Stephen Bagnato - Publications
Faculty

Books

Bagnato, SJ., Macy, M., Neisworth, J.T., (In Progress). LINKing Authentic Assessment and Early Childhood Intervention: Best Measures for Best Practices (5th Edition). Baltimore, MD: Paul Brookes Publishing
Bagnato, SJ., Neisworth, JT (1987-2020). System to Profile Early Childhood Status (SPECS): Team Decision-Making via Functional Classification & Authentic Assessment (Birth-6). Pittsburgh, PA: Early Childhood Partnerships
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 (2007). Authentic Assessment for Early Childhood Intervention: Best Practices (3rd Edition). NY: Guilford Press, Inc.

Journals

Shepherd, K., Bagnato, SJ., Larson, T., Bliss, C., Fevola, AF., Norris, T. (2020). Innovations in Teacher and School System Change for Students with Severe Disabilities: The PLAID Model (Positive Learning and Integrated Design). International Journal of Intellectual Disabilities: Diagnosis and Treatment, 9(1).
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., Miglioretti, M., Barone-Martin, C., & McNeal, R. (2019). HealthyInfants: Fostering Responsive Caregiving via Tiered Mentoring for High-Risk Teen Mothers and Infants. Perspectives on Early Childhood Psychology & Education, 4(1), 76-93.
Bagnato, SJ., Seo, J, Salaway, J (2017). Field-Validation of the COMET Mentoring Model to Enhance the Instructional Practices of Head Start Teachers. Perspectives in Preschool Education and Psychology, 3(1), 71-99.
Macy, M., Bagnato, SJ., Macy, R., Salaway, J. (2015). Conventional Tests and Testing for Early Intervention Eligibility: Is There an Evidence-base? Infants and Young Children, 28(2), 182-204.
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., McLean, M., Macy, M., Neisworth, JT (2011). Identifying Instructional Targets for Early Childhood via Authentic Assessment. Journal of Early Intervention. 33(4), 243-253.
Bagnato, SJ., McKeating, E., Fevola, A., Bortolamasi, P., Neisworth, JT (2008). Valid Use of Clinical Judgment (informed Opinion) for Early Intervention Eligibility: Evidence Base and Practice Characteristics. Infants and Young Children, 21(4), 334-349.
Bagnato, SJ., Blair, K., Slater, J., McNally, R., Mathews, J., Minzenberg, B. (2004). Developmental Healthcare Partnerships in Inclusive Early Childhood Intervention Settings: The HealthyCHIILD Model. Infants and Young Children, 17(4), 301-317.
Bagnato, SJ., Neisworth, JT (2004). The Mismeasure of Young Children: The Authentic Assessment Alternative. Infants and Young Children. 17(3), 198-212.
Bagnato, SJ., Suen, HK., Brickley, D., Smith-Jones, JS., Dettore, E. (2002). Child Development Impact of Pittsburgh's Early Childhood Initiative (ECI) in High-Risk Communities: First-Phase Authentic Evaluation Research. Early Childhood Research Quarterly, 17, 559-580.
Bagnato, SJ., Neisworth, JT (1999). Normative Detection of Early Regulatory Disorders and Autism: Empirical Confirmation of DC: 0-3. Infants and Young Children, 12(2), 98-106.
Bagnato, SJ., Neisworth, JT (1994). A National Study of the Social and Treatment "Invalidity" of Intelligence Testing in Early Intervention. School Psychology Quarterly, 9(2), 81-102. [Best Research Article Award for 1994 by the American Psychological Association (APA), School Psychology, Division 16]
Bagnato, SJ., Mayes, S., Nichter, C., Domoto, V., Hamman, L., Keener, S. (1988). An Interdisciplinary Neurodevelopmental Assessment Model for Brain-Injured Infants and Preschool Children. Journal of Head Trauma Rehabilitation, 3(2), 75-86.
Bagnato, SJ (1986). Patterns of Developmental and Behavioral Progress for Young Brain-Injured Children During Interdisciplinary Intervention. Developmental Neuropsychology, 2(3), 213-240.
Bagnato, SJ., Neisworth, JT. (1985). Efficacy of Interdisciplinary Assessment and Treatment for Infants and Preschoolers with Congenital and Acquired Brain Injury. Analysis and Intervention in Developmental Disabilities. 5(2), 107-128.

Technical Reports

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., 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., 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. (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.
Bagnato, SJ., Larson, T. (2019). HealthyCHILD: Mentoring on Tiered Prevention-Intervention Strategies for Teacher & Parent Effectiveness & Child Social-Emotional Competence-Executive Summary. Pittsburgh, PA: Division for Early Childhood Partnerships, Office of Child Development, University of Pittsburgh.
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.

Book Chapters

Pretti-Frontczak, K., Bagnato, SJ., Macy, M., Sexton, D, (2011). Data-Driven Decision-Making to Plan Programs and Promote Performance (171-203). In Gresham-Brown, J. & Pretti=Frontczak, K. Activity-based Intervention in Early Childhood Intervention. Baltimore, MD: Paul Brookes.

Others

Bagnatos, SJ., Neisworth, JT (1999). Temperament and Atypical Behavior Scales (TABS): Early Childhood Indicators of Developmental Dysfunction. Baltimore, MD: Paul Brookes Publishing Co.
Stephen Bagnato

Contact

University of Pittsburgh
5947 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260
USA
412-648-7027
bagnatos@pitt.edu