Samantha Goldman, Ph.D.
Associate Professor, Special Education
Department Chair, Education
Dr. Goldman is an associate professor of special education who has worked at Assumption University since 2016. She teaches courses at Assumption across the undergraduate, master’s, and advanced graduate levels. Her scholarly interests include family-school partnership, particularly for students with autism and challenging behavior, advocacy and alternative dispute resolution, and special education teacher preparation. Before working at Assumption, she was a licensed special educator in Massachusetts and taught in public schools and a private school placement for students with autism. She is also a licensed behavior analyst.
She received her M.Ed. and Ph.D. in Special Education from Vanderbilt University, with a minor in Applied Behavior Analysis. While there she was a UCEDD trainee through the Vanderbilt Kennedy Center and was coordinator of the Volunteer Advocacy Project, a special education advocacy training program.
Degrees Earned
Vanderbilt University, Peabody College, Nashville, TN Ph.D., Special Education, 2016
Vanderbilt University, Peabody College, Nashville, TN M.Ed., Special Education- Severe Disabilities, 2009
Williams College, Williamstown, MA B.A., Psychology, Art, 2005
Courses Taught
EDU 265: Effective Classroom Management
SED 568: Behavior Assessment and Interventions
SED 587: Advanced Applications of Positive Behavior Supports
SED 589: Research and Practice in Positive Behavior Supports
SED 590: Practicum/Seminar: Teaching Students with Moderate Disabilities
ASD 600: Foundations and Characteristics of Autism Spectrum Disorders
Areas of Interest
Autism spectrum disorders and severe disabilities; family-school partnership; special education advocacy and alternative dispute resolution; applied behavior analysis; positive behavior supports; families from culturally and economically diverse backgrounds.
Recent Publications
Goldman, S. E., Finn, J. B., & Leslie, M. J. (2021). Classroom management and remote teaching: Tools for defining and teaching expectations. Teaching Exceptional Children. Advance online publication.
Sanderson, K. A., Goldman, S. E., & Rojas, A. (2021). A review and analysis of single case research examining adolescent participation in IEP meetings. The Journal of Special Education. Advance online publication.
Sanderson, K. A., & Goldman, S. E. (2021). Understanding the characteristics and predictors of student involvement in IEP meetings. The Journal of Special Education. Advance online publication.
Goldman, S. E., & Gilmour, A. (2021). Educating students with autism spectrum disorders: Is teacher certification type associated with academic outcomes? Journal of Autism and Developmental Disorders, 51(2), 550-563.
Goldman, S. E. (2020). Special education advocacy for families of students with intellectual and developmental disabilities: Current trends and future directions. International Review of Research in Developmental Disabilities, 58. 1-50.
Goldman, S. E., Goscicki, B. L., Burke, M. M., & Hodapp, R. M. (2020). Developing special education advocates: What changes during an advocate training program? Journal of Policy and Practice in Intellectual Disabilities, 17(4), 308-317.
Goldman, S. E., & Mello, M. P. (2020). Social validity of a school-home note intervention for students with autism spectrum disorders: Independent stakeholder perspectives. DADD Online Journal, 7(1), 65-78.
Sanderson, K. A., & Goldman, S. E. (2020). A systematic review and meta-analysis of interventions to increase adolescent IEP meeting participation. Career Development and Transition for Exceptional Individuals, 43(3), 157-168.
Goldman, S. E., Burke, M. M., Casale, E. G. Frazier, M. A., & Hodapp, R. M. (2020). Families requesting advocates for children with disabilities: The who, what, when, where, why and how of special education advocacy. Intellectual and Developmental Disabilities, 58(2), 158-169.
Burke, M. M. & Goldman, S. E. (2019). Working with parents. In D. Bateman, J. Cline, & M. Yell (Eds.), Current Trends and Legal Issues in Special Education (pp. 53-71). Thousand Oaks, California: Corwin Publishing.
Goldman, S. E., & Burke, M. M. (2019). The perceptions of school involvement of parents of students with autism spectrum disorders: A systematic literature review. Review Journal of Autism and Developmental Disorders, 6, 109-127.
