Stephen Bagnato
School of Education
University of Pittsburgh
3705 UCLID
Pittsburgh, PA 15260
PHONE: 412-692-5560
EMAIL:
bagnatos@pitt.eduFull Time Faculty - Professor
PROFESSIONAL PROFILE
STEPHEN J. BAGNATO, Ed.D., NCSP is a Developmental School Psychologist and Professor of Pediatrics and Psychology at the University of Pittsburgh School of Medicine. Dr. Bagnato holds joint appointments in Psychology-in-Education/Applied Developmental Psychology and Clinical/Developmental Psychology at the University. He is Director of the Early Childhood Partnerships program at Children's Hospital of Pittsburgh of UPMC and core interdisciplinary leadership team faculty member for The UCLID Center at the University of Pittsburgh.
In 1986, Dr. Bagnato received the Braintree Hospital national brain injury research award for his research on the impact of interdisciplinary intervention for young children with acquired and congenital brain injuries; in 2001, he was recipient of the University of Pittsburgh Chancellor’s Distinguished Public Service Award for the innovation and community impact of his consultation and research programs in Early Childhood Partnerships; and in 2008, Dr. Bagnato received the Penn State University Excellence in Education Alumni Award for his career of innovative national and international work in education and psychology. For the period of 2009-2014, Dr. Bagnato has been recently appointed to Governor Rendell’s Pennsylvania Early Learning Council, a task force to influence early childhood intervention policy and practices through systems integration efforts among education, public welfare, and health.
Dr. Bagnato specializes in authentic curriculum-based assessment and applied program evaluation research for infants, toddlers, preschoolers, and families at developmental risk and with neurodevelopmental disabilities and neurobehavioral disorders. He has published over 120 applied research studies and professional articles in early childhood care and education, early intervention, early childhood special education, school psychology, neurodevelopmental disabilities, and developmental neuropsychology.
Dr. Bagnato is Director of Early Childhood Partnerships (ECP--www.uclid.org) a community-based consultation, training, technical assistance, and research collaborative between Children's Hospital and The UCLID Center at the University of Pittsburgh with community partners. ECP consists of six core “partnership” programs: (1) SPECS Program Evaluation Research Team (Scaling Progress in Early Childhood Settings): authentic measurement of the efficacy and outcomes of high-quality early childhood intervention programs; (2) The HealthyCHILD School-linked Developmental Healthcare Partnership: a field-validated RTI/R&R model using a mobile developmental healthcare team and a prevention-intervention continuum to meet the complex needs of preschoolers with acute and chronic medical conditions, developmental delays/disabilities, and challenging behaviors in-vivo in early childhood classrooms (e.g., Head Start, early intervention, ECE); (3) TRACE Center for Excellence in Early Childhood Assessment: research on the evidence-base for promising early intervention assessment practices to guide policy changes for improved professional practices; (4) COMET—Center on Mentoring for Effective Teaching: research on the impact of mentoring to improve Head Start and ECI teacher practices; (5) Center to Investigate Violence and Injury in Communities (CIVIC): epidemiological research: (6) Early Childhood Research Systems: innovative observational assessment procedures and database management of standards and assessment links.
For over 10 years, Dr. Bagnato and his ECP program have been funded by the Heinz Endowments to conduct longitudinal research on the impact and outcomes of high-quality early childhood intervention programs on nearly 15,000 high-risk children in 30 school districts and regions across Pennsylvania (e.g., Early Childhood Initiative; Pre-K Counts).
Dr. Bagnato is a Fellow of the American Psychological Association (APA) in Division 16 and past or current journal editorial board member for Journal of School Psychology, School Psychology Review, School Psychology Quarterly, Journal of Psychoeducational Assessment, Journal of Early Intervention, Topics in Early Childhood Special Education, Infants and Young Children, Journal of Early Childhood and Infant Psychology, Child Assessment News, and Early Childhood Research Quarterly.
Dr. Bagnato received the 1995-1996 Best Research Article Award from Division 16 of APA for his “national study on the social and treatment invalidity of intelligence testing in early childhood intervention”. He is co-author of the professional "best practice" policy statements and standards on early childhood assessment, evaluation, and early intervention for The National Association of School Psychologists, and the Division for Early Childhood of the Council for Exceptional Children.
Dr. Bagnato is in demand to provide consultation on early childhood intervention “best practices”, challenging and atypical behaviors, authentic assessment in early childhood, and authentic program outcomes evaluation research. In addition, he collaborates internationally with ATLANTIS: a joint US-EU grant on the design of a universal, web-based curriculum in early childhood intervention for pre-service education of interdisciplinary professionals.
Dr. Bagnato’s published books and instruments include: The recently published assessment text, Authentic Assessment for Early Childhood Intervention: Best Practices (Guilford, 2007); the upcoming 4th edition of the widely used resource text, Linking Authentic Assessment and Early Intervention: Best Measures for Best Practices (2009; Paul Brookes); and the Temperament and Atypical Behavior Scale (TABS): Early Childhood Indicators of Developmental Dysfunction (1999; Paul Brookes).
School Affiliations
- Department: Psychology in Education - Assoc Prof of Pediatrics-Medicine
- Program: Applied Developmental Psychology
Education
- Ed.D., Developmental School Psychology; Early Childhood Intervention, Penn State University, 8/31/1977
Recent Publications
Journal Articles
- Bagnato, SJ, McKeating-Esterle, E., Fevola, A.F., & Bortolamasi, M., (2008). Valid use of clinical judgment (informed opinion) for early intervention eligibility: Evidence-base and practice characteristics. Infants and Young Children, 21(2), 334-349.
