Faculty/Staff/PhD

Academic Faculty

goldstein,howard

Goldstein, Howard, Ph.D.

Associate Dean, Professor

Phone: 813.974.9613
Office: MHC 1121

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  View Curriculum Vitae

 I have maintained a steadfast commitment to intervention research for 40 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 engaged in research across the life span, but my primary focus has been on early intervention and prevention, especially in the following areas:

  • Embedding interventions focusing on language, vocabulary, and phonological awareness skills into shared book reading
  • Effects of vocabulary and phonological awareness intervention on preventing reading disabilities in at-risk children in low income schools
  • 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

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. Through iterative intervention development, our small-scale studies inform revisions and refinements in our treatments, our measurement schemes, and our implementation tactics. Our larger experiments seek to scale up interventions within existing systems to evaluate effects in authentic settings and to engineer sustainable interventions.

Education
Ph.D. Peabody College of Vanderbilt University 1980
M.S. University of Washington, Seattle 1978
B.A. University of California, Santa Barbara 1976

Teaching

Undergraduate

  • Clinical Methods
  • Research Evaluation
  • Honor's Thesis Preparation
  • Applications of Research
  • Curriculum Development for Young Children
  • Foundations of Prevention Science

Graduate

  • 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

Recent Scholarly Activity

Journal Articles

Seven, Y., Kelley, E., Dedrick, R., Spencer, T., Madsen, K., & Goldstein, H. (in press). Psychometric Properties of a Preschool Language, Literacy, and Behavior Screener (PLLB-S). Journal of Psychoeducational Assessment.

Kamonsitichai, W., & Goldstein, H. (in press). Speech-language pathologists鈥� perceptions of augmentative and alternative communication in Thailand. Augmentative and Alternative Communication. 

Peters-Sanders, L., Sanders, H., Goldstein, H., Ramachandran, K. (in press). Using Multivariate Adaptive Regression Splines (MARS) to Predict Lexical Characteristics鈥� Influence on Word Learning in First through Third Graders. Journal of Speech, Language, and Hearing Research.

Patrona, E., Feron, J., Olszewski, A., Kelley, E. S., & Goldstein, H. (2022). Effects of explicit vocabulary intervention for preschoolers: An exploratory application of the Percent of Goal Obtained (PoGO) effect size metric. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2022_JSLHR-22-00217

Madsen, K. M., Peters-Sanders, L. A., Kelley, E. S., Barker, R. M., Seven, Y., Olsen, W. L., Soto-Boykin, X., & Goldstein, H. (2022). Optimizing vocabulary instruction for preschool children. Journal of Early Intervention.   

Goldstein, H., & Kelley, E. S. (2022). Issue Forward: Advanced in vocabulary instruction: Can we bridge the word gap? Topics in Language Disorders, 42(4), 287-289.   

Campbell, D. R., & Goldstein, H. (2022). Reliability of scoring telehealth speech sound assessments administered in real-world scenarios. American Journal of Speech Language Pathology, 31, 1338-1353.   

McKenna, M., Dedrick, R. F. & Goldstein, H. (2022). Development and initial validation of the early elementary writing rubric to inform instruction for kindergarten and first grade students. Assessment for Effective Intervention, 47(4), 220-233.  

Campbell, D. R., & Goldstein, H. (2022). Evolution of telehealth technology, evaluations, and therapy: Effects of the COVID-19 pandemic and pediatric speech-language pathology serv