Publications

Browse Our Publications by Year

2023

  • Brulles, D., Chavez, H., Colangelo, N. Davis, J., Finn, C. E., Giuliano, L., Glynn, J., Grantham, T. C., Grissom, J. A., Kahn, H. Olszewski-Kubilius, P. M., Peters, S., Petrilli, M. J., Plucker, J., Shah-Coltrane, S., Tyner, A., Wai, J., Wells, A., Wright, B. L., Wyner, J. Colangelo, N. (2023). Building a Wider, More Diverse Pipeline of Advanced Learners: Final Report of the National Working Group on Advanced Education. Thomas B. Fordham Institute. https://fordhaminstitute.org/national/research/building-wider-more-diverse-pipeline-advanced-learners/
  • Assouline, S.G., Mahatmya, D., Ihrig, L. M., Lynch, S, & Karakis, N. (2023). A theoretically based STEM talent development program that bridges excellence gaps. Annals of the New York Academy of Sciences, 1522 (1), 109–116. https://doi.org/10.1111/nyas.14978
  • Casten, L. G., Taylor, R. T., Doobay, A. F., Foley-Nicpon, M., Kramer, S., Nickl-Jockschat, T., Abel, T., Assouline, S., & Michaelson, J. J. (2023). The combination of autism and exceptional cognitive ability increases risk for suicidal ideation. Neurobiology of Learning and Memory, 197, 1-9. https://doi.org/10.1016/j.nlm.2022.107698
  • Mahatmya, D., Assouline, S. G., Foley-Nicpon, M., Ali, S. R., McGinnis, D., & Teriba, A. (2023). Patterns of high ability and underrepresented students’ subject-specific psychosocial strengths: A latent profile analysis. High Ability Studies. Published online first. https://doi.org/10.1080/13598139.2023.2176293

2022

  • LeBeau, B., Schabilion, K., Assouline, S. G., Foley-Nicpon, M., Doobay, A. F., & Mahatmya, D. (2022). Developmental milestones as early indicators of twice-exceptionality. Neurobiology of Learning and Memory. Advance online publication. https://doi.org/10.1016/j.nlm.2022.107671
  • Assouline, S.G., & Lupkowski-Shoplik, A. (2022). Acceleration: Practical applications and policy implications. In J. Roberts & T. Inman (Eds.), Introduction to gifted education (2nd ed.). (pp. 227-241). Routledge.
  • Assouline, S. G., & Foley-Nicpon, M. (2022). Finding potential for talent development: Assessment of giftedness. In J. Van Tassel-Baska (Ed.), Talent development in gifted education: Theory research and practice (pp. 95–114). Taylor & Francis.
  • Foley-Nicpon, M., Candler, M., Behrens, E., Sussman, Z., Gaasedelen O., & Wienkes, C. (2022). Qualitative and quantitative development of the High Functioning ASD Screener (HFAS). Gifted and Talented International, 37(2), 86-96. https://doi.org/10.1080/15332276.2022.2124390
  • Foley-Nicpon, M., & Lin, C. L. L. (2022). Identifying and providing instructional services for twice-exceptional students. In K. L. Chandler & J. A. Castellano (Eds.), Identifying and serving diverse gifted learners: Meeting the needs of special populations in gifted education (pp. 118–200). Taylor & Francis.
  • Foley-Nicpon, M., & Teriba, A. (2022). Policy considerations for twice-exceptional students. Gifted Child Today, 45(1), 212-219. https://doi.org/10.1177/10762175221110943
  • Lupkowski-Shoplik, A., Assouline, S. G., & Lange, R. (2022). Whole-grade acceleration: From student to policy. Gifted Child Today, 45(3), 143–149. https://doi.org/10.1177/10762175221091856
  • Park, S., & Foley-Nicpon, M. (2022). Excellence expected, needs overlooked: Implications for working with Asian American twice-exceptional students. Teaching Exceptional Children. Advance online publication. https://doi.org/10.1177%2F00400599221097020

