Stephen J. Bagnato, EdD, NCSP Faculty - Applied Developmental Psychology

Research Foci:

• Infants, toddlers, and preschoolers at developmental risk and with neurodevelopmental disabilities
• Authentic and alternative observational assessment methods
• Applied program evaluation and participatory action research in “real-world” community contexts
• Design and field-validation of innovative prevention-intervention tiered models of support in early childhood intervention
• Impact, outcome, and efficacy of high-quality early childhood intervention programs
• Design and validation of authentic assessment systems: functional developmental competencies; temperament, self-regulatory, and atypical behavior; clinical judgment and informed opinion measures for early intervention eligibility

Awards:

1986-1987 Annual National Award for Outstanding Applied Brain Injury Research, Braintree Hospital and Pediatric Physical Medicine Rehabilitation Center, Braintree, MA

1991 Distinguished Fellow of the American Psychological Association (APA) – Division 16, “in recognition of outstanding and unusual contributions to the science and profession of psychology”

1995 School Psychology Quarterly/American Psychological Association, Division 16  Fellows Award for Best Research Article for “A National Study of the Social and Treatment ‘Invalidity’ of Intelligence Testing for Early Intervention”

2001 University of Pittsburgh 2001 Chancellor’s Distinguished Public Service Award  “for your advocacy for children in the field of Developmental Psychology…, for facilitating more integrated and interdisciplinary partnerships, for empowering children, families, and communities.

2004 The Top 48-Making a Difference In Education, Pittsburgh Post-Gazette survey of individuals who were nominated by peers as influencing the direction of public education in the Pittsburgh region 

2008 2008 Penn State University Alumni Excellence in Education Award, for lifetime achievement in service and research in state, national, and international work which influences practices in the field of education and psychology-in-education

2009 Official Appointment to Governor Rendell’s Pennsylvania Early Learning Council, a forum to advise the executive and the legislature on policy and practice issues regarding early childhood intervention in PA

2014 Penn State University Distinguished Fellows Alumni Award

Selected Refereed Publications

• Bagnato SJ, Neisworth JT:  A national study of the social and treatment “invalidity” of intelligence testing for early intervention.  School Psych Quarterly 9(2):81-102, 1995
• Bagnato SJ, Neisworth JT:  Normative detection of early regulatory disorders and Autism:  Empirical confirmation of DC:0-3.  Inf Young Children 12(2):98-109, 2000
• Bagnato SJ, Suen H, Brantley D, Smith-Jones, J, Dettore, E:  Child developmental impact of Pittsburgh’s Early Childhood Initiative (ECI) in high-risk communities: First-phase authentic evaluation research.  Early Child Res Quarterly  17(4): 559-580, 2002.
• Bagnato, SJ, Grom, R, Haynes: Alternative designs for community-based research: Pittsburgh’s Early Childhood Initiative.  Eval Exchange  9(3), 6-8, 2003
• Neisworth, JT, Bagnato, SJ:  The mismeasure of young children:  The authentic assessment alternative.  Inf Young Children, 17(3), 198-212, 2004.
• Bagnato, SJ, Blair, K, Slater, J, McNally, R, Matthew, J, Minzenberg, B,:  Developmental healthcare partnerships in inclusive early childhood intervention settings: The HealthyCHILD model.  Inf Young Children, 17(4), 301-317, 2004.
• Bagnato, SJ, McKeating-Esterle, E, Fevola, AF, Bartolomasi, A: Valid use of clinical judgment for early intervention eligibility.  Inf and Young Child., 20(1)., 35-48., 2008.
• Bagnato, SJ, Suen, HK, Fevola, A: (2011).  Dosage effects on developmental progress during early childhood intervention (ECI): Accessible metrics for real-life research and advocacy.  Infants & Young Children.  24(2), 117-132.
• Bagnato, SJ, McLean, M, Macy, M, Neisworth, JT (2011).  Identifying instructional targets for early childhood via authentic assessment: Alignment of professional standards and practice-based evidence.   Journal of Early Intervention, 33(4), 243-253. 
• Bagnato, SJ. Goins, D, Pretti-Frontczak, K., Neisworth, JT (2014).   Authentic assessment as “best practice” for early childhood intervention: National consumer social validation research.  Topics in Early Childhood Special Education (Special mismeasurement issue), 34(2), August, 116–127; 10.1177/0271121414523652 
• 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), 182-209.
• Goins, D., Bagnato, SJ, Pretti-Frontczak, K (in press).  Utility and validity of authentic assessments and conventional tests for international early childhood intervention purposes: Evidence from US national social validity research. International Journal of Intellectual Disability: Diagnosis & Treatment. 
• Bagnato, SJ., Seo, J. (2015).  Field-validation of the COMET mentoring model to enhance the professional practices of Head Start teachers. Journal of Early Childhood and Infant Psychology.

