Academic Faculty


Goldstein, Howard, Ph.D.

Associate Dean, Professor

Phone: 813.974.9613
Office: MHC 1121

Send email

  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., 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’ 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’ 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. https://doi.org/10.1177/1053815122116596  

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. https://doi.org/10.1097/TLD.0000000000000299  

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. https://doi.org/10.1044/2022_AJSLP-21-00219  

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. https://doi.org/10.1177/15345084211065977 

Campbell, D. R., & Goldstein, H. (2022). Evolution of telehealth technology, evaluations, and therapy: Effects of the COVID-19 pandemic and pediatric speech-language pathology services. American Journal of Speech Language Pathology, 31(1), 257-270. https://doi.org/10.1044/2021_AJSLP-21-00069 

Larsen, R. W., Bradley-Klug, K., Bloom, M., Goldstein, H., & Sanberg, P. R. (2021). USF Pandemic Response Research Network (USF PRRN): A highly integrative basic and responsive research approach to COVID-19. Technology and Innovation, 22, 165-171. http://dx.doi.org/10.21300/22.2.2021.5  

Campbell, D. R., & Goldstein, H. (2021). Genesis of a new generation of telepractitioners: The COVID-19 pandemic and pediatric speech-language pathology services. American Journal of Speech Language Pathology, 30, 2143-2154. https://doi.org/10.1044/2021_AJSLP-21-00013  . 

McKenna, M., Goldstein, H., Soto-Boykin, X., Cheng, K, Troia, G., & Ferron, J. (2021). Supplemental intervention improves writing of first graders: Single case experimental design evaluation. The Journal of Educational Research, 114(3), 278-293. https://doi.org/10.1080/00220671.2021.1923450  

McKenna, M., Castillo, J., Dedrick, R. F., Cheng, K., & Goldstein, H. (2021). Speech-Language Pathologist (SLP) Involvement in Multi-Tiered System of Supports (MTSS) Questionnaire: Advances in Interprofessional Practice. Language, Speech, & Hearing Services in the Schools, 52, 597-611. https://doi.org/10.1044/2020_LSHSS-20-00084 

Dueñas, A. D., Plavnick, J. B., & Goldstein, H. (2021). Effects of a Multi-Component Peer Mediated Intervention on Social Communication of Preschoolers with Autism Spectrum Disorder. Exceptional Children, 87(2), 236-257.  https://10.1177/0014402920953761 

Seven, Y., Ferron, J., & Goldstein, H. (2020). Effects of Embedding Decontextualized Language Through Book-Sharing Delivered by Mothers and Fathers in Co-Parenting Environments. Journal of Speech, Language, and Hearing Research, 63, 4062-4081. https://doi.org/10.1044/2020_JSLHR-20-00206 

Kelley, E. S., Barker, R. M., Peters-Sanders, L., Madsen, K., Seven, Y., Soto, X., Olsen, W. L., Hull, K., & Goldstein, H. (2020). Feasible Implementation Strategies for Improving Vocabulary Knowledge of High-Risk Preschoolers: Results from a Cluster-Randomized Trial. Journal of Speech, Language, and Hearing Research, 63, 4000-4017. https://doi.org/10.1044/2020_JSLHR-20-00316 

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   ED605483 

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   ED603912

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 

Biel, C. H., 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 


Books and Chapters

McConnell, S., & Goldstein, H. (2021). Measurement Built for Scale: Designing and Using Measures of Intervention and Outcome that Facilitate Scaling Up. In J.A. List, D. Suskind, & L.H. Supplee (Eds.), The Scale-Up Effect in Early Childhood and Public Policy (pp. 301-319). 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 Learning (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

·         2020: USF CBCS Faculty Council Outstanding Mentor Award

·         2020: Fellow in the Psychology Section of the American Association for the Advancement of Science 

·         2021: Kawana Award for Lifetime Achievement in Publications, ASHA Journals Board

·         2022: Honors of the Florida Association of Speech-Language Pathologists & Audiologists 

·         2022: USF College of Behavioral & Community Sciences Faculty Council Outstanding Researcher Award

·         2022: University of South Florida Outstanding Research Achievement Award


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

·         Bridging the Word Gap Network. Principal Investigator: Judy Carta (University of Kansas). Site PI: Howard Goldstein. $30,000 Subaward. $900,000 funded by the Health Services and Research Administration, 2021-2024. 1U6DMC42197-01