2021

  • Lakin, J. M., Stambaugh, T., Ihrig, L. M., Mahatmya, D., & Assouline, S. G. (2021). Nurturing STEM talent in rural setting. Phi Delta Kappan, 103(4), 24-30.
  • Lupkowski-Shoplik, A., & Behrens, W. A. (2021). What do counselors need to know about academic acceleration? In T. L. Cross & J. R. Cross (Eds.), Handbook for Counselors Serving Students with Gifts and Talents (2nd ed.). (pp. 551-566). Prufrock Press.
  • Assouline, S.G., Foley-Nicpon, M., Doobay, A, & Colangelo, N. (2021) Counseling Gifted Students:  Psychological Perspectives.  In T. Cross & J. Cross (Eds.)   Handbook for Counselors Serving Students with Gifts and Talents.   2nd Edition, Prufrock Academic Press.(pp 695-712).
  • Assouline, S. (2021). Inspiring Excellence and Nurturing Potential Through Partnership and Collaboration: It’s a Wonderful Life. Gifted Child Today 44 (1), 20-24

2020

  • LeBeau, B., Assouline, S. G., Mahatmya, D., & Lupkowski-Shoplik, A. (2020). Differentiating Among High-Achieving Learners: A Comparison of Classical Test Theory and Item Response Theory on Above-Level Testing. Gifted Child Quarterly, https://doi.org/10.1177%2F0016986220924050.
  • Foley‐Nicpon M, Assouline SG. High ability students with coexisting disabilities: Implications for school psychological practice. Psychol Schs. 2020;1–12. https://doi.org/10.1002/pits.22342
  • Susan G. Assouline, Duhita Mahatmya, Lori Ihrig & Erin Lane (2020) High-achieving rural middle-school students’ academic self-efficacy and attributions in relationship to gender, High Ability Studies, DOI: 10.1080/13598139.2020.1740582
  • Brandon LeBeau, Susan G. Assouline, Ann Lupkowski-Shoplik & Duhita Mahatmya (2020) The Advanced Placement Program in Rural Schools: Equalizing Opportunity, Roeper Review, 42:3, 192-205, DOI: 10.1080/02783193.2020.1765923
  • Assouline, S. G., Lupkowski-Shoplik, A. E., & Colangelo, N. (2020). Academic acceleration. In. J. Plucker & C. Callahan (Eds.). Critical issues and practices in gifted education (3rd Ed.). Waco, TX: Prufrock. 
  • Lupkowski-Shoplik, A. E., & Assouline, S. G. (2020). Acceleration policies legitimize educational practice and narrow the excellence gap. In J. Moore & J. Plucker (Eds.) Jack Kent Cooke Foundation Monograph on the Excellence Gap. 
  • Lupkowski-Shoplik, A. E., Assouline, S. G., Wienkes, C., & Easter, A. (2020). Learning from international research informs academic acceleration in Australasia. In S. Smith (Ed). Handbook of giftedness & talent development in Australasia-Pacific. Springer International Handbook.
  • Behrens, W. A., & Lupkowski-Shoplik, A. (2020). Acceleration: It’s about time! In J. Jolly & J. Robbins (Eds.). Methods and materials for teaching the gifted (5th ed.). (pp. 231-257). Waco, TX: Prufrock.
  • Behrens, W. A., & Lupkowski-Shoplik, A. (2020). Acceleration: It’s about time! In J. Jolly & J. Robbins (Eds.). Methods and materials for teaching the gifted (5th ed.). (pp. 231-257). Waco, TX: Prufrock.

2019

  • Croft, L. J. & Lupkowski-Shoplik, A. (2019). Empowering educators to implement acceleration: Professional learning is essential. In A. Novak & C. Weber (Eds.). Best Practices in Professional Learning and Teacher Preparation: Special Topics for Gifted Professional Development (Vol. 2). (pp. 159-184). Waco, TX: Prufrock/NAGC.
  • Subotnik, R. G., Assouline, S. G., Olszewski-Kubilius, P., Stoeger, H., & Ziegler, A. (2019). An introduction to the special issue: A review of European and American perspective and research on talent development. New Directions for Child and Adolescent Development, 168, 7-10. https://doi.org/10.1002/cad.20323

