Goldstein, Howard, Ph.D.

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:

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




Recent Publications


Honors and Awards


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