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Psychology

D-Index
50
Citations
9448
World Ranking
5458
National Ranking
2980

Overview

Howard Goldstein is affiliated with the University of South Florida in the United States. Their research centers primarily on psychology, with a significant focus on developmental and educational psychology. Additional fields of study include education, clinical psychology, cognitive neuroscience, and aspects of public health, environmental, and occupational health.

Their work addresses several key topics, such as reading and literacy development, language development and disorders, family and disability support research, behavioral and psychological studies, telemedicine and telehealth implementation, the Delphi technique in research, and early childhood education and development.

Goldstein has published research in a variety of academic venues. Frequent publication outlets include:

  • American Journal of Speech-Language Pathology
  • Journal of Speech Language and Hearing Research
  • OPAL (Open@LaTrobe) (La Trobe University)
  • Evidence-Based Communication Assessment and Intervention
  • Language Speech and Hearing Services in Schools

Among their recent papers are the following:

  • Evolution of Telehealth Technology, Evaluations, and Therapy: Effects of the COVID-19 Pandemic on Pediatric Speech-Language Pathology Services (2021) published in American Journal of Speech-Language Pathology
  • Indexing effects in single-case experimental designs by estimating the percent of goal obtained (2020) published in Evidence-Based Communication Assessment and Intervention
  • Trends in Clinical Practice Research in ASHA Journals: 2008-2018 (2020) published in American Journal of Speech-Language Pathology
  • Effects of a Multicomponent Peer Mediated Intervention on Social Communication of Preschoolers With Autism Spectrum Disorder (2020) published in Exceptional Children
  • Speech-Language Pathologist Involvement in Multi-Tiered System of Supports Questionnaire: Advances in Interprofessional Practice (2021) published in Language Speech and Hearing Services in Schools

Howard Goldstein has frequently collaborated with a number of coauthors, including:

  • Elizabeth Kelley
  • Lindsey Peters-Sanders
  • Yagmur Seven
  • Keri Madsen
  • Xigrid Soto-Boykin

Best Publications

  • Communication intervention for children with autism: a review of treatment efficacy.

    Howard Goldstein

  • Social Stories, Written Text Cues, and Video Feedback: Effects on Social Communication of Children With Autism

    Kathy S. Thiemann;Howard Goldstein

  • Peer-mediated intervention: attending to, commenting on, and acknowledging the behavior of preschoolers with autism.

    Howard Goldstein;Louise Kaczmarek;Ruth Pennington;Karin Shafer

  • Promoting interaction during sociodramatic play: teaching scripts to typical preschoolers and classmates with disabilities.

    Howard Goldstein;Connie L. Cisar

  • Validity and reliability of the communication and symbolic behavior scales developmental profile with very young children.

    Amy M. Wetherby;Lori Allen;Julie Cleary;Kary Kublin

  • Enhancing Generalized Teaching Strategy Use in Daily Routines by Parents of Children With Autism

    Shubha Kashinath;Juliann Woods;Howard Goldstein

  • Effects of Embedding Caregiver-Implemented Teaching Strategies in Daily Routines on Children's Communication Outcomes:

    Juliann Woods;Shubha Kashinath;Howard Goldstein

  • Facilitating Vocabulary Acquisition of Young English Language Learners

    Mirza J. Lugo-Neris;Carla Wood Jackson;Howard Goldstein

  • Interaction among preschoolers with and without disabilities : Effects of across-the-day peer intervention

    Howard Goldstein;Kris English;Karin Shafer;Louise Kaczmarek

  • Relations Among Socioeconomic Status, Age, and Predictors of Phonological Awareness

    Kimberly D. McDowell;Christopher J. Lonigan;Howard Goldstein

  • Effects of peer training and written text cueing on social communication of school-age children with pervasive developmental disorder.

    Kathy S. Thiemann;Howard Goldstein

  • Using Social Stories and Visual Schedules to Improve Socially Appropriate Behaviors in Children With Autism

    Naomi Schneider;Howard Goldstein

  • Promoting Interactions among Preschoolers with and without Disabilities: Effects of a Buddy Skills- Training Program

    Kris English;Howard Goldstein;Karin Shafer;Louise Kaczmarek

  • EFFECTS OF SELF-EVALUATION ON PRESCHOOL CHILDREN'S USE OF SOCIAL INTERACTION STRATEGIES WITH THEIR CLASSMATES WITH AUTISM

    Diane M. Sainato;Howard Goldstein;Phillip S. Strain

  • Peer intervention effects on communicative interaction among handicapped and nonhandicapped preschoolers.

    Howard Goldstein;Susan Wickstrom

  • Speech Perception Benefits of FM and Infrared Devices to Children With Hearing Aids in a Typical Classroom

    Karen L. Anderson;Howard Goldstein

  • Effects of Commenting During Joint Book Reading by Mothers with Low SES

    Elaine Hontz Hockenberger;Howard Goldstein;Linda Sirianni Haas

  • GENERALIZED LANGUAGE LEARNING BY CHILDREN WITH SEVERE MENTAL RETARDATION: EFFECTS OF PEERS' EXPRESSIVE MODELING

    Howard Goldstein;Lori Mousetis

  • Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed

    Charles R. Greenwood;Judith J. Carta;Jane Atwater;Howard Goldstein

  • An Exploratory Comparison of Milieu Teaching and Responsive Interaction in Classroom Applications

    Paul J. Yoder;Ann P. Kaiser;Howard Goldstein;Cathy Alpert

Frequent Co-Authors

Judith J. Carta
Judith J. Carta University of Kansas
Charles R. Greenwood
Charles R. Greenwood University of Kansas
Scott R. McConnell
Scott R. McConnell University of Minnesota
Michelle S. Bourgeois
Michelle S. Bourgeois University of South Florida
Phillip S. Strain
Phillip S. Strain University of Denver
Jason L. Anthony
Jason L. Anthony University of South Florida
Christopher J. Lonigan
Christopher J. Lonigan Florida State University
Amy M. Wetherby
Amy M. Wetherby Florida State University
Paul J. Yoder
Paul J. Yoder Vanderbilt University
Beth M. Phillips
Beth M. Phillips Florida State University

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