2018

  • Croft, Laurie J. (2018). Professional learning in gifted education: Challenges for the sole practitioner. In A. Novak & C. Weber (Eds.). Best Practices in Professional Learning and Teacher Preparation: Methods & Strategies for Gifted Professionals (Vol. 1). (pp. 137 – 150). Waco, TX: Prufrock/NAGC.
  • Ihrig, L. M., Lane, E., Mahatmya, D., & Assouline, S. G. (2018). STEM Excellence and Leadership program: Increasing the level of STEM challenge and engagement for high-achieving students in economically disadvantaged rural communities. Journal for the Education of the Gifted, 41(1), 24-42.
  • Assouline, S. G., Lupkowski-Shoplik, A. E., & Colangelo, N. (2018). Acceleration and the talent search model: Transforming the school culture. In S. Pfeiffer, M. Foley-Nicpon, & E. Shaunessy-Dedrick (Eds.). APA Handbook of Giftedness and Talent. (pp. 333- 346). Washington, DC: American Psychological Association.
  • Assouline, S. G., Lupkowski-Shoplik, A. E., & Colangelo, N. (2018). Acceleration and the talent search model: Transforming the school culture. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon, (Eds.). APA handbook of giftedness and talent. (pp. 333-346). Washington, DC: American Psychological Association.
  • Assouline, S. G., Lupkowski-Shoplik, A, & Colangelo, N. (2018). Evidence overcomes excuses: Academic acceleration is an effective intervention for high-ability students. In C. M. Callahan & H. L Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (2nd ed., pp. 173-186). New York: Rutledge.
  • Veatch, O. J., Mazzotti, D., Sutcliffe, J. S., Schultz, R. T., Abel, T., Tunc, B., Assouline, S. G., … Pack, A. I. (2018). Calculating the effects of autism risk gene variants on dysfunction of biological processes identifies clinically-useful information. In bioRxiv, Cold Spring Harbor Laboratory. doi.org/10.1101/449819. This is a preprint that has not been certified by peer review.
  • Assouline, S. G. & Lupkowski-Shoplik, A. (2018). Acceleration: Practical applications and policy implications. In J. L. Roberts,T. F. Inman, & J. H. Robins (Eds.). Introduction to gifted education. (237-252). Waco, TX: Prufrock.
  • Assouline, S. G. & Lupkowski-Shoplik, A. E. (2018). Evidence overcomes excuses: Academic acceleration is an effective intervention for high ability students. In. C.M. Callahan & H. L. Hertberg-Davis (Eds). Fundamentals of gifted education: Considering multiple perspectives (2nd Ed.). (173-186). New York, NY: Routledge Taylor & Francis Group.
  • Lupkowski-Shoplik, A., Behrens, W.A., & Assouline, S.G. (2018). Developing academic acceleration policies: Whole grade, early entrance, & single subject. Washington, DC: National Association for Gifted Children.
  • Ihrig, L. M., Mahatmya, D., Lane, E., Assouline, S. G. (2018). STEM Excellence and Leadership Program: Increasing the Level of STEM Challenge and Engagement for High-achieving Students in Economically Disadvantaged Rural Communities. Journal for the Education of the Gifted, 4, (1). 24-42. DOI: 10.1177/0162353217745158

2017

  • Szymanski, A., Croft, L. J., & Godor, B. P. (2017). Determining Attitudes Toward Ability (DATA): A new tool for new understanding. Journal for Advanced Academics, 29(1), 29 – 55. https://doi.org/10.1177/1932202X17738989
  • Assouline, S. G., Lupkowski-Shoplik, A. E., & Colangelo, N., (2017) Academic acceleration: The theory applied. In. J. Plucker, A. Rinn, & M. Makel (Eds.). Giftedness: Reflecting Theory in Practice. (1-20). Waco, TX: Prufrock.
  • Assouline, S. G., & Lupkowski-Shoplik, A., & Colangelo, N. (2017). Academic acceleration: The theory applied. In J. A. Plucker, A. Rinn, A., & M. Makel (Eds.), From giftedness to gifted education: Reflecting theory in practice (pp. 1-19). Waco, TX: Prufrock Press.
  • Assouline, S.G., & Lupkowski-Shoplik, A. (2017). Acceleration: Practical applications and policy implications. In J. L. Roberts, T. F. Inman, & J. H. Robins (Eds.). Introduction to gifted education (pp. 237-252). Waco, TX: Prufrock Press.
  • Assouline, S. G., Ihrig, L. M., & Mahatmya, D. (2017). Closing the excellence gap: Investigation of an expanded talent search model for student selection into an extracurricular STEM program in rural middle schools. Gifted Child Quarterly, 1-12. DOI: 10.1177/0016986217701833.
  • Foley-Nicpon, M., Assouline, S. G., Kivlighan, D., & Nanji, M. (2017). The effects of a social and talent development intervention for high ability youth with social skill difficulties. High Ability Studies DOI: 10.1080/13598139.2017.1298997.

