Research Terms
Communication Development Social Development University Administration Early Childhood Education
Keywords
Howard Goldstein is Associate Dean for Research and Professor of Communication Sciences and Disorders in the College of Behavioral and Community Sciences at University of South Florida- Tampa. His research has focused on improving the communication and social skills of children with autism and other developmental disabilities. His recent work has sought to enhance the language and literacy development of students in high poverty schools who are at high risk for language and reading disabilities. He is the author of 2 books, 2 curricula, and over 150 scholarly journal articles and book chapters and a nationally known scholar for his research in the field of child language intervention. He served as ASHA Vice President for Science and Research 2013-2015. Dr. Goldstein’s contributions to the field were recognized through Honors of the American Speech-Language-Hearing Association in 2016 and Fellow of American Association for the Advancement of Science in 2020.
Journal Articles
Forrest, T. M., Wallace-Pascoe, D., & Goldstein, H. (in press). Developing a principle-based framework for evaluating comprehensive poverty solutions across contexts. Journal of Poverty.
Goldstein, H., Lackey, K. C., & Schneider, N. J. (2014). A new framework for systematic reviews: Application to social skills interventions for preschoolers with autism. Exceptional Children, 80, 262-280. doi: 10.1177/0014402914522423
Noe, S., Spencer, T. D., Kruse, L., & Goldstein, H. (2014). Effects of a Tier 3 phonological awareness intervention on preschoolers’ emergent literacy. Topics in Early Childhood Special Education, 34, 27-39. doi:10.1177/0271121413489172
Greenwood, C. R., Carta, J. J., Atwater, J., Goldstein, H., Kaminski, R., & McConnell, S. (2013). Is a Response to Intervention (RTI) approach to preschool language and early literacy instruction needed? Topics in Early Childhood Special Education, 33(1), 48-64. doi:10.1177/0271121412455438
Spencer, E. J., Goldstein, H., Sherman, A., Noe, S., Tabbah, R., Ziolkowski, R., & Schneider, N. (2012). Effects of an automated vocabulary and comprehension intervention: An early efficacy study. Journal of Early Intervention, 34(4), 195-221. doi:10.1177/1053815112471990
Spencer, E., Goldstein, H., & Kaminski, R. (2012). Teaching vocabulary in storybooks: Embedding explicit vocabulary instruction for young children. Young Exceptional Children, 15(1), 18-32. doi:10.1177/1096250611435367
Goldstein, H., & Thiemann-Bourque, K. (2012). Come play with me: Teaching social skills communication partners for children with autism. ASHA Leader, 17(1), 10-13.
Goldstein, H. (2011). Knowing what to teach provides a roadmap for early literacy intervention. Journal of Early Intervention, 33(4), 268-280. doi:10.1177/1053815111429464
Ziolkowski, R. A., & Goldstein, H. (2010). Semantically-related reading issues for children from low income environments. Perspectives on Language, Learning and Education, 17, 59-65. doi:10.1044/IIe17.2.59
Schneider, N., & Goldstein, H. (2010). Using social stories and visual schedules to improve socially appropriate behaviors in children with autism. Journal of Positive Behavior Interventions, 12(3), 149-160. doi:10.1177/1098300709334198
Lugo-Neris, M. J., Jackson, C. W., & Goldstein, H. (2010). Facilitating vocabulary acquisition of young English language learners. Language, Speech, and Hearing Services in Schools, 41(3), 314-327. doi:10.1044/0161-1461(2009/07-0082)
Goldstein, H. (2010). Children with autism learn to initiate to peers when social scripts modeled using a speech-generating device are faded. Evidence-Based Communication Assessment and Intervention, 4(2), 97-100. doi:10.1080/17489539.2010.498983
Schneider, N., & Goldstein, H. (2009). Social StoriesTM improve the on-task behavior for children with language impairment. Journal of Early Intervention, 31(3), 250-264. doi:10.1177/1053815109339564
Goldstein, H. (2009). Review of Ending the Science Wars: A philosophical guide to facilitate educational reform. Journal of Early Intervention, 31(4), 344-348. doi:10.1177/1053815109353906
Ziolkowski, R. A., & Goldstein, H. (2008). Effects of an embedded phonological awareness intervention during repeated book reading on preschool children with language delays. Journal of Early Intervention, 31(1), 67-90. doi:10.1177/1053815108324808
Schneider, N., Goldstein, H., & Parker, R. (2008). Social skills interventions for children with autism: A meta-analytic application of percentage of all non-overlapping data (PAND). Evidence-Based Communication Assessment and Intervention, 2(3), 152-162. doi:10.1080/17489530802505396
McDowell, K. D., Lonigan, C. J., & Goldstein, H. (2007). Relations among socioeconomic status, age, and predictors of phonological awareness. Journal of Speech, Language, and Hearing Research, 50(4), 1079-1092. doi:10.1044/1092-4388(2007/075)
Goldstein, H., Schneider, N., & Thiemann, K. (2007). Peer-mediated social communication intervention: When clinical expertise informs treatment development and evaluation. Topics in Language Disorders, 27(2), 182-199. doi:10.1097/01.TLD.0000269932.26504.a8
Book Chapters
Carta, J. J., Greenwood, C. R., Goldstein, H., McConnell, S., Kaminski, R., Bradfield, T., Wackerle-Hollman, A., Linas, M., Guerrero, G., Kelley, E., & Atwater, J. (in press). Advances in multi-tiered systems of support for prekindergarten children: Lessons learned from 5 years of research and development from the Center for Response to Intervention in Early Childhood. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), The Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support (2nd Ed.).
