Goldstein, Howard, Ph.D.
I have maintained a steadfast commitment to intervention research for over 35 years. I have sought to develop and evaluate interventions to teach functional social, language, and literacy skills to individuals with a variety of disabilities. I have been engaged in research across the life span, but my primary focus has been on early intervention and prevention, especially in the following areas:
- Observational learning and generalization processes in language learning
- Peer-mediated interventions to promote social communication in children with autism and other developmental disabilities in inclusive preschools
- Effects of vocabulary and phonics intervention on preventing reading disabilities in at-risk children in low income schools
- Embedding interventions focusing on language, vocabulary, and phonological awareness skills into shared book reading
Currently, I am investigating school- and home-based interventions to improve language and literacy outcomes in children with developmental delays in high poverty communities. My collaborators and I continue to work on developing a model for identifying at-risk children early so we can provide a multi-tiered approach to preschool instruction that targets language, emergent literacy, and socio-emotional skills that are critical to school success.
I have gained greater appreciation of the role of iterative intervention development and how small scale studies can inform revisions and refinements in our treatments, our measurement schemes, and our implementation tactics before moving on to larger experiments. I also have realized the value of scaling up interventions within existing systems both to evaluate effects in authentic settings and to engineer sustainable interventions.
I hope to engender greater interest and appreciation for clinical practice research in the discipline of communication sciences and disorders. Our speech-language pathologists and audiologists are begging for more research to inform their practices and policies. And our clients need to appreciate how the scientific enterprise has direct implications for realizing their right to communication and ensure a high quality of lives for clients, their families, and our society.
|B.A.||University of California, Santa Barbara||1976|
|M.S.||University of Washington, Seattle||1978|
|Ph.D.||Peabody College of Vanderbilt University||
- Clinical Methods
- Research Evaluation
- Honor's Thesis Preparation
- Applications of Research
- Curriculum Development for Young Children
- Foundations of Prevention Science
- School-age Language-Learning Disabilities
- Clinical Research Methods
- Current Issues in Developmental Communication Disorders
- Seminar in Developmental Disabilities
- Professional Tools
- Evidence-Based Practices seminar
- Single-Case Experimental Design
- Olszewski, A., Soto, X., & Goldstein, H. (in press). Modeling alphabet skills as instructive feedback within a phonological awareness intervention. American Journal of Speech-Language Pathology. doi: 10.1044/2017_AJSLP-16-0042
- Spencer, T. D., Goldstein, H., Kelley, E. S., Sherman, A., & McCune, L. (in press). A Curriculum-Based Measure of Language Comprehension for Preschoolers: Reliability and Validity of the Assessment of Story Comprehension (ASC). Assessment for Effective Intervention.
- Goldstein, H., Olszewski, A., Haring, C., Greenwood, C. R., McCune, L., Carta, J., . . . Kelley, E. (2017). Efficacy of a supplemental phonemic awareness curriculum to instruct preschoolers with delays in early literacy development. Journal of Speech, Language, and Hearing Research, 60(1), 89-103. doi: 10.1044/2016_JSLHR-L-15-0451
- Forrest, T. M., Wallace-Pascoe, D. M., Webb, M. D., & Goldstein, H. (2017). Giving the community a voice: Lessons learned from a comprehensive survey in an urban neighborhood. Evaluation and Program Planning, 60, 130-143. doi: 10.1016/j.evalprogplan.2016.07.005
- Goldstein, H.,Kelley, E., Greenwood, C., McCune, L., Carta, J., Atwater, J. Guerrero, G., McCarthy, T., Schneider, N., & Spencer, T. (2016). Embedded instruction improves vocabulary learning during automated storybook reading among high-risk preschoolers. Journal of Speech-Language-Hearing Research, 59, 484-500. doi: 10.1044/2015_JSLHR-L-15-0227.
- Greenwood, C. R., Carta, J. J., Kelley, E. S., Guerrero, G., Kong, N. Y., Atwater, J., & Goldstein, H. (2016). Systematic replication of the effects of a supplementary, technology-assisted, storybook intervention for preschool children with weak vocabulary and comprehension skills. The Elementary School Journal.116,574-599.doi: 10.1086/686223
- Curiel, E. S. L., Sainato, D. M., & Goldstein, H. (2016). Matrix training of receptive language skills with a toddler with autism: A case study. Education and Treatment of Children, 39, 95-109.