2016

  • Croft, Laurie J. (2016). Creating a climate of inventiveness, innovation, and creativity. In D. Dailey & A. Cotabish (Eds.). Designing Innovative Engineering Instruction for High Ability Learners in K-8 Classrooms. (pp. 57-70). Waco, TX: Prufrock/NAGC.
  • Foley-Nicpon, M., Doobay, A., & Park, S. (2016). Attending to the needs of twice-exceptional learners. In R. D. Eckert & J. H. Robins (Eds). Designing services and programs for high ability learners: A guidebook for gifted education (Revised) (pp. 136-150). Thousand Oaks, CA: Corwin.
  • Foley-Nicpon, M., Fosenburg, S. L., Wurster, K. G., & Assouline, S. G. (2016). Identifying high ability children with DSM-5 autism spectrum or social communication disorder: Performance on autism diagnostic instruments. Journal of Autism and Developmental Disorders. DOI: 10.1007/s10803-016-2973-4.

2015

  • Assouline, S. G., Flanary, K., & Foley-Nicpon, M. (2015). Challenges and solutions for serving gifted rural students: Accelerative strategies. In T. Stambaugh and S. Wood (Eds.). Best practices for serving gifted students in rural settings (pp. 135-154). Waco, TX: Prufrock Press.
  • Lupkowski-Shoplik, A. E., Assouline, S. G., & Colangelo, N. (2015). Whole-grade acceleration: Grade skipping and early entrance to kindergarten or first grade. In S. G. Assouline, N. Colangelo, J. VanTassel-Baska, & A. Lupkowski-Shoplik (Eds.), A Nation Empowered: Evidence Trumps the Excuses That Hold Back America’s Brightest Students, Vol.2 (pp. 53-72). Iowa City, IA: Belin-Blank Center.
  • Croft, Laurie J. (2015). Rural teachers of the gifted: The importance of professional learning. In Tamra Stambaugh & Susannah Wood (Eds.) (341-362) Serving Gifted Students in Rural Settings. Waco, TX: Prufrock.
  • Foley Nicpon, M., Assouline, S. G., & Fosenburg, S. (2015). The relationship between self-concept, ability, and academic programming among twice-exceptional youth. Journal of Advanced Academics, 1-18. DOI: 10.1177/1932202X15603364.
  • Foley Nicpon, M., & Assouline, S. G. (2015). Counseling considerations for the twice-exceptional client. Journal of Counseling and Development, 93, 202-211. DOI:10.1008/j.1556-6676.2015.00196.x.
  • Peterson, J. S., Assouline, S. G., & Enyi, J. (2015). Responding to concerns related to the social and emotional development of gifted adolescents. In F. A. Dixon and S. M. Moon (Eds.) The handbook of secondary gifted education – 2nd Ed. (pp.65-84). Waco, TX: Prufrock Press.
  • Assouline, S. G. (2015). University and college early entrance programs: Defining the issues through a definitive special issue. Roeper Review, 37(1), 50-52. DOI: 10.1080/02783193.2015.981109.

