STEPHEN BAGNATO, EdD, NCSP, is Professor of Psychology & Pediatrics at the University of Pittsburgh, Schools of Education (Department of Health & Human Development); Applied Developmental Psychology Program) and Medicine (Pediatrics; UCLID-LEND Institute). He is the Faculty Advisor for the Children with Special Healthcare Needs specialization in ADP. Dr. Bagnato is the Founder and Faculty Mentor for the Early Childhood Partnerships (ECP) program; moreover, he is a core interdisciplinary faculty in the UCLID-LEND Disabilities Institute at UPMC Children’s Hospital of Pittsburgh- federally-funded since 1994 by the US Maternal and Child Health Bureau of the USDHHS.
In over 40 years of research, Dr. Bagnato has specialized in authentic assessment, intervention, & program evaluation research for infants, toddlers, and preschoolers at developmental-risk and with neurodevelopmental disabilities in early childhood intervention programs. He has published over 200 research articles, monographs, technical papers, and professional publications, including,10 books in this specialty. His latest companion texts are Authentic Assessment for Early Childhood Intervention: Best Practices, 3rd Edition (Guilford, 2007), and LINKing Authentic Assessment and Early Childhood Intervention: Best Measures for Best Practices, 5th Edition (Brookes, 2010); and the nationally used screening and assessment system, Temperament and Atypical Behavior Scale (TABS): Early Childhood Indicators of Developmental Dysfunction (Brookes, 1999). [see ResearchGate.com contributions]
He is a nationally and internationally respected expert and advisory panel member, consultant, and evaluation director for various early childhood intervention initiatives, organizations, projects, and think tanks, including the Heinz Endowments-Early Childhood Initiatives; Heinz Endowments and OCDEL-Pre-K Counts in Pennsylvania for Youngster's Early School Success; the World Health Organization (International Classification of Functioning: ICF-CY); the UNICEF Global Disability Assessment Project for Low Resource Countries; The HELIOS Foundation Early Childhood Assessment Initiative; Zero-to-Three National Early Childhood Center on Development, Teaching, and Learning (DTL); and the Mathematica-Early Childhood Teacher Instructional Assessment Initiative.
Bagnato, SJ (2019-2020). SPECS for Include Me--Program Evaluation of PA State-Wide Teacher Inclusion Mentoring Initiative, Funded by Pennsylvania Department of Education (PDE)-Bureau of Special Education, and the Arc of Pennsylvania, to School of Education, Department of Psychology-in-Education.
Bagnato, SJ (2019-2020), SPECS for PLAID with Pace School, Program Evaluation Research on the Impact and Outcomes of the PLAID model in Pace School, Funding from Pace School through Benedum, Grable, and Hillman Foundations, to School of Education, Department of Psychology-in-Education, Applied Developmental Psychology.
Bagnato, SJ (2019-2020). The UCLID-LEND Disabilities Center & Institute at the University of Pittsburgh & UPMC Children's Hospital of Pittsburgh. Funding to support 15% time commitment as core interdisciplinary psychology faculty member of the team, funding from USDHHS, Maternal and Child Health Bureau, Health Resources Services Administration (HRSA) to Dr. Miya Asato for Dr. Bagnato, School of Education, Department of Psychology-in-Education, Applied Developmental Psychology.
Bagnato, SJ., Macy, M., Weiszhaupt, K. (2019). Family-friendly Communication Via Authentic Assessment for Early Childhood Intervention Programs. Zero to Three Research Journal. 12(1), 36-42
Bagnato, SJ. Goins, D. Pretti-Frontczak, K. & Neisworth, JT. (2014). Authentic Assessment as "Best Practice" for Early Childhood Intervention: National Consumer Social Validity Research. Topics in Early Childhood Special Education, 34(2), 116-127.
Bagnato, SJ., Neisworth, J.T., & Pretti-Frontczak, C. (2010). LINKing Authentic Assessment and Early Childhood Intervention: Best Measures for Best Practices (2nd Edition). Baltimore, MD: Paul Brookes Publishing Co.
Bagnato, SJ, Suen, HK., & Salaway, J (2009). Pre-K Counts in Pennsylvania for Youngsters Early School Success: Authentic Outcomes for an Innovative Prevention and Promotion Initiative--3 Year Authentic Program Evaluation Research Results. Pittsburgh, PA: University of Pittsburgh & UCLID Center at Children's Hospital of Pittsburgh.
Bagnato, SJ (2007). Authentic Assessment for Early Childhood Intervention: Best Practices (3rd Edition). NY: Guilford Press, Inc.
Bagnato, SJ., Neisworth, JT (2004). The Mismeasure of Young Children: The Authentic Assessment Alternative. Infants and Young Children. 17(3), 198-212.