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Howard Goldstein
Campbell Hall 135
(614) 247-7366
hgoldstein@ehe.osu.edu
Research Director of the Schoenbaum Family Center and Professor
In my role as Research Director of the Schoenbaum Family Center at Weinland Park at The Ohio State University, my intention is to lead a number of efforts to investigate home- and school-based interventions to improve language and literacy outcomes in children in high poverty communities. A newly funded project is part of a national Center on Response to Intervention in Early Childhood. Along with collaborators at the University of Kansas, University of Minnesota, and Dynamic Measurement Group in Oregon, we are developing a model for identifying at-risk children early so we can provide a tiered approach to preschool instruction that will target language and emergent literacy skills that are critical to school success.
My research interest is in developing and evaluating interventions to teach functional social, language, and literacy skills to children at-risk for and with disabilities.
My past research has focused on four areas:
1) Embedding interventions focusing on language, vocabulary, and phonological awareness skills into shared book reading
2) Peer-mediated interventions to promote social communication in children with autism and other developmental disabilities in inclusive preschools
3) Effects of vocabulary and phonics intervention on preventing reading disabilities in at-risk children in low income schools
4) Observational leaning and generalization processes in language learning
Selected Publications
Goldstein, H. (2002). Communication intervention for children with autism: A review of treatment efficacy. J. of Autism and Developmental Disorders, 32, 373-396.
Goldstein, H. (2006). Language intervention considerations for children with mental retardation and developmental disabilities. Perspectives on Language Learning and Education, 13 (3), 21-26.
McDowell, K., Lonigan, C., & Goldstein, H. (2007). Relations among SES, age, gender, phonological distinctness, vocabulary, and phonological sensitivity. Journal of Speech, Language, and Hearing Research, 50, 1079-1092.
Goldstein, H., Schneider, N., & Thiemann, K. (2007). Peer-mediated social communication intervention: When clinical expertise informs treatment development and evaluation. Topics in Language Disorders, 27, 182-199.
Schneider, N., & Goldstein, H. (2008). Peer-related social competence interventions for young children with communication and language disorders. In W. H. Brown, S. L. Odom, & S. R. McConnell (Eds.), Social competence of young children: Risk, disability, and intervention (pp. 233-252). Baltimore: Paul H. Brookes.
Schneider, N., Goldstein, H., & Parker, R. (2008). Social skills interventions for children with autism: A meta analytic application of percentage of all non-overlapping data (PAND). Evidence-Based Communication Assessment and Intervention, 2, 152-162.
Darden-Brunson, F., Green, A., & Goldstein, H. (2008). Video-based instruction for children with autism. In J. Luiselli, D. C. Russo, W. P. Christian, & S. M. Wilcyznski (Eds.), Effective practices for children with autism: Educational and behavior support interventions that work. New York: Oxford University Press.
Ziolkowski, R. A., & Goldstein, H. (2008). Effects of an embedded phonological awareness intervention during repeated book reading on preschool children with language delays. Journal of Early Intervention, 31, 67-90.
Schneider, N., & Goldstein, H. (in press). Using social stories and visual schedules to improve socially appropriate behaviors in children with autism. Journal of Positive Behavior Intervention.
Lugo Neris, M. J., Jackson, C. W., & Goldstein, H. (in press). Facilitating vocabulary acquisition of young English language learners. American Journal of Speech-Language Pathology.
Schneider, N., & Goldstein, H. (in press). Social Stories™ Improve the On-Task Behavior of Children with Language Impairment. Journal of Early Intervention.
*Bolding indicates student co-author.
Reviewer & Site Visitor (2003-2006). Early Reading First program, US Department of Education.
Reviewer (2006). IES, US Department of Education, Reading and Writing Review Panel.
Member (2007-- ). NCSER, IES, US Department of Education Early Childhood Standing Review Panel.
Associate Editor (1996-2007). Topics in Early Childhood Special Education.
Associate Editor (2007--). American Journal of Speech-Language Pathology.
Member (2008). ASHA/CAPCSD PhD Shortage Committee.
Ad Hoc Grant Reviewer (2009). Social Sciences and Humanities Research Council of Canada.
Member (2009--). College of Education and Human Ecology Research Committee.
Vice President, Programs and Awards Committee (2007--). American Speech-Language-Hearing Foundation Board of Trustees.
Reviewer, Journal of Early Intervention, Journal of Speech-Language-Hearing Research, Focus on Autism, Journal of Autism and Development Disabilities, Journal of Applied Behavior Analysis, Education and Treatment of Children, Topics in Language Disorders
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
Principal Investigator. Center for Response to Intervention in Early Childhood, U.S. Dept of Education, Institute of Education Science, Cooperative Agreement R324C080011 (2008-2013, $2.2M subcontract)
Principal Investigator. Project ILIAD: Independent lexical instruction and development--Effects of Curriculum-Based Vocabulary Instruction for Children With and At-Risk for Language and Reading Disabilities, U.S. Dept of Education, Institute of Education Science, R324L06023 (2006-2009, $1,338,773 total costs).
Principal Investigator. Improving Language and Literacy Outcomes for Children with Communication Disorders in High Poverty Communities, U.S. Department of Education, OSEP. (2007-2011; $800,000 total costs).
Undergraduate - Clinical Methods, Research Evaluation, Honor's Thesis Preparation, Applications of Research in Communication Sciences & Disorders
Graduate - School-age Language-Learning Disabilities, Clinical Research Methods, Current Issues in Developmental Communication Disorders, Seminar in Developmental Disabilities, Professional Tools, Evidence-Based Practices