World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
50
Citations
9448
World Ranking
5456
National Ranking
2980

Howard Goldstein publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Howard Goldstein sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 165 publications — 56th percentile

56% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Howard Goldstein D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Howard Goldstein sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 50 D-Index — 54th percentile

54% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

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

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

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