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Stephen
J. Bagnato, Ed.D., NCSP
Professor of Pediatrics & Psychology
Faculty Director, Developmental Psychology Interdisciplinary
Training
Director, Early Childhood Partnerships
Children's Hospital of Pittsburgh
The UCLID Center at the University of Pittsburgh
University of Pittsburgh, School of Medicine
steve.bagnato@chp.edu
www.uclid.org
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- Ed.
D from Pennsylvania State University in 1977
- Specialization
in developmental school psychology and early childhood
special education
- Research
focus: authentic, developmentally-appropriate, curriculum-based
assessment and program evaluation outcome methods in
early childhood settings for children at developmental
risk or with neurodevelopmental disabilities and neurobehavioral
disorders; design and field-validation of system reform
and integration models for early childhood health and
education services
- Distinguished
Fellow of the American Psychological Association, Division
16, 1989
- Braintree
Hospital National Brain Injury Research Award, 1986
- 1996
Recipient, APA Division 16, “Best Research Article
Award”, School Psychology Quarterly
- 2001
Chancellor’s Distinguished Public Service Award,
The University of Pittsburgh
- Created
Early Childhood Partnerships (1996), an innovative University-Hospital
- Community
collaborative devoted to community-based interagency
consultation, mentoring, technical assistance, service,
and applied research for children at developmental risk
and serving as a catalyst to unify the early care and
education system
- PA
Director for Head Start Inclusion Training Satellite-DSQIC1-1995-2001
(Disabilities Services Quality Improvement Center)
- Co-Investigator,
PA Satellite Director, TRACE Center of Excellence in
Early Childhood Assessment, OSEP-funded
- Published
over 100 applied research studies, books, assessment/intervention
products, chapters, and monographs in early intervention,
early childhood education, school psychology, developmental
disabilities, and developmental neuropsychology
- Principal
Investigator for two longitudinal and high-profile public-private
program evaluation research initiatives
in early childhood intervention:
- Heinz
Pennsylvania Early Childhood Initative (ECI; 1997-2007);
- The
Pennsylvnania Quality Pre-Kindergarten Initiative
(PQP; 2005-2009)
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- Books & Chapters
Bagnato,
SJ, Neisworth, JT, Munson, SM (1997). LINKing assessment
and early intervention: An authentic curriculum-based
approach (3rd Edition). Baltimore, MD: Brookes
Bagnato, SJ, Neisworth, JT (1991).
Assessment for early intervention: Best practices
for professionals. NY: Guilford.
Neisworth, JT, Bagnato, SJ (2001),
Recommended practices in assessment (17-28).
In S. Sandall, ME, McLean, BJ Smith (Eds), DEC
recommended practices in early intervention/early
childhood special education, Longmont, CO: Sopris
West (Invited research chairs for DEC “best
practices” in early childhood assessment-
1995-2002)
- Assessment
Systems
Bagnato, SJ, Neisworth, JT, Salvia, J, Hunt, FS (1999). Temperament and Atypical
Behavior Scales (TABS): Early childhood indicators of developmental dysfunction.
Baltimore, MD: Brookes.
Bagnato,
SJ, Neisworth, JT (1990). System to Plan Early
Childhood Services (SPECS). Circle Pines, MN:
American Guidance Service, Inc.
-
Refereed
Articles
Bagnato,SJ, Mayes, SD (1986). Patterns of developmental and behavioral
progress for young brain-injured children during interdisciplinary intervention.
Developmental Neuropsychology, 2(3), 213-244.
Bagnato,
SJ, Kontos, S, Neisworth, JT (1987), Integrated daycare
as special education: Profiles of programs and children,
Topics in Early Childhood Special Education, 7(1),
28-47.
Bagnato,
SJ, Neisworth, JT, Paget, KD, Kovaleski, J (1987).
The developmental school psychologist: Professional
profile of an emerging early childhood specialist,
Topics in Early Childhood Special Education, 7(3),
75-89.
Bagnato,
SJ, Neisworth, JT (1995). A national study of the social
and treatment “invalidity” of intelligence
testing for early intervention, School Psychology Quarterly,
9(2), 81-102.
Bagnato,
SJ, Neisworth, JT (1999). Collaboration and teamwork
in assessment for early intervention, Child and Adolescent
Psychology Clinics of North America, 8(2), 1-17.
Bagnato,
SJ, Neisworth, JT (2000), Normative detection of early
regulatory disorders and Autism: Empirical confirmation
of DC:0-3, Infants and Young Children, 12(2), 98-109.
Bagnato,
SJ, Suen, H, Brickley, D, Jones, J, Dettore, E. (2002).
Child developmental impact of Pittsburgh’s Early
Childhood Initiative (ECI) in high-risk communities:
First-phase authentic evaluation research. Early Childhood
Research Quarterly, 17(4). 559-589.
Neisworth,
JT, Bagnato, SJ (2004). The mismeasure of young children:
The authentic assessment alternative, Infants and Young
Children, 17(3), 198-212.
Bagnato,
SJ, Blair, K, Slater, J, McNally, R, Mathew, J, & Minzenberg,
B. (2004). Developmental healthcare partnerships in
inclusive early childhood settings: The HealthyCHILD
model. Infants and Young Children, 17(4), 301-317.
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Interdisciplinary
Courses & Training:
Dr.
Bagnato contracts internationally (Federico II University
Medical School, Naples, ITALY) and across the US with state
government departments of special education, early intervention,
mental health, human services, and health to conduct interdisciplinary
workshops and distance learning sessions on various topics
in early childhood intervention, especially linking authentic
assessment, intervention, and applied program evaluation
research in early childhood intervention for children at
developmental risk and with developmental disabilities.
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Collaborations, Consultations, and Service:
Dr.
Bagnato’s innovative program, Early
Childhood Partnerships (ECP), collaborates with
numerous local, regional, state, and national partners for
consultation, direct services, mentoring, technical assistance,
and program evaluation research activities. Notable partners
include: The Heinz Endowments; foundations; Early Head Start
and Head Start, early intervention programs; school districts;
Commonwealth of Pennsylvania and other state government departments.
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