Goldman, S. E., Sanderson, K. A., Lloyd, B. P., & Barton, E. E. (2019). Effects of school-home communication with parent-implemented reinforcement on off-task behavior for students with ASD. Intellectual and Developmental Disabilities, 57, 95-111.
Goldman, S. E., Burke, M. M., & Mello, M. P. (2019). The perceptions and goals of special education advocacy trainees. Journal of Developmental and Physical Disabilities, 31, 377-397.
Goldman, S. E., Glover, C. A., Lloyd, B. P., Barton, E. E., & Mello, M. P. (2018). Effects of parent implemented visual schedule routines for African American children with ASD in low-income home settings. Exceptionality, 26, 162-175.
Burke, M. M. & Goldman, S. E. (2018). Special education advocacy among culturally and linguistically diverse families. Journal of Research in Special Educational Needs, 18, 3-14.
Goldman, S. E. & Mason, C. Q. (2018). Predictors of participant perceptions of facilitated individualized education program meeting success. Journal of Disability Policy Studies, 29, 43-53.
Goldman, S. E., & Burke, M. M. (2017). The effectiveness of interventions to increase parent involvement in special education: A systematic literature review and meta-analysis. Exceptionality, 25, 97-115.
Mason, C. Q., & Goldman, S. E. (2017). Facilitated individualized education planning: The state of implementation and evaluation. Journal of Disability Policy Studies, 27, 212-222.
Goldman, S. E., Burke, M. M., Mason, C. & Hodapp, R. M. (2017). Correlates of sustained volunteering: Advocacy for students with disabilities. Exceptionality: A Special Education Journal, 25, 40-53.
Burke, M. M., & Goldman, S. E. (2017). Documenting the experiences of special education advocates. Journal of Special Education, 51, 3-13.
Mello, M. P., Goldman, S. E., Urbano, R. C., & Hodapp, R. M. (2016). Services for children with ASD: Comparing rural and non-rural communities. Education and Training in Autism and Developmental Disabilities, 51, 355-365.
Burke, M. M. & Goldman, S. E. (2015). Identifying the associated factors of mediation and due process in families of students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 1345-1353.
Selected Presentations
Burke, M., & Goldman, S. (2023, December). Motivation, Process, and Barriers for Replicating an Advocacy Program. Presented at the annual TASH conference, Baltimore, MD.
Goldman, S. & Vander Hart, N. (November, 2023). Factors Impacting Special Educator Attrition and Retention: Lessons Learned from the Pandemic. Poster presented at Massachusetts Council for Exceptional Children conference, Norwood, MA.
Goldman, S., & Preece, K. (2023, January). The Perspectives of Adolescent Students with Autism Spectrum Disorders on Inclusion: Findings from a Systematic Literature Review. Poster presented at the Council for Exceptional Children Division on Autism & Developmental Disabilities International Conference, Clearwater Beach, FL.
Goldman, S., & Holbert, A. (2022, October). Expanding Special Education Advocacy: Replication of the Volunteer Advocacy Project by Community-Based Family Support Organizations. CADRE Symposium on Dispute Resolution in Special Education, Denver, CO.
Goldman, S., Negron, A., & Vander Hart, N. (2022, May). Training School-Based Practitioners to Conduct Functional Behavioral Assessments and Develop Function-Based Intervention Plans. Poster presented at the Association for Behavior Analysis International Conference, Boston, MA.
Goldman, S., & Negron, A. (2022, February). Using the BASIC FBA Training for In-District Professional Development. Presented at the Council for Exceptional Children Convention, virtual event.
Negron, A., & Goldman, S. (2021, October). Training School Personnel on the Basics of Functional Behavioral Assessment and Function-Based Intervention. Poster presented at the PBIS Leadership Forum, virtual event.
Goldman, S., & Negron, A. (2021, May). Teaching School Personnel the Basics of Functional Behavioral Assessment and Function-Based Intervention. Poster presented at the Association for Behavior Analysis International Conference, virtual event.
