Stefano Bagnato
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Professor of Psychology & Pediatrics; Founder/Faculty Mentor, Early Childhood Partnerships (ECP)
Pittsburgh, Pennsylvania, United States
Résumé
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Professor of Psychology & Pediatrics; Founder/Faculty Mentor, Early Childhood Partnerships (ECP)University of PittsburghJan 1987 - Current (39 years 7 months)STEPHEN J. BAGNATO, Ed.D., NCSP is a Developmental School Psychologist and Professor of Psychology & Pediatrics at the University of Pittsburgh, Schools of Education (Applied Developmental Psychology) and Medicine (Pediatrics). He is Division Director of Early Childhood Partnerships at the Office of Child Development; he is a core interdisciplinary faculty member for The LEND Center at the University of Pittsburgh and is affiliated with Children's Hospital of Pittsburgh of UPMC. Dr. Bagnato directs the Early Childhood Partnerships Division of the UCLID-LEND Disabilities Institute a community-based service; consultation/mentoring, training/technical assistance & applied research collaborative between University of Pittsburgh and community p- PAssociate Professor of Child PsychiatryPenn State University Milton S Hershey Medical Center Departments of Child Psychiatry PediatricsSep 1980 - Apr 1987 (6 years 8 months)Interdisciplinary Team Assessment Coordinator, Early Childhood Brain Injury Rehabilitation Program, Elizabethtown Hospital and Rehabilitation Center at MSHMC.
Education
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- Ed.D, Developmental School Psychology; Early Childhood Special EducationPenn State UniversityJan 1973 - Dec 1977 (5 years)
Projects (professional or personal)
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- SSPECS for Include Me from the StartPartnerships among the University of Pittsburgh/Office of Child Development, the Arc of Pennsylvania, and the PA Department of Education Bureau of Special Education to conduct ongoing applied program evaluation research to document the impact and outcomes of weekly mentoring of regular education teachers to promote inclusive practices to ensure the inclusion of children with severe disabilities in Pre-K to High School classrooms
- SSPECS for Pre-K Counts in Pennsylvania; SPECS for the Early Childhood InitiativeFunded by the Heinz Endowments, SPECS for PKC (with the Early Childhood Initiative as a forerunner) has been a 15 year longitudinal study of over 15,000 children in high-risk communities to document the impact and outcomes of high-quality early childhood intervention programs for children, programs, families, and school districts
- HHealthyInfants: Enhancing Teen Parenting via Tiered University-Community Partnerships in Rural and Urban RegionsHealthyInfants is a response-to-intervention tiered model applied to teen parents and providers who work with infants and toddlers; 5 innovations focus upon graduated prevention-to-intervention supports; use of curricular approach to improve parent-infant-caregiver-infant reciprocal interactions and responsiveness; use of paired cell phone video snippets of "positive interactions" coupled with text messaging to highlight and improve practices; mobile telemedicine consultation, and university-community internships to ensure community agency resources
- CCOMET Mentoring ModelDevelopment and field-validation of a 6-step model and process to provide individualized and group mentoring to teachers and other caregivers of children Birth to Five years and in School age; clearly demonstrates how such individualize and focused mentoring with a mentor-mentee focused on the mentee's professional development needs promotes changes in teaching practices and child success
Awards
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- PPenn State University Alumni Association's Distinguished Alumni Fellows AwardPenn State University Alumni AssociationApr 2014For an outstanding career of regional, state, national, and international accomplishments in psychology and education; awarded to only 750 (.01%) of the 80,000 graduates of PSU
- CAppointment to the Pennsylvania Governor's Early Learning Council (ELC)Commonwealth of Pennsylvania Departments of Education and Human ServicesMay 2009Membership on an appointed body of influential early childhood intervention professionals to advise the governor and to influence and promote early childhood intervention policy and practices through systems integration efforts among education, human services, and health
- CPenn State University Excellence in Education Alumni AwardCollege of Education Alumni AssociationMay 2008For his career of innovative national and international service and research in education and psychology
- CUniversity of Pittsburgh Chancellor's Distinguished Public Service AwardChancellors Office University of PittsburghApr 2001For the innovation and community impact of his mentoring, service, policy/advocacy, and applied research programs through his Division of Early Childhood Partnerships (ECP) www.earlychildhoodpartnerships.org
- ABest Research Article AwardAmerican Psychological Association Division School PsychologyJun 1995National study on the social and treatment "invalidity" of intelligence testing in early childhood intervention published in School Psychology Quarterly
- BBraintree Hospital National Brain Injury Research AwardBraintree Hospital and National Brain Injury AssociationMar 1987For research on the impact and outcomes of interdisciplinary intervention for infants, toddlers, and preschool children with acquired and congenital brain injuries
Publications
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- IConventional tests and testing for early intervention eligibility: Is there an evidence-base?Infants and Young ChildrenMar 2015Retrospective and prospective research is reviewed to document the lack of an evidence-base for conventional tests and testing for young children; implications for changes in public policy and professional practices are highlighted in reference to research results.
