STEPHEN BAGNATO, EdD, NCSP, is Professor of Psychology and Pediatrics at the University of Pittsburgh, Schools of Education (Applied Developmental Psychology) and Medicine (Pediatrics). 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, and 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, and professional publications, including, 10 books in this specialty. His latest companion texts are Authentic Assessment for Early Childhood Intervention: Best Practices (Guilford, 2007), and LINKing Authentic Assessment and Early Childhood Intervention: Best Measures for Best Practices (Brookes, 2010), and the nationally used assessment system, Temperament and Atypical Behavior Scale (TABS): Early Childhood Indicators of Developmental Dysfunction (Brookes, 1999). He is a nationally and internationally respected expert advisory panel member and consultant for various early childhood intervention initiatives, organizations, projects, and think tanks, including the Heinz Endowments-Early Childhood Initiatives; the World Health Organization (International Classification of Functioning-ICF); the UNICEF Global Disability Assessment Project; Zero-to-Three- National Center on Development, Teaching, and Learning; and the Mathematica-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., Neisworth, JT (2004). The Mismeasure of Young Children: The Authentic Assessment Alternative. Infants and Young Children. 17(3), 198-212.
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
Larson, T., Bagnato, SJ (2019). SPECS for Propel Schools & Partners in Wellness Program: Program evaluation of a community integrated school-based model for tiered behavioral health support. Pittsburgh, PA: Pittsburgh, PA: University of Pittsburgh, Early Childhood Partnerships.
Bagnato, SJ., Cheskiewicz, R. Hozella, P., Asato, M., Larson, T. (2019). SPECS for Include Me (IM); Program evaluation of an innovative teacher inclusion mentoring initiative in Pennsylvania Schools for students with significant disabilities-FINAL Report, Year 10. Pittsburgh, PA: The UCLID-LEND Disabilities Institute at the University of Pittsburgh.
Bagnato, SJ., Larson, T., Fevola, A., Bliss, C. (2019). SPECS for PLAID: Program evaluation for a positive and ecological model to serve students with significant disabilities. Year 2 FINAL Report. Pittsburgh, PA: The UCLID-LEND Disabilities Institute at the University of Pittsburgh.
Bagnato, SJ., Larson, T. (2019). HealthyInfants: A tiered prevention-promotion model of face-face & virtual mentoring strategies for infants-parents and infants-teachers to promote responsive interactions in EHS and affiliated child cares:--Executive Summary . Pittsburgh, PA: Division for Early Childhood Partnerships, Office of Child Development, University of Pittsburgh.