Applied Program Evaluation Research Monographs

• Bagnato, SJ etal (2005).  International Classification of Functioning: Child and Youth Version (ICF-CY).  (Contributing author and field-validator).  Geneva, Switzerland, World Health Organization (WHO). 
• Bagnato, SJ, Simeonsson, R., Weinstein, A., Koten-Guclu, S., (in field-validation and press).  Social-emotional development and assessment.  UNICEF Global Child Disability Assessment Manual. Geneva, Switzerland, World Health Organization (WHO). 
• Bagnato, SJ, Fevola, A, Smith-Jones, J, Matesa, M (2005).  Research foundations for clinical judgment (informed opinion) in early intervention.  Washington, DC-Pittsburgh, PA/Asheville, NC: TRACE Center, Puckett Institute, Early Childhood Partnerships, US Department of Education, Office of Special Education Programs..
• Bagnato, SJ, , Fevola, A, Smith-Jones, J, Matesa, M. (2006).  Research support for presumptive eligibility in early intervention:  A research synthesis, Washington, DC-Pittsburgh, PA/Asheville, NC: TRACE Center, Puckett Institute, Early Childhood Partnerships, US Department of Education, Office of Special Education Programs..
• Macy, M, Bagnato, SJ, Lehman, C, Salaway, J (2007).  Research foundations of conventional tests and testing to ensure accurate and representative early intervention eligibility, Washington, DC-Pittsburgh, PA/Asheville, NC: TRACE Center, Puckett Institute, Early Childhood Partnerships, US Department of Education, Office of Special Education Programs.
• Macy, M, Bagnato, SJ, Salaway, J, Lehman, C (2007).  Research foundations of authentic assessments ensure accurate and representative early intervention eligibility, Washington, DC-Pittsburgh, PA/Asheville, NC: TRACE Center, Puckett Institute, Early Childhood Partnerships, US Department of Education, Office of Special Education Programs.
• Bagnato, SJ, McKeating, E, Bartolamasi, A (2007).  Evidence-base for team assessment practices in early intervention, Washington, DC-Pittsburgh, PA/Asheville, NC: TRACE Center, Puckett Institute, Early Childhood Partnerships, US Department of Education, Office of Special Education Programs.
• Ho, H, Bagnato, SJ (2008).  Research foundations for early intervention eligibility based upon deficits in social and self-regulatory behavior, Washington, DC-Pittsburgh, PA/Asheville, NC: TRACE Center, Puckett Institute, Early Childhood Partnerships, US Department of Education, Office of Special Education Programs.
• Bagnato, SJ, Fevola, A, Suen, H, Hawthorne, C, McKeating-Esterle, E.  (2006).  The Pennsylvania Early Intervention Outcomes Study (PEIOS):  An Authentic Assessment and Program Evaluation Outcomes and Research Initiative—Program Outcomes Research Report.  Pittsburgh, PA:  Early Childhood Partnerships, Children’s Hospital of Pittsburgh.
• Bagnato, SJ, Fevola, A. (2007).   Impact of early learning partnerships:  Indicators of progress for Pre-K Counts in Pennsylvania--Descriptive interim study of child and program outcomes—2005-2007.  Pittsburgh, PA: Early Childhood Partnerships, Heinz Endowments. 
•  Bagnato, SJ, Salaway, J, Suen, HK. (2009). Pre-K Counts in Pennsylvania for youngsters’ early school success: Authentic outcomes of an innovative prevention and promotion initiative (2005-2008).  Pittsburgh, PA: Early Childhood Partnerships, Heinz Endowments.
• Bagnato, SJ, McKeating, E, Salaway, J. (2012).  SPECS for Include Me from the Start, Pittsburgh PA: Early Childhood Partnerships/Office of Child Development at the University of Pittsburgh.
• Bagnato, SJ, Tagliaferri, G, Salaway, J (2012).  SPECS for Barber National Institute, Pittsburgh, PA: Early Childhood Partnerships/Office of Child Development at the University of Pittsburgh.
• Bagnato, SJ, Salaway, J. Tagliaferri, G (2012).  COMET: Center on Mentoring for Effective Teaching, Final Research Report (2008-2012).  Pittsburgh, PA: Early Childhood Partnerships/Office of Child Development at the University of Pittsburgh, US Department of Health and Human Services, Administration on Children and Families.
• Bagnato, SJ., Larson, T. (2015).  The Crossing Guards Study: An analysis of the positive roles for child safety and mentoring.  Pittsburgh, PA: University of Pittsburgh; Office of Child Development; Division for Early Childhood Partnerships; with the Allies for Children of Allegheny County.