maternal milk supply hygiene.
• Collected, prepared, and analyzed quantitative physiological data, including vital signs and biospecimens, along with self-report survey data.
• Collected, transformed, and analyzed qualitative data, including calendar and diary entries, coding narratives from semi-structured interviews, and behavioral observations.
• Maintained consistency and discretion with multimethod data collection, preparation of descriptive statistics, and presentation for each participant counseled.
• Conducted outreach and screening for potential participants and coordinated scheduling counseling sessions for project participants.
• Assisted with literature reviewing and preparation for submission for other lab projects run by doctoral students.
• Overall, data collection, preparation, and assisting with project management tasks involved 8 to 10 hours per week of independent work.

Coordinated Assessment Systems Evaluator Apr 2024 - Present

Office for People with Developmental Disabilities (OPWDD)

Conduct approximately 26 comprehensive biopsychosocial assessments per month to evaluate cognitive, adaptive, and socioemotional functioning, identify support needs, and determine eligibility for Home and Community-Based Services (HCBS) Waiver programs.

• Utilize state systems, including the Uniform Assessment System for New York (UAS-NY) and Health Commerce System (HCS), to complete legally standardized assessments that inform eligibility, service authorization, and compliance with Centers for Medicare & Medicaid Services (CMS) regulations.
• Synthesize multidisciplinary data (clinical, medical, educational, and family input) to produce strength-based, person-centered service plans that guide individualized support strategies.
• Integrate trauma-informed and motivational interviewing techniques within semi-structured interviews to enhance engagement, data validity, and accuracy of behavioral and psychosocial reporting.
• Maintain strict ethical and legal compliance with HIPAA and state confidentiality statutes while navigating sensitive personal and diagnostic information and empathy with discretion.
• Conduct comprehensive documentation reviews, including psychological evaluations, medical records, treatment plans, sexuality assessments, and Plans of Protective Oversight (PPO); manage multi-system data access across seven care coordination organizations (e.g., Medisked, Core Cx360, OPWDD CHOICES, Precision Care, Epic, and

Cerner).

• Collaborate with case management and clinical teams statewide to coordinate scheduling through a centralized tracking system, prioritizing evaluations based on stratified case data for initial eligibility, reauthorization, and service amendment requests.
• Apply clinical judgment in pre-assessment consultations and documentation reviews to determine the appropriate evaluation type (e.g., initial, re-evaluation, significant change in status, or discharge).
• Consistent maintenance of an 8% rescheduling rate, a 100% completion rate from scheduling outreach to assessment finalization, and a 98% QA score

Behavior Specialist Assistant

Jun 2022 - Jun 2025

The Kelberman Center

Developed and implemented competency-based training and retaining curricula for 75+ staff across six Individualized Residential Alternatives (IRAs), integrating psychoeducation, general behavior supports, and Strategies for Crisis Intervention and Prevention-Revised (SCIP-R).

• Delivered individualized training on all person-specific behavior support plans and assigned IRAs to ensure consistent staff fidelity and reduction in reactive incidents.
• Participated as a member of the interdisciplinary clinical team for the management and oversight of the agency’s residential behavior services led by the chief clinical officer, VP of community living, directors and assistant directors, director of nursing (DON), RN, LPN, and residential managers.
• Applied cognitive-behavioral and socioemotional frameworks to redesign ABA-based behavior plan intervention plans for 17 adults with intellectual and developmental disabilities, yielding measurable improvements in adaptive functioning and marked reductions in challenging behaviors.

Served on the Human Rights and Ethics Committee (HREC), maintaining compliance with OPWDD standards through review of rights restrictions, physical interventions, psychopharmacological justifications, and Plans of Nursing Services (PONS).

• Analyzed psychotropic medication data and behavioral indicators to provide evidence-based justification for psychiatric decisions; served as a primary liaison and advocate for 14 individuals during quarterly medication reviews and PRN evaluations by psychiatric providers.
• Monitored and regulated restrictive interventions for 15 individuals (e.g., environmental modifications, SCIP-R techniques, adaptive safety equipment) through semiannual audits and quantitative review of intervention efficacy.
• Identified systematic inconsistencies in medication administration, staff training, and behavioral data collection; implemented corrective protocols resulting in a 90% reduction in adverse incidents and improved OPWDD audit scores, resulting in a 30% increase in OPWDD audit scores to 99%.
• Performed direct-support, residential management, and AMAP duties during staffing shortages, sustaining program integrity through an additional 20 hours per week of coverage on top of a full-time work schedule.
• Built therapeutic alliances with residents and families through consistent empathetic engagement, reinforcing trust, emotional safety, and resilience in high-support settings.
• Facilitated individualized community inclusion programming for 21 participants in Day Habilitation Without Walls (DHWOW), coordinating structured social, vocational, and therapeutic activities to promote social competence and autonomy.
• Oversaw multi-method behavioral data collection, including ABC event recording, frequency, latency, and scatterplot data, ensuring validity across longitudinal datasets.
• Conducted statistical and functional analyses (predictive modeling, conditional-probability, and functional-analytic review) to evaluate intervention effectiveness and refine treatment hypotheses; produced integrated narrative-quantitative reports to support data-driven decision-making.