Goldstein, H. (2013). Circle of friends. In F. R. Volkmar (Ed.), Encyclopedia of autism spectrum disorders. New York: Springer.
Goldstein, H. (2013). Activity-based instruction. In F. R. Volkmar (Ed.), Encyclopedia of autism spectrum disorders. New York: Springer.
Spencer, E., Spencer, T., Goldstein, H., & Scheider, N. (2013). Identifying early literacy learning needs: Implications for child outcome standards and assessment systems. In T. Shanahan & C. Lonigan (Eds.), Literacy in preschool and kindergarten children: The National Early Literacy Panel and beyond (pp. 45-70). Baltimore, MD: Paul H. Brookes.
Ziolkowski, R. A., & Goldstein, H. (2011). A school age child with behavior disorders and language-learning disabilities: Applying contextualized written language and behavioral support intervention. In S. Chabon & E. Cohn (Eds.), The casebook for communication sciences and disorders (pp. 291-302). Glenville, IL: Pearson/Allyn & Bacon.
Schneider, N., & Goldstein, H. (2008). Social competence interventions for young children with communication and language disorders. In W. H. Brown, S. L. Odom & S. R. McConnell (Eds.), Social competence of young children: Risk, disability, and intervention (pp. 233-252). Baltimore, MD, US: Paul H Brookes.
American Speech-Language-Hearing Association, Vice President; 2013 - 2015
Florida Speech- Language- Hearing Association , Member; 1997 - present
Council for Exceptional Children, Member; 1992 - present
American Speech-Language-Hearing Association (1973), Fellow; 1989 - present
Association for Behavioral Analysis (1973), Member; 1984 - present
Society for Research in Child Development (1979), Member; 1984 - present
Using programmatic research to develop feasible, effective language and literacy interventions; 28th Annual International Conference on Young Children with Special Needs and Their Families; 2012
Envisioning multi-tiered systems of support to promote school readiness in early childhood classrooms.; Seminar; Annual Convention of the Florida Association of Speech-Language Pathologists and Audiologists; 2014
Revisiting social validity: Informing implementation science.; Panel Discussion; Conference on Research Innovations in Early Intervention; 2014
Access to early intervention for children and families experiencing poverty.; Panel Discussion; Conference on Research Innovations in Early Intervention; 2014
From Research to Practice: Lessons learned in early childhood RTI.; Symposium; 29th Annual International Conference of Children with Special Needs and Their Families; 2014
A Review of Evidence-Based Practices: Social Skills Interventions for Preschoolers with Autism; Conference on Research Innovations in Early Intervention; 2012
Applying RTI to Language and Early Literacy in Pre-K Settings; Panel presentation at Conference on Research Innovations in Early Intervention; 2012
Effects of a phonological awareness intervention on preschoolers’ emergent literacy skills; Head Start’s 11th National Research Conference; 2012
Tier 2 intervention for preschool children: Answering questions and learning new words; 28th Annual International Conference on Young Children with Special Needs and Their Families; 2012
SLP Contributions to RtI in Preschool: Oral Language Interventions; American-Speech-Language-Hearing Convention; 2012
University of South Florida 13301 Bruce B. Downs Blvd MHC 1110 Tampa, FL 33612-3807