2014

  • Doobay, A., Foley Nicpon, M., Ali, S., & Assouline, S. (2014). Cognitive, Adaptive, and Psychosocial Differences between High Ability Youth with and without Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 44 (8), 2026-2040. https://doi.org/10.1007/s10803-014-2082-1
  • Doobay, A. F., Foley Nicpon, M., Ali, S. R., & Assouline, S. G. (2014). Cognitive, adaptive, and psychosocial differences between high ability youth with and without autism spectrum disorder. Journal of Autism and Developmental Disorders. DOI: 10.1007/s10803-014-2082-1
  • Assouline, S. G., Colangelo, N., & Heo, N. (2014). Counseling gifted and talented students: Critical issues for school-based services. In C. M. Callahan & J. Plucker (Eds.), Critical issues in gifted education. (pp. 159-172). Waco, TX: Prufrock Press.
  • Assouline, S. G., Marron, M. A., & Colangelo, N. (2014). Academic acceleration: The fair and equitable intervention for high-able students. In C. M. Callahan & J. Plucker (Eds.), Critical issues in gifted education – 2nd Ed. (pp. 15-28). Waco, TX: Prufrock Press.

2013

  • Assouline, S. G., Colangelo, N., Heo, N., & Dockery, L. (2013). High-ability students' participation in specialized instructional interventions: Variations by aptitude, grade, gender, and content area. Gifted Child Quarterly, 57(2), 135-147. DOI: 10.117700/0016986213479654.
  • Foley Nicpon, M., Assouline, S. G., & Colangelo, N. (2013). Twice-exceptional learners: Who needs to know what? Gifted Child Quarterly, 57(2), 169-180. DOI: 10.1177/0016986213490021.
  • Colangelo, N., Assouline, S. G., & Marron, M. A., (2013). Evidence trumps beliefs: Academic acceleration is an effective intervention for high-ability students. In C. M. Callahan & H. L. Hertberg-Davis (Eds.), Fundamentals of gifted education (pp.164-175). New York, NY: Routledge.

2012

  • Assouline, S. G., & Lupkowski-Shoplik, A. (2012). The talent search model of gifted identification. Journal of Psychoeducational Assessment, 30(1), 45-59.
  • Foley Nicpon, M., Assouline, S. G., & Stinson, R. D. (2012). Cognitive and academic distinctions between gifted students with autism and Asperger syndrome. Gifted Child Quarterly, 56(2), 77-89. DOI: 10.1177/0016986211433199.
  • Foley Nicpon, M., Rickels, H., Assouline, S. G., & Richards, A., (2012). Self-esteem and self-concept examination among gifted students with ADHD. Journal of the Education of the Gifted, 35(3), 220-240. DOI: 10.1177/0162353212451735.
  • Assouline, S. G., & Lupkowski-Shoplik, A. E. (2012). The talent search model of gifted identification. Journal of Psychoeducational Assessment, 1-15. DOI: 10.1177/0734282911433946.
  • Assouline, S. G., Colangelo, N., & Heo, N. (2012). Counseling needs and interventions for gifted students: Personality considerations and social-emotional development. In T. L. Cross & J. R. Cross (Eds.), Handbook for counselors serving students with gifts and talents: Development, relationships, school issues, and counseling needs/interventions (pp. 649-664). Waco, TX: Prufrock Press, Inc.

2011

  • Assouline, S., G., & Lupkowski-Shoplik, A. (2011). Developing math talent: A guide for challenging and educating gifted students (2nd Edition). Waco, TX: Prufrock Press. 
  • Assouline, S. G., Foley Nicpon, M., & Whiteman, C. S. (2011). Cognitive and psychosocial characteristics of gifted students with written language disability: A reply to Lovett's response. Gifted Child Quarterly, 55(1), 152-157. DOI: 10.1177/0016986210396436.
  • Assouline, S. G., Foley Nicpon, M., & Dockery, L. (2011). Predicting the academic achievement of gifted students with autism spectrum disorder. Journal of Autism and Developmental Disabilities. DOI: 10.1007/s10803-011-1403-x.
  • Assouline, S. G., & Whiteman, C. S. (2011). Twice-Exceptionality: Implications for School psychologists in the Post-IDEA 2004 Era. Journal of Applied School Psychology, 27(4), 380-402. DOI: 10.1080/15377903.2011.616576.
  • Assouline, S. G., Foley-Nicpon, M. & Whiteman, C. S. (2011). Cognitive and psychosocial characteristics of gifted students with written language disability: A reply to Lovett’s response. Gifted Childe Quarterly, 55(2), 152-157. DOI: 10.1177/0016986210396436

