Academic Faculty


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.

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



  • 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


Recent Scholarly Activity

Journal Articles

  • Seven, Y., Ferron, J., & Goldstein, H. (in press). Effects of Embedding Decontextualized Language Through Book-Sharing Delivered by Mothers and Fathers in Co-Parenting Environments. Journal of Speech, Language, and Hearing Research.
  • Kelley, E. S., Barker, R. M., Peters-Sanders, L., Madsen, K., Seven, Y., Soto, X., Olsen, W. L., Hull, K., & Goldstein, H. (in press). Feasible Implementation Strategies for Improving Vocabulary Knowledge of High-Risk Preschoolers: Results from a Cluster-Randomized Trial. Journal of Speech, Language, and Hearing Research.
  • Dueñas, A. D., Plavnick, J. B., & Goldstein, H. (2020). Evaluation of a Multi-Component Peer Mediated Intervention on Social Communication of Preschoolers with Autism Spectrum Disorder. Exceptional Children. https://doi.org/10.1177/0014402920953761
  • Soto, X. T., Crucet-Choi, A., & Goldstein, H. (2020). Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers’ Dual Language Emergent Literacy Skills. American Journal of Speech-Language Pathology, 29, 1283-1300. https://doi.org/10.1044/2020_AJSLP-20-00029
  • Roberts, M. Y., Sone, B. J., Zanzinger, K. E., Bloem, M. E., Kulba, K., Schaff, A., . . . Goldstein, H. (2020). Trends in Clinical Practice Research in ASHA Journals: 2008-2018. American Journal of Speech-Language Pathology, 29, 1629-1639. https://doi.org/10.1044/2020_AJSLP-19-00011
  • Ferron, J., Goldstein, H., Olszewski, A., & Rohrer, L. (2020). Indexing effects in single-case experimental designs by estimating the Percent of Goal Obtained (POGO). Evidence Based Communication Assessment and Intervention,14 (1-2), 6-27. https://doi.org/10.1080/17489539.2020.1732024
  • Soto, X., Seven, Y., McKenna, M., Madsen, K., Peters-Sanders, L., Kelley, E. S., & Goldstein, H. (2020). Iterative Development of a Home Review Program to Promote Preschoolers’ Vocabulary Skills: Social Validity and Learning Outcomes. Language, Speech, and Hearing Services in Schools, 51 (2), 371-389. https://doi.org/10.1044/2019_LSHSS-19-00011
  • Curiel, E. S. L., Axe, J. B., Sainato, D. M., & Goldstein, H. (2020). Systematic review of matrix training for individuals with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 35 (1), 55-64. https://doi.org/10.1177/1088357619881216
  • Peters-Sanders, L., Kelley, E., Haring, C., Madsen, K., Soto, X., Seven, Y., Hull, K., & Goldstein, H. (2020). Moving forward four words at a time: Effects of a supplemental preschool vocabulary. Language, Speech, and Hearing Services in Schools, 51, 165-175. https://doi.org/10.1044/2019_LSHSS-19-00029
  • Seven, Y., Hull, K., Madsen, K., Ferron, J., Peters-Sanders, L., Soto, X., Kelley, E. S., & Goldstein, H. (2020). Classwide extensions of vocabulary intervention improve learning of academic vocabulary by preschoolers. Journal of Speech, Language, and Hearing Research, 63, 173-189. https://doi.org/10.1044/2019_JSLHR-19-00052
  • Bourque, K. S., & Goldstein, H. (2020). Expanding communication modalities and functions for preschoolers with Autism Spectrum Disorder: Secondary analysis of a peer partner speech-generating device intervention. Journal of Speech, Language, and Hearing Research, 63, 190-205. https://doi.org/10.1044/2019_JSLHR-19-00202
  • Seven, Y., & Goldstein, H. (2020). Effects of embedding decontextualized language during book-sharing delivered by fathers in Turkey. Early Childhood Research Quarterly, 50, 191-204. https://doi.org/10.1016/j.ecresq.2019.01.001
  • Haring-Biel, C., Buzhardt, J., Brown, J. A., Romano, M. K., Lorio, C. M., Windsor, K., Kaczmarek, L. A., Gwin, R., Sandall, S. R., & Goldstein, H. (2020). Language interventions taught to caregivers in homes and classrooms: A review of intervention and implementation fidelity. Early Childhood Research Quarterly, 50, 140-156. https://doi.org/10.1016/j.ecresq.2018.12.002
  • Soto, X., Olszewski, A., & Goldstein, H. (2019). Systematic review of phonological awareness interventions for Latino children in early and primary grades. Journal of Early Intervention, 41(4), 340-365. https://doi.org/10.1177/1053815119856067
  • Kelley, E. S., & Goldstein, H. (2019). Examining Performance on a Process-Based Assessment of Word Learning in Relation to Vocabulary Knowledge and Learning in Vocabulary Intervention. Seminars in Speech and Language, 40 (5), 344-358. https://doi.org/10.1055/s-0039-1688447
  • Goldstein, H., McKenna, M., Barker, R. M., & Brown, T. H. (2019). Research-Practice Partnership: Application to implementation of Multi-Tiered System of Supports in early childhood education. ASHA Perspectives, 4, 38-50. https://doi.org/10.1044/2018_PERS-ST-2018-0005
  • Curiel, E. S. L., Sainato, D. M., & Goldstein, H. (2018). Matrix training for toddlers with Autism Spectrum Disorder and other language delays. Journal of Early Intervention, 40 (3), 268-284. https://doi.org/10.1177/1053815118788060
  • Kelley, E. S., Leary, E., & Goldstein, H. (2018). Predicting response to treatment in a Tier 2 supplemental vocabulary intervention. Journal of Speech, Language, and Hearing Research, 61, 94-103. https://doi.org/10.1044/2017_JSLHR-L-17-0399
  • Goldstein, H., & Olswang, L. (2017). Is There a Science to Facilitate Implementation of Evidence-Based Practices and Programs? Evidence-Based Communication Assessment and Intervention, 11,3-4, 55-60. https://doi.org/10.1080/17489539.2017.1416768
  • Olswang, L., & Goldstein, H. (2017). Collaborating on the Development and Implementation of Evidence-Based Practices: Advancing Science and Practice. Evidence-Based Communication Assessment and Intervention, 11,3-4, 61-71. https://doi.org/10.1080/17489539.2017.1386404
  • Goldstein, H., Ziolkowski, R., Bojczyk, K., Marty, A., Schneider, N., Harpring, J, & Haring, C. (2017). Academic vocabulary learning in first through third grade in low-income schools: Effects of automated supplemental instruction. Journal of Speech, Language, and Hearing Research, 60, 3237–3258. https://doi.org/10.1044/2017_JSLHR-L-17-0100
  • Thiemann-Bourque, K., McGruff, S., & Goldstein, H. (2017). Training peer partners to use a speech-generating device with classmates with Autism Spectrum Disorders: Exploring communication outcomes across preschool contexts.Journal of Speech, Language, and Hearing Research, 60, 2648-2662. https://doi.org/10.1044/2017_JSLHR-L-17-0049
  • Olszewski, A., Soto, X., & Goldstein, H. (2017). Modeling alphabet skills as instructive feedback within a phonological awareness intervention. American Journal of Speech-Language Pathology, 26, 769-790. https://doi.org/10.1044/2017_AJSLP-16-0042
  • Spencer, T. D., Goldstein, H., Kelley, E. S., Sherman, A., & McCune, L. (2017). A Curriculum-Based Measure of Language Comprehension for Preschoolers: Reliability and Validity of the Assessment of Story Comprehension (ASC). Assessment for Effective Intervention, 42(4), 209-223. ED577225
  • 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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1044/2015_JSLHR-L-15-0227

