Research Terms
Communication Development Social Development University Administration Early Childhood Education
Keywords
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
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