Stephen J. Bagnato, Ed.D., NCSP
Professor of Pediatrics & Psychology
Faculty Director, Community-University Partnerships (CUPS)
Director, Early Childhood Partnerships
Children's Hospital of Pittsburgh
Department of Pediatrics
University of Pittsburgh, School of Medicine
steve.bagnato@chp.edu
bagnatos@pitt.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
• 2008 Penn State University Excellence in Education Alumni Award
• 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 120 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)
• RI-USDHHS; ACF University - Head Start Partnerships: Center on Mentoring for Effective Teaching (COMET) (2008-2011)

• 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)

  Bagnato, SJ (2007). Authentic assessment for early childhood intervention: Best Practices. New York, NY, Guilford Press, Inc.

  Bagnato, SJ, Neisworth JT, Pretti-Frontczak, K (2009). LINKing authentic assessment and early childhood intervention: Best measures for best practices. (4th Edition). Baltimore, MD, Paul Brookes.

• 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.

  Bagnato, SJ (2005). The authentic alternative for assessment in early intervention: An emerging evidence-based practice. Journal of Early Intervention, 28(1).

  Bagnato, SJ, Yeh-Ho, H (2006). High-stakes testing with preschool children: Violation of professional standards for evidence-based practice in early childhood intervention. KEDI International Journal of Educational Policy, 3(1)

  Bagnato, SJ (2006). Of helping and measuring for early childhood intervention: Relections on issues and school psychology's role. School Psych Rev., 35(4), 615-620.

  Korkus-Ruiz, S, Dettore, E, Bagnato, SJ, Yeh-Ho, H. Improving the quality of early childhood education programs: Evaluation of a mentoring process for staff and administrators. Early Child Serv., 1(1), 33-48.

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.

• Designer and evaluator for a joint European Union-United States interdisciplinary leadership education grant in early childhood intervention: Atlantis: a Transatlantic Consortium on Web-based University Education with a Universal Curriculum for Early Childhood Intervention

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.