- TAuthentic assessment as "best practices" for early childhood intervention: National consumer social validity researchTopics in Early Childhood Special EducationAug 2014National social validity research on nearly 2000 interdisciplinary professional which documents the preference for and superiority of authentic assessments over conventional tests for young children, particularly those with developmental delays/disabilities
- IDosage effects on developmental progress during early childhood intrervention: Accessible metrics for real-life researchInfants and Young ChildrenJun 2011Description of effective statistics to document the dosage of early childhood intervention and the growth curves of developmental progress associated with high-quality programs
- JIdentifying instructional targets for early childhood vai authentic assessment: Alignment of professional standards andJournal of Early InterventionApr 2011Summarizes 20 years of research regarding the use of authentic curriculum-based assessment procedures to identify functional goals and competencies to guide early childhood intervention.
- PLINKing Authentic Assessment and Early Childhood Intervention: Best Measures for Best PracticesPaul Brookes Publishing IncSep 20104th Edition of a widely respected and used professional resource supported by a national internet social validity and utility study of structured quality ratings of 1500 interdisciplinary professionals comparing conventional tests versus authentic assessment methods for "best practices" in early childhood intervention; review of 83 of the best measures commercially available to professionals.
- IValid use of clinical judgment (informed opinion) for early intervention eligibilityInfants and Young ChildrenMar 2008Overview of the IDEA regulations on the use of informed opinion methods for parents and professionals to reach consensus on classifying infant's and toddler's needs for early intervention services; provides a 6-step process for ensuring reliable and valid clinical judgments
- IDevelopmental healthcare partnerships in inclusive early childhood interveniton settings: The HealthyCHILD modelInfants and Young ChildrenMay 2004Description of the process, practices, and outcomes of an innovative University-Hospital-Community partnership model, HealthyCHILD, to deliver tiered prevention-to-intervention supports to young children at developmental risk and with delays/disabilities and to their parents, caregivers and interdisciplinary professionals in diverse early childhood intervention programs in community settings (e.g., Head Start/Early Head Start, child cares, early intervention).
- IThe mismeasure of young children: the authentic assessment alternativeInfants and Young ChildrenFeb 2004Position paper on the limitations of conventional tests and testing and the prominence of "authentic" assessment practices involving the use of natural observations of ALL young children's everyday competencies in real-life settings and routines versus the use of contrived testing methods.
- PTemperament and Atypical Behavior Scale (TABS): Early Childhood Indicators of Developmental DysfunctionPaul Brookes Publishing IncMay 1999A field-validated screening and assessment measure to identify early indicators of atypical development of temperament and self-regulatory behaviors in infants, toddlers, and preschool children; national standardization on 1200 young children.
- TPrevention as Early Intervention for Young Children at Risk: Recognition and Response in Early Childhood - Part Six: IntThe Oxford Handbook of School Psychology First EditionFirst Edition - Edited by Melissa A. Bray and Thomas J. Kehle Series edited by Peter E. Nathan - Jan 2011 release