2010

  • Foley Nicpon, M., Doobay, A., & Assouline, S. (2010). Parent, teacher, and self perceptions of psychosocial functioning in intellectually gifted children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 40, 1028-1038.
  • Assouline, S. G., Foley Nicpon, M., & Whiteman, C. (2010). Cognitive and psychosocial characteristics of gifted students with written language disability. Gifted Child Quarterly, 54(2), 102-115. DOI: 10.1177/0016986209355974.
  • Colangelo, N., Assouline, S. G., & Marron, M. A. . . . Smith, D. (2010). Guidelines for developing an academic acceleration policy: National work group on acceleration. Journal of Advanced Academics, 21(2), 180-203. DOI: 10.1177/1932202X1002100202
  • Foley-Nicpon, M. & Assouline, S. G. (2010). Atendiendo a las Necesidades de Estudiantes Talentosos con Trastornos del Espectro de Autismo: Aproximaciones Diagnósticas, Terapéuticas y Psicoeducativas. Psicoperspectivas: Individuo Y Sociedad, 9(2), pp. 202-223. DOI: 10.5027/psicoperspectivas-Vol9-Issue2-fulltext-87.
  • Foley Nicpon, M., Doobay, A., & Assouline, S. G. (2010). Parent, teacher, and self-perceptions of psychosocial functioning in intellectually gifted children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disabilities, 40(8), 1028-1038. DOI: 10.1007/s10803-010-0952-8.
  • Foley Nicpon, M., Assouline, S. G., Amend, E. R., & Schuler, P. (2010). Gifted and talented students on the autism spectrum: Best practices for fostering talent and accommodating concerns. In J. A. Castellano & A. D. Frazier (Eds.), Special populations in gifted education: Understanding our most able students from diverse backgrounds (pp. 227-248). Waco, TX: Prufrock Press.

2009

  • Shepard, S. J., Nicpon, M. F., & Doobay, A. F. (2009). Early entrance to college and self-concept: Comparisons across the first semester of enrollment. Journal of Advanced Academics, 2, 40-57.
  • Colangelo, N., & Assouline, S. G. (2009). Belin-Blank Center. In B. Kerr (Ed.), Encyclopedia of giftedness, creativity, and talent (pp. 85-87). Sage Publications.
  • Assouline, S. G., Foley Nicpon, M., & Doobay, A. (2009). Profoundly gifted girls and autism spectrum disorder: A psychometric case study comparison. Gifted Child Quarterly, 53(2), 89-106. DOI: 10.1177/0016986208330565.
  • Baldus, C. M., Assouline, S. G., Colangelo, N., & Croft, L.J. (2009). The Iowa Online Advanced Placement Academy: Creating access to excellence for gifted and talented rural students. In L. Shavinia (Eds.), International handbook of gifted education (pp. 1225-1236). Springer Publishers.
  • Colangelo, N., & Assouline, S. G. (2009). Acceleration/A Nation Deceived. In B. Kerr (Ed.), Encyclopedia of giftedness, creativity, and talent (pp. 9-10). Sage Publications.
  • Assouline, S. G., Blando, C., Baldus, C., Croft, L., & Colangelo, N. (2009). Promoting excellence: Acceleration through enrichment. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, & C. A. Little (Eds.), Systems and models for developing programs for the gifted and talented (2nd ed.) (pp. 1-15). Mansfield Center, CT: Creative Learning Press.
  • Baldus, C., Assouline, S. G., Croft, L. J., & Colangelo, N. (2009). The Iowa Online Advanced Placement Academy: Creating access to excellence for gifted and talented rural students. In L. V. Shavinina (Eds.), International handbook of gifted education (pp. 1225-1236). Springer Publishers.
  • Colangelo, N., & Assouline, S. G. (2009). Acceleration: Meeting the academic and social needs of students (revised article). In T. Balchin, B, Hymes, & D. Mathews (Eds.), The Routledge international companion to gifted education. Routledge Publishers. 

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