Books and Chapters

  • McConnell, S., & Goldstein, H. (in press). Measurement Built for Scale: Designing and Using Measures of Intervention and Outcome that Facilitate Scaling Up. In J. List, D. Suskind, & L. Supplee (Eds.), The Scale-Up Effect in Early Childhood and Public Policy. New York: Routledge.
  • Olszewski, A., Haring, C., Soto, X., Peters, L., & Goldstein, H. (2019). How do we design and implement Tier 2 instructional support in early literacy and language? In J. Carta & R. Miller-Young (Eds.), Multi-Tiered System of Supports for Young Children: A Guide for RtI in Early Childhood (pp. 313-330). Baltimore: Paul Brookes. ED598350
  • Drobisz, J., Goldstein, H., Spencer, T., Smith, G. & Moon-Michel, L. (2019). Electronic Data Management and Expert Decision Making for Multi-Tiered System of Supports: Design Research in Early Childhood Literacy and Professional Development. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learnin (pp. 1085-1089). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).

Honors and Awards

  • 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-Hearing Association
  • 2016: Honors of the American Speech-Language-Hearing Association

Recent Grants

  • 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, 2015-2019. 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. $1.45 M for four years funded by U.S. Dept of Education, Institute of Education Sciences, 2017-2021. R324A170073
  • Efficacy of Story Friends Vocabulary Curriculum Targeting Preschoolers At Risk for Language and Literacy. Principal Investigator: Howard Goldstein. $3.3 M for five years funded by U.S. Dept of Education, Institute of Education Sciences, 2020-2025. R324A20017