Goldman, S., & Vander Hart, N. (2021, March). The Impact of University-District Partnership on Pre-Service Teacher Outcomes. Presented at the Council for Exceptional Children Convention, virtual event.
Goldman, S. (2020, January). Understanding Parent Perceptions of Family-School Partnership and Home-School Communication Interventions for Students with ASD. Presented at the Council for Exceptional Children Division on Autism & Developmental Disabilities International Conference on Autism, Intellectual Disability, and Developmental Disabilities, Sarasota, FL.
Palencia, C., & Goldman, S. (2019, November). Incorporating positive behavior supports in an inclusive middle school Spanish classroom. Poster presented at Massachusetts Council for Exceptional Children conference, Norwood, MA.
Goldman, S., Burke, M., & Mello, M. P. (2019, August). The perceptions and goals of special education advocacy trainees. Presented at the International Association for the Scientific Study of Intellectual and Developmental Disabilities World Congress, Glasgow, Scotland.
Goldman, S., Burke, M., Casale, E., Frazier, M., & Hodapp, R. (2019, April). Using special education advocates: Family needs, processes, and outcomes. Poster presented at the Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities, San Antonio, TX.
Vander Hart, N., Schaper, E., & Goldman, S. (2018, November). Partnership to elevate preparation of teachers of diverse learners. Presented at the Massachusetts Association of Colleges for Teacher Education annual conference, Sturbridge, MA.
Goldman, S., Sanderson, K., Barton, E., & Lloyd, B. (2018, May). Using school-home communication to decrease off-task behavior for students with autism spectrum disorders. Poster presented at the Association for Behavior Analysis International annual symposium, San Diego, CA.
Sanderson, K., & Goldman, S. (2018, February). A systematic review and meta-analysis of interventions to increase IEP participation for transition-age students. Poster presented at the Council for Exceptional Children Convention, Tampa, FL.
Vander Hart, N., Goldman, S., & Schaper, E. (2018, February). Partnership to elevate preparation of special education teachers. Presented at the Council for Exceptional Children Convention, Tampa, FL.
Goldman, S. (2017, November). Symposium on Developing and Testing Strengths-Based Interventions for Parents of Children with Disabilities: The Volunteer Advocacy Project. Presented at the National Council on Family Relations annual conference, Orlando, FL.
Goldman, S., Burke, M., Casale, E., & Hodapp, R. (2017, June). Families’ experiences working with special education advocates to promote family-school partnerships. Presented at the American Association on Intellectual and Developmental Disabilities annual conference, Hartford, CT.
Goldman, S., Chandler, R., Burke, M. & Hodapp, R. (2017, April). Special education law training for master’s-level pre-service teachers in the United States. Poster presented at the Council for Exceptional Children Convention, Boston, MA.
Goldman, S. & Mason, C. (2017, April). Facilitated IEP meetings: The state of implementation and evaluation. Poster presented at the Council for Exceptional Children Convention, Boston, MA.
Goldman, S., & Sanderson, K. (2017, January). Using school-home communication to decrease off- task behavior for students with autism spectrum disorders. Presented at the Council for Exceptional Children Division on Autism & Developmental Disabilities conference, Clearwater Beach, FL.
Grants and Awards
2023 Paul Ziegler Presidential Award for Excellence in Scholarship, Assumption University
2023 Fulbright Specialist, Fulbright Foreign Scholarship Board, U.S. Department of State
Fulbright Specialist, Fulbright Foreign Scholarship Board, U.S. Department of State, 2018
The Perceptions of Students with Autism on Inclusion. Honors Program Summer Research Fellowship, Assumption University, 2021.
Evaluating the Effectiveness and Acceptability of a School-Based Training for Behavior Specialists. Faculty Development Grant, Assumption University, 2021-2022.
