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

• 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)

• 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.