- Barber, A. B., Saffo, R. W., Gilpin, A. T., Craft, L. D., & Goldstein, H. (2016). Peers as clinicians: Examining the impact of Stay Play Talk on social communication in young preschoolers with autism. Journal of Communication Disorders, 5, 91-15. doi:10.1016/ j.jcomdis.2015.06.009
- Forrest, T. M., Wallace-Pascoe, D., & Goldstein, H. (2015). Developing a principle-based framework for evaluating comprehensive poverty solutions across contexts. Journal of Poverty, 19 (3), 1-26. doi: 10.1080/10875549.2014.999972
- Goldstein, H., & Olszewski, A. (2015). Developing a phonological awareness curriculum: Reflections on an implementation science framework. Journal of Speech-Language-Hearing Research, 58, S1837-S1850. doi:10.1044/2015_JSLHR-L-14-0351
- Kruse, L.G., Spencer, T.D., Olszewski, A., & Goldstein, H. (2015). Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers with early literacy deficits. American Journal of Speech Language Pathology, 24, 189-205. doi: 10.1044/2015_AJSLP-14-0035
- Kelley, E. S., Goldstein, H., Spencer, T., & Sherman, A. (2015). Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills. Early Childhood Research Quarterly, 31, 47-61. doi: 10.1016/j.ecresq.2014.14.004
- Goldstein, H. (2015). Throwing the baby out with the bathwater: Pitfalls of misrepresenting single-case experimental designs. Aphasiology, 29(5), 583-587. doi: 10.1080/02687038.2014.987045
- Kelley, E. S., & Goldstein, H. (2014). Building a Tier 2 intervention: A glimpse behind the data. Journal of Early Intervention, 36, 292-312. doi: 10.1177/1053815115581657
- Greenwood, C. R., Carta, J. J., Goldstein, H., Kaminski, R. A., McConnell, S. R., & Atwater, J. (2014). The Center on Response to Intervention in Early Childhood (CRTIEC): Developing evidence-based tools for a multi-tier approach to preschool language and early literacy instruction. Journal of Early Intervention, 36, 246-262. doi: 10.1177/1053815115581209
- Carta, J. J., Greenwood, C. R., Atwater, J., McConnell, S. R., Goldstein, H., & Kaminski, R. A. (2014). Identifying preschool children for higher tiers of language and early literacy instruction within a Response to Intervention framework. Journal of Early Intervention, 36, 281-291. doi: 10.1177/1053815115579937
- 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
- 1989: Fellow of American Speech-Language-Hearing Association
- 2003-2008: Donald M. Baer Named Professorship, Florida State University
- 2005: Phi Delta Kappa, FSU Chapter, Research in Education Award
- 2008: William R. Jones Outstanding Mentor Award, Florida Education Fund
- 2013-2015: Vice President for Science and Research, American Speech-Language-HearingAssociation Board of Directors
- 2016: Honors of the American Speech-Language-Hearing Association
- Center for Response to Intervention in Early Childhood, Principal Investigators: Charles Greenwood (University of Kansas), Howard Goldstein (OSU subcontract). $2.2 M for five years funded by U.S. Dept of Education, Institute of Education Sciences, 2008-2013, Cooperative AgreementR324C080011
- International Poverty Solutions Collaborative. Principal Investigator: Howard Goldstein (10% FTE). Funded by the OSU Office of Academic Affairs, $750,000/year for 2 years, 2010-2012.
- Center for Response to Intervention in Early Childhood, Principal Investigators: Charles Greenwood (University of Kansas), Howard Goldstein (USF subcontract). $242,555 no-cost extension funded by U.S. Dept of Education, Institute of Education Sciences, 2013-2014, Cooperative Agreement R324C080011
- Explicit vocabulary instruction in automated listening centers for young children with language delays. Principal Investigator: Howard Goldstein. $1.5 M for three years funded by U.S. Dept of Education, Institute of Education Sciences, 2015-2018. R324A150132
- Research Partnership to Improve a Multi-tiered System of Supports in Early Childhood Programs in a Large Urban District. Principal Investigator:Howard Goldstein. $400,000 for two years funded by U.S. Dept of Education, Institute of Education Sciences, 2016-2018. R305H160034
- Professional Development of an MTSS Model for Early Childhood Educators to Prevent Reading Disabilities. Principal Investigator:Howard Goldstein. $1,400,000 for three years funded by U.S. Dept of Education, Institute of Education Sciences, 2017-2020. R324A170073