Bagnato, SJ, Suen, HK, & Fevola, A. (in press). “Dosage” effects on developmental progress during early childhood intervention: Time-in-program metrics for accountability. Early Childhood Research Quarterly, 24(4).
Bagnato, SJ, Lee, SH, Suen, H, Fevola, A (in press). The expected-actual progress solution (EAPS); Controlling for maturation in a one-group pre-post test outcomes research design for early childhood intervention. Journal of Early Intervention, 32(1).
- Bagnato, SJ, McKeating-Esterle, E., Fevola, A.F., & Bortolamasi, M., (2008). Valid use of clinical judgment (informed opinion) for early intervention eligibility: Evidence-base and practice characteristics. Infants and Young Children, 21(2), 334-349.
- Bagnato, SJ, Suen, HK, & Fevola, A. (in press). “Dosage” effects on developmental progress during early childhood intervention: Time-in-program metrics for accountability. Early Childhood Research Quarterly, 24(4).
- Bagnato, SJ, Lee, SH, Suen, H, Fevola, A (in press). The expected-actual progress solution (EAPS); Controlling for maturation in a one-group pre-post test outcomes research design for early childhood intervention. Journal of Early Intervention, 32(1).
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Recent Course Instruction
Spring 2010 (2104)
Fall 2009 (2101)
Summer 2009 (2097)
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Recent Presentations
- Bagnato, SJ & Fevola, A. Authentic assessment of social participation in young children with special needs: Promoting a universal social health vision through the ICF-CY
Atlantis Joint EU-US Consortium on Early Childhood Intervention, University of Jongoping, SWEDEN
- Bagnato, SJ & Macey, M. Use of a recognition and response (R&R) model in early childhood intervention
Delaware Department of Education, Early Intervention and Early Childhood Special Education,, October, 2008.
- Bagnato, SJ. & Pretti-Frontczak. Authentic Assessment for Early Childhood Intervention: Emerging Practice-based Evidence
International Division for Early Childhood Annual Conference, Minneapolis, MN, November, 2008
- Bagnato, SJ. Impact of early learning partnerships: Child and program outcomes for Pre-K Counts in Pennsylvania
Pennsylvania Departments of Public Welfare and Education, Office of Child Development and Early Learning (OCDEL), Harrisburg, PA, March, 2008
- Bagnato, SJ. Valid use of clinical judgment (informed opinion) for early intervention eligibility: Evidence-base and practice characteristics
International Division for Early Childhood Annual Conference, Minneapolis, MN, November, 2008
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Current Professional Participation
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Recent Consulting
- Heinz Endowments
Office of Child Development and Early Learning, PDE, DPW
Montgomery County marylandPublic Schools
- Delaware Department of Education, Early Childhood Special Education
- European Union-US Transatlantic Consortium on Early Childhood Intervention
- Consultation and evaluation on an international web-based curriculum for the education of interdisciplinary students in early childhood intervention involving US and European universities--trial sessions in Sweden, and Denver
- Ministries of Education for Australia and New Zealand
- Keynotes, workshops, and policy consulation with national and state department leaders
- National Academy of Sciences/National Research Council
- Review, critique and recommendations of the task force publication, Early Childhood Assessment: Who, What, How
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Recent Grants
- COMET: Center on Mentoring for Effective Teaching, US Department of Health and Human Services, Administration on Children and Families, Office of Planning Research and Evaluation, 2008-2011
- COMET Plus, Heinz Endowments, 2009-2011
- Bagnato, SJ. Comparative Research on Authentic Assessment versus Conventional Testing to Guide IEP Program Development in Early Childhood Intervention. US Department of Education, Institute of Education Sciences (IES) (under review).
Bagnato, SJ. Fevola, A. An Intelligent Database Solution for Mapping Assessment Content for National Early Childhood Outcomes Evaluation, US Department of Education, Institute of Education Sciences (IES) (under review).
Bagnato, SJ, Salaway, J, McGoey, K. The efficacy of a response-to-intervention model for use in early childhood intervention programs. US Department of Education, Institute of Education Sciences (IES) (under review).
Bagnato, SJ, McKeating-Esterle, E. The use of clinical judgment (informed opinion) for early intervention eligibility determination: The first national validation study. US Department of Education, Institute of Education Sciences (IES) (under review).
Bagnato, SJ. A randomized trial of a mentoring model to increase the effectiveness of teacher behavior in 3 Appalachian Head Start programs. US Department of Health and Human Services, Administration on Children and Families, Head Star Bureau, University-Head Start Partnership grant competition (under review).
- Northern Panhandle of WVA Head Start
Pittsburgh Public Schools, Program for Students with Exceptionalities
US Department of Health and Human Services, Maternal and Child Health Bureau
Pittsburgh Public Schools Board of Education Head Start and Pre-Kindergarten
Family Care Connections, Children’s Hospital of Pittsburgh
US Department of Education-OSEP, Puckett Institute
Heinz Endowments
Heritage Health Foundation
Beaver County Head Start
Fairmont Co. West Virginia, Head Start
Woodland Hills School District, Pre-K Counts
Heritage Health Foundation, 21st Century Grant
University of Pittsburgh, School of Education, Applied Developmental Psychology
European Union, World Health
Organization, US DOE/OSEP
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Recent Fellowships, Awards, and Honors
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