Special Education Advocacy Training Effectiveness: Replication and Extension. Faculty Development Grant, Assumption College, 2019-2020
Parent Involvement in School for Students with Autism Spectrum Disorders. Faculty Development Grant, Assumption College, 2017-2018
Principal Investigator, Using Home-School Communication to Reduce Problem Behavior in Children with ASD. Organization for Autism Research, 2015-2016
Council on Research and Evaluation Award, Association of University Centers on Disabilities, Washington, DC, 2015
Alice H. Hayden Emerging Leader Award, TASH, Washington, DC, 2014
Publications
De la Cruz, J. A. & Goldman, S. E. (2024). The impact of an undergraduate led mathematics summer camp on high school students’ interest in mathematics and mathematics teaching. Investigations in Mathematics Learning, 16(1), 52-63.
Goldman, S. E., & Preece, N. (2023). Listening to the perspectives of autistic adolescents on inclusive education: A systematic literature review. Review Journal of Autism and Developmental Disorders. Advance online publication.
Negron-Campbell, A., Goldman, S. E., & Vander Hart, N. (2023). Professional development on the basics of behavior assessment and intervention: Training by school district staff for district staff. Preventing School Failure. Advance online publication.
Goldman, S. E. & Vander Hart, N. (2023). The impact of a university-district partnership model on preservice teacher outcomes: Developing future special educators. Exceptionality, 31(5), 379-394.
De la Cruz, J. A. & Goldman, S. E. (2023). Impact of a mathematics early teaching experience for undergraduates: A teach preparation recruitment strategy. International Electronic Journal of Mathematics Education, 18(4), em0759.
Burke, M. M., Goldman, S. E., & Li, R. (2023). A tale of two adaptations of a special education advocacy program. Intellectual and Developmental Disabilities, 61(2), 95-109.
Sanderson, K. A., & Goldman, S. E. (2023). Factors associated with parent IEP satisfaction. Remedial and Special Education, 44(3), 184-196.
Goscicki, B. L., Goldman, S. E., Burke, M. M., & Hodapp, R M. (2023). Applicants to a special education advocacy program: Insiders in the world of disabilities? Intellectual and Developmental Disabilities, 61(2), 110-123.
Goldman, S. E., Finn, J. B., & Leslie, M. J. (2022). Classroom management and remote teaching: Tools for defining and teaching expectations. Teaching Exceptional Children, 54(6), 404-413.
Sanderson, K. A., Goldman, S. E., & Rojas, A. (2022). A review and analysis of single case research examining adolescent participation in IEP meetings. The Journal of Special Education 56(2), 97-109.
Sanderson, K. A., & Goldman, S. E. (2022). Understanding the characteristics and predictors of student involvement in IEP meetings. The Journal of Special Education, 56(1), 3-13.
Goldman, S. E., & Gilmour, A. (2021). Educating students with autism spectrum disorders: Is teacher certification type associated with academic outcomes? Journal of Autism and Developmental Disorders, 51(2), 550-563.
Goldman, S. E. (2020). Special education advocacy for families of students with intellectual and developmental disabilities: Current trends and future directions. International Review of Research in Developmental Disabilities, 58. 1-50.
Goldman, S. E., Goscicki, B. L., Burke, M. M., & Hodapp, R. M. (2020). Developing special education advocates: What changes during an advocate training program? Journal of Policy and Practice in Intellectual Disabilities, 17(4), 308-317.
Goldman, S. E., & Mello, M. P. (2020). Social validity of a school-home note intervention for students with autism spectrum disorders: Independent stakeholder perspectives. DADD Online Journal, 7(1), 65-78.
Sanderson, K. A., & Goldman, S. E. (2020). A systematic review and meta-analysis of interventions to increase adolescent IEP meeting participation. Career Development and Transition for Exceptional Individuals, 43(3), 157-168.
Goldman, S. E., Burke, M. M., Casale, E. G. Frazier, M. A., & Hodapp, R. M. (2020). Families requesting advocates for children with disabilities: The who, what, when, where, why and how of special education advocacy. Intellectual and Developmental Disabilities, 58(2), 158-169.
Professional Affiliations
Association for Behavior Analysis International (ABAI)
Council for Exceptional Children (CEC)
Division on Autism & Developmental Disabilities (DADD-CEC)
International Society for Autism Research (INSAR)
International Association for the Scientific Study of Intellectual and Developmental Disabilities (IASSIDD)
TASH