Selected Publications
English, K., Shafer, K., Goldstein, H., & Kaczmarek, L. (1996). "Buddy skills" for preschoolers. Teaching Exceptional Children, 28(3) 62-66.
Hepting, N. H., & Goldstein, H. (1996). Requesting by preschoolers with developmental disabilities: Videotape self-modeling and learning of new linguistic structures. Topics in Early Childhood Special Education, 16, 407-427.
Hepting, N., & Goldstein, H. (1996). What's "natural" about naturalistic language intervention? Journal of Early Intervention, 20, 250-264.
English, K., Goldstein, H., Shafer, K., & Kaczmarek, L. (1997). Promoting interactions among preschoolers with and without disabilities: Effects of a buddy skills-training program. Exceptional Children, 63, 229-243.
Goldstein, H., English, K., Shafer, K., & Kaczmarek, L. (1997). Interaction among preschoolers with and without disabilities: Effects of across-the-day peer intervention. Journal of Speech, Language, and Hearing Research, 40, 33-48.
Goldstein, H., & Gierut, J. (1998). Child language and phonological disorders. In C. Frattali (ed.), Outcomes measurement in speech-language pathology (pp.406-437). New York: Thieme.
Hockenberger, E. H., Goldstein, H., & Haas, L. S. (1999). Effects of commenting during joint book reading by mothers with low SES. Topics in Early Childhood Special Education, 19, 15-27.
Wickstrom-Kane, S., & Goldstein, H. (1999). Communication assessment and intervention to address challenging behavior in toddlers. Topics in Language Disorders, 19, 70-89.
Goldstein, H. (2000). Commentary: Interventions to facilitate auditory, visual, and motor integration: "Show me the data." Journal of Autism & Developmental Disorders, 30, 423-425.
Thiemann, K., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of elementary school-age children with autism. Journal of Applied Behavior Analysis, 34, 425-446.
Goldstein, H., Kaczmarek, L., & English, K. (Eds.) (2002). Promoting social communication: Children with developmental disabilities from birth to adolescence. Baltimore: Paul Brookes.
Goldstein, H., & Woods, J. (2002). Promoting communication competence in preschool age children. In M. R. Shinn, G. Stoner, & H. M. Walker (eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 469-499). Washington, DC: National Association of School Psychologists.
Goldstein, H. (2002). Communication intervention for children with autism: A review of treatment efficacy. Journal of Autism and Developmental Disorders, 32(5), 373-396.
Woods, J., & Goldstein, H. (2003). When the toddler takes over: Changing challenging routines into conduits for communication. Focus on Autism and Other Developmental Disabilities, 18, 176-181.
Lonigan, C. J., Driscoll-Bacon, K., Phillips, B. M., Cantor, B. G., Anthony, J. L., & Goldstein, H. (2003). Evaluation of a computer-assisted instruction phonological sensitivity program with preschool children at-risk for reading problems. Journal of Early Intervention, 25, 248-262.
Anderson, K. L., & Goldstein, H. (2004). Speech perception benefits of FM and infrared devices to children with hearing aids in a typical classroom. Language, Speech, and Hearing Services in Schools, 35, 169-183.
Woods, J., Kashinath, S., & Goldstein, H. (2004). Effects of embedding caregiver-implemented teaching strategies in daily routines on children’s communication outcomes. Journal of Early Intervention, 26, 175-193.
Thiemann, K., & Goldstein, H. (2004). Effects of peer training and written text cueing on social communication of school-age children with autism. Journal of Speech, Language, & Hearing Research, 47, 126-144.
Current Grant Support
Generalized effects of family guided early intervention routines. Principal Investigators: Juliann Woods & Howard Goldstein. $540,000 for three years funded by U.S. Department of Education, OSEP, 2002-2005.
FSU/FAMU Regional Professional Development Partnership Grant. Principal Investigator: Howard Goldstein. $160,000 per year, funded by Florida State Department of Education, 2002-2005.
State Improvement Grant: FSU/FAMU CSPD Partnership. Principal Investigator: Howard Goldstein. $168,000 per year funded by Florida State Department of Education, 2000-2005.
Improving language and literacy outcomes for children with communication disorders in high poverty communities. Principal Investigator: Howard Goldstein, $800,000 for four years funded by U.S. Dept of Education, OSEP, 2002-2006.
Improving Language and Literacy Outcomes for Children with Disabilities in High Poverty Communities: A Leadership Training Partnership to Prepare Personnel in Communication Disorders. Principal Investigator: Howard Goldstein, $800,000 for four years funded by U.S. Department of Education, OSEP, 2004-2007.