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Linking Authentic Assessment and Early Childhood Intervention
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Stephen J. Bagnato, Ed.D., NCSP, is a developmental school psychologist and professor of pediatrics and psychology at the University of Pittsburgh Schools of Medicine and Education. Dr. Bagnato holds joint appointments in psychology in education/applied developmental psychology and clinical/developmental psychology at the university. He is Director of the Early Childhood Partnerships Program at the university and Core Interdisciplinary Leadership Team Faculty Member for The University, Community, Leaders, and Individuals with Disabilities (UCLID) Center at the University of Pittsburgh.

In 1986, Dr. Bagnato received the Braintree Hospital National Brain Injury Research Award for his research on the impact of interdisciplinary intervention for young children with acquired and congenital brain injuries. In 2001, he was recipient of the University of Pittsburgh Chancellor's Distinguished Public Service Award for the innovation and community impact of his consultation and research programs in early childhood partnerships, and in 2008, Dr. Bagnato received The Pennsylvania State University Excellence in Education Alumni Award for his career of innovative national and international service and research in education and psychology. Dr. Bagnato was recently appointed to Governor Rendell's Pennsylvania Early Learning Council, a task force to influence early childhood intervention policy and practices through systems integration efforts among education, public welfare, and health. Dr. Bagnato specializes in authentic curriculum-based assessment and applied program evaluation research for infants, toddlers, and preschoolers at developmental risk and with neurodevelopmental disabilities and neurobehavioral disorders and their families. He has published more than 120 applied research studies and professional articles in early childhood care and education, early intervention, early childhood special education, school psychology, neurodevelopmental disabilities, and developmental neuropsychology. Dr. Bagnato is Director of Early Childhood Partnerships (ECP; http: //www.earlychildhoodpartnerships.com), a community-based consultation, training, technical assistance, and research collaborative between Children's Hospital and The UCLID Center at the University of Pittsburgh with community partners. For more than 10 years, Dr. Bagnato and his ECP program have been funded by the Heinz Endowments to conduct longitudinal research on the impact and outcomes of high-quality early childhood intervention programs on nearly 15,000 high-risk children in 30 school districts and regions across Pennsylvania (e.g., Early Childhood Initiative, Pre-K Counts). Dr. Bagnato is a fellow of the American Psychological Association (APA) in Division 16 and he received the 1995 Best Research Article Award from Division 16 of APA (with John T. Neisworth) for his "national study on the social and treatment invalidity of intelligence testing in early childhood intervention." He is coauthor of the professional "best practice" policy statements and standards on early childhood assessment, evaluation, and early intervention for The National Association of School Psychologists and the Division for Early Childhood of the Council for Exceptional Children. John T. Neisworth, Ph.D., is Professor Emeritus in Special Education at The Pennsylvania State University. Dr. Neisworth was Program Co-planner for the Pennsylvania Autism Conference & Institute, Academic Director of Penn State's Applied Behavior Analysis program, Consulting Co-director of the Penn State Autism Distance Program, Director of the Pennsylvania Early Intervention Institute, and Chair for Recommended Practices in Assessment for the Division for Early Childhood of the Council for Exceptional Children. Dr. Neisworth has authored or coauthored numerous research articles and texts in special education, early intervention, and behavior analysis, including the HICOMP Preschool Curriculum (Bell & Howell Company, 1986), Modifying Retarded Behavior (Houghton Mifflin, 1973), and Assessment for Early Intervention: Best Practices for Professionals (with S.J. Bagnato; Guilford Press, 1991). He is Cofounding Editor of Topics in Early Childhood Special Education and an editorial board member of that journal as well as the Journal of Early Intervention, Child and Family Behavior Therapy, and Infants & Young Children. He received the 1995 Best Research Article Award from the American Psychological Association (Division 16) for his 2002 article (with Stephen Bagnato) on the misuse of intelligence testing in early childhood. Dr. Neisworth received the Lifetime Achievement Award from the Pennsylvania Association for Applied Behavior Analysis. He provides consultation and workshops for state and private early intervention agencies and is President of Behavior Technics Associates, a group devoted to application of behavioral strategies to educational and therapeutic efforts. As the president of B2K Solutions, Ltd., Dr. Pretti-Frontczak extends her expertise in the preparation of personnel to a global market with the aim of improving the implementation of effective practices and services by those who work with young children with diverse abilities. She is a gifted speaker, strong applied researcher, and is known for creating solutions to complex problems. She has presented to diverse audiences in countries such as Singapore and Australia as well as to early education providers in virtually every state in the US. Dr. Pretti-Frontczak is a Past President of the Division for Early Childhood, was a professor at Kent State University for 16 years, and has worked as an early childhood consultant and trainer since 1990. Dr. Bricker served as Director of the Early Intervention Program at the Center on Human Development, University of Oregon, from 1978 to 2004. She was a professor of special education, focusing on the fields of early intervention and social-communication. Her professional interests have addressed three major areas: early intervention service delivery approaches, curricula-based assessment and evaluation, and developmental-behavioral screening. Dr. Bricker's work in early intervention approaches has been summarized in two volumes: An Activity-Based Approach to Early Intervention, Fourth Edition (with J. Johnson & N. Rahn; Paul H. Brookes Publishing Co., 2015) and An Activity-Based Approach to Developing Young Childrena (TM)s Social Emotional Competence (with J. Squires; Paul H. Brookes Publishing Co., 2007). Her work in curricula-based assessment/evaluation has focused on the development of the Assessment, Evaluation, and Programming System for Infants and Children, Second Edition (AEPS(R); with B. Capt, K. Pretti- Frontczak, J. Johnson, K. Slentz, E. Straka, & M Waddell; Paul H. Brookes Publishing Co., 2004). This measure and curricula provides intervention personnel with a system for the comprehensive assessment of young children with results that link directly to curricular content and subsequent evaluation of child progress. Dr. Bricker has been a primary author of the Ages & Stages Questionnaires(R) (ASQ(R); with J. Squires; Paul H. Brookes Publishing Co., 1995, 1999, 2009) and directed research activities on the ASQ system starting in 1980. Developmental Screening in Your Community: An Integrated Approach for Connecting Children with Services (Bricker, Macy, Squires, & Marks; Paul H. Brookes Publishing Co., 2013) offers a comprehensive system for creating and operating community-wide developmental-behavioral screening programs for young children. Dr. Bricker's distinctions include the Division of Early Childhood, Council for Exceptional Children Service to the Field Award, December 1992, and the Peabody College Distinguished Alumna Award, May 1995.


Reviews

"By linking authentic assessment and intervention, the authors convincingly present the best practice of identifying where the child is at developmentally in the context of where he needs to go, steps to get there, and who is to help . . . An excellent reference standard!"

--Glen P. Aylward, Ph.D., ABPP

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