EDUCATIONMaster of Science in Psychology Southern New Hampshire University | Manchester, New Hampshire

Concentration in Child and Adolescent Development.

Graduated: Sep 2025

Non-Empirical Thesis—General Psychology: A transdiagnostic developmental perspective on the ASD-BPD comorbidity in young women

• Supervised by Dr. Kelly Gorbett, PhD

Major-Specific Thesis—Child and Adolescent Development: The Mirrorball Project: A proposed method for reducing school-based diagnostic and treatment disparities for students with autism.

• Supervised by Dr. Sara Juber, PhD

Bachelor of Science in Psychology University at Buffalo | Buffalo, New York

Graduated: May 2022

Relevant Coursework: Evolutionary and Cell Biology (with labs), Chemistry I-II and Physics I-II (with labs), Human Anatomy and Physiology (with labs), Biostatistics and Psychological Statistics, Research Methods I-IV, Abnormal Psychology and Abnormal Child Psychology, Biopsychology, and Psychopharmacology.

GRADUATE COURSEWORK – Southern New Hampshire University

Cognitive Psychology

Comprehensive study in graduate-level cognitive psychology, focusing on cognitive processing and human perception, and covering key theories of cognition and experimental methodologies. Completed a 10-week independent literature review on the cognitive load theory, sluggish cognitive tempo, and pediatric depression

Developmental Psychology

Completed two sections of developmental psychology, one focusing on cognitive and emotional development from infancy to adulthood. Utilized knowledge learned throughout specialized coursework in developmental psychology to complete a 10-week, independent research project involving a research proposal that describes a training initiative for school staff and faculty on cultural and sex/gender differences in autism spectrum disorder (ASD).

Social Psychology

Graduate coursework in social psychology, investigating group dynamics, societal influences, social perception, and interpersonal relationships, and the impact of these variables on human behavior and interactions. Completed a 10-week independent narrative review on prosocial behaviors in adolescence and the bystander effect in peer victimization cyber victimization.

Ethical Practice in Psychology

Graduate coursework in Ethical Practice in Psychology, covering key ethical guidelines, ethical decision-making, professional responsibility in psychological work, and applications to real-world scenarios as conceptualized by the American Psychological Association's Ethical Principles of Psychologists and Codes of Conduct.

Neuropsychology

Graduate coursework in cognitive neuropsychology, with a focus on the brain-behavior relationship, neurodevelopmental disorders, and the impact of neuroanatomy on cognition. Completed a 10-week project with a human subject where a qualitative single-case study was produced that discussed the disruption in cognitive, psychological, physiological, and social cognitive processes presenting in an anonymous young male with ASD and a severe intellectual disability, and the subsequent effects on their adaptive functioning skills.

Theories of Personality

Graduate coursework in personality psychology, with an examination of diverse theoretical frameworks in the understanding of personality development. Completed a 10-week independent critical review of contemporary and historical applications of Kernberg's Object Relations Theory, with a particular emphasis on identity diffusion and BPD.

Advanced Behavioral Research Methods and Designs

Two graduate courses in Advanced Research Methods and Design, covering qualitative and quantitative research techniques and psychological statistics. Completed a 20-week independent research project synthesizing contemporary applications of Allport’s interpersonal contact theory for improving training and education programs for direct support professionals to facilitate increased empathy in the hopes of reducing incidences of abuse in intermediate care facilities.

Intervention Strategies in Psychology

Graduate coursework in psychological intervention strategies, with a focus on effective and evidence-based therapeutic practices, treatment planning, and culturally sensitive approaches in intervention for children and adolescents. Completed a 10-week, independent integrative review on childhood involvement in the legal system, complex posttraumatic stress disorder (C-PTSD), and eye movement desensitization and reprocessing (EMDR) with trauma-focused cognitive behavioral therapy (TF-CBT) as a combined approach to effective treatment of this population.

Psychological Measurement and Assessment

Graduate coursework in psychological measurement and assessment methods, with a focus on the various tools and techniques for evaluating both normal and abnormal psychological processes, emphasizing validity and reliability, and the standardization and interpretation of the assessment methods used in psychological research and practice. This included, but was not limited to, the Wechsler Adult/Child and Stanford-Binet intelligence scales, adaptive behavior scales and systems, various forms of personality assessment, and functional achievement measures.