Research Publications

Belin-Blank Center faculty and staff regularly contribute to peer-reviewed journals and scholarly publications in gifted education, talent development, acceleration, and twice-exceptionality.

Assouline, S. G., Hebda, M., Schabilion, K., Foley-Nicpon, M., Trog, M., Mahatmya, D., & Ali, S. (2026). Beyond diagnosis: Latent profiles of academic, behavioral, and cognitive measures from a clinical sample of neurodivergent and neurotypical students. High Ability Studies. Published online first. https://doi.org/10.1080/13598139.2026.2675520 — Foley-Nicpon, M. (2026). The future of education for twice-exceptional youth. In J. A. Plucker & M. S. Meyer (Eds.)., The future of advanced education and talent development. Emerald. https://doi.org/10.1108/978-1-80686-043-220261019 — Foley-Nicpon, M., & Castillo, A. R. (2026). The social emotional development of academically advanced adolescents at the secondary level. In F. Dixon and T. Kettler (Eds.)., The handbook of secondary gifted education (pp. 50-64). Prufrock. — Guilbault, K., & Lupkowski-Shoplik, A. (2026, in press). Acceleration Tips for Parents. National Association for Gifted Children. — Kuhlmann, E. H., & Foley-Nicpon, M. (2026). ‘Autism isn’t a spectrum, It’s a kaleidoscope’: The impact of a support program for twice-exceptional university students. Education Sciences, 16(7), 1155. https://doi.org/10.3390/educsci16071155 — Lupkowski-Shoplik, A. & Guilbault, K. M. (March, 2027, In press). Advocating for acceleration: A parent’s guide to supporting advanced learners. Parenting for High Potential . — Lupkowski-Shoplik, A., & Assouline, S. G. (2026). Acceleration in the United States: There is still work to be done. In J. L. Roberts & T. Clark (Eds.), International perspectives on acceleration in gifted education (pp. 6-21). Prufrock Press. https://iro.uiowa.edu/esploro/outputs/bookChapter/Acceleration-in-the-United-States/9985091813902771?institution=01IOWA_INST — Turner, M., & Foley-Nicpon. (2026). The rose that grew from concrete: Efficacy of culturally relevant resilience interventions with Black American youth. New Directions for Child and Adolescent Development, 1 – 12. https://doi.org/10.1155/cad/1879117 — Ziegler, A., Foley-Nicpon, M., & Assouline, S. (2026). Resources, misalignment, and regulatory burden: A systemic framework for twice-exceptionality. Journal of Advanced Academics. Published online first. https://doi.org/10.1177/1932202X261474413 — Somers, T. A., Rasheed Ali, S., Mahatmya, D., Foley-Nicpon, M., & Assouline, S. G. (2025). High achieving rural youth math and science talent development: An application of SCCT. Journal of Career Development, 52(5), 648-673. https://doi.org/10.1177/08948453251375947 — LeBeau, B.C., Assouline, S.G., Foley Nicpon, M., Lupkowski-Shoplik, A., & Schabilion, K. (In press). Likelihood of whole-grade or subject acceleration for twice-exceptional students. Gifted Child Quarterly. — LeBeau, B.C., Foley Nicpon, M., Doobay, A.F., Schabilion, K., Smith, C.L., Berns, A.J., & Assouline, S.G. (2024). Academic, clinical, and psychosocial profiles for high ability individuals with obsessive compulsive disorder. Roeper Review, 46(2). — 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 — 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/ — 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 — Assouline, S. G., & Foley-Nicpon, M. (2022). Finding potential for talent development: Assessment of giftedness. In J. VanTassel-Baska (Ed.), Talent development in gifted education: Theory research and practice (pp. 95–114). Taylor & Francis. — 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. — 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 — 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 — 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 — 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 — Assouline, S. (2021). Inspiring Excellence and Nurturing Potential Through Partnership and Collaboration: It’s a Wonderful Life. Gifted Child Today 44 (1), 20-24 — 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). — 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. —

28 Publications · 2021–2026

Selected Publications

LeBeau, B., Assouline, S. G., Foley-Nicpon, M., Lupkowski-Shoplik, A., & Schabilion, K. (2025). Likelihood of whole grade or subject acceleration for twice-exceptional students. Gifted Child Quarterly. Published online first. https://doi.org/10.1177/00169862241302813
Watson, K., Mahatmya, D., Ali, S., Foley-Nicpon, M., & Assouline, S. (2024). Understanding factors that influence students’ sense of belonging and engagement in a career exploration program: A mixed methods study. Career Development Quarterly, p. 1 – 16. https://doi.org/10.1002/cdq.12368
Foley-Nicpon, M., Lange, R., & Lambeth, M. (2024). The Bucksbaum Early Entrance Academy at the University of Iowa. Teaching for High Potential, p. 6 – 8.

Research, has for years, demonstrated the positive impacts of acceleration for students yet there continues to be a disconnect between the research findings and their application in our nation's schools.

Susan Assouline, Emeritus Director, Belin-Blank Center

Publications by Year

Assouline, S. G., Hebda, M., Schabilion, K., Foley-Nicpon, M., Trog, M., Mahatmya, D., & Ali, S. (2026). Beyond diagnosis: Latent profiles of academic, behavioral, and cognitive measures from a clinical sample of neurodivergent and neurotypical students. High Ability Studies. Published online first. https://doi.org/10.1080/13598139.2026.2675520
Foley-Nicpon, M. (2026). The future of education for twice-exceptional youth. In J. A. Plucker & M. S. Meyer (Eds.)., The future of advanced education and talent development. Emerald. https://doi.org/10.1108/978-1-80686-043-220261019
Foley-Nicpon, M., & Castillo, A. R. (2026). The social emotional development of academically advanced adolescents at the secondary level. In F. Dixon and T. Kettler (Eds.)., The handbook of secondary gifted education (pp. 50-64). Prufrock.
Guilbault, K., & Lupkowski-Shoplik, A. (2026, in press). Acceleration Tips for Parents. National Association for Gifted Children.
Kuhlmann, E. H., & Foley-Nicpon, M. (2026). ‘Autism isn’t a spectrum, It’s a kaleidoscope’: The impact of a support program for twice-exceptional university students. Education Sciences, 16(7), 1155. https://doi.org/10.3390/educsci16071155
Lupkowski-Shoplik, A. & Guilbault, K. M. (March, 2027, In press). Advocating for acceleration: A parent’s guide to supporting advanced learners. Parenting for High Potential.
Lupkowski-Shoplik, A., & Assouline, S. G. (2026). Acceleration in the United States: There is still work to be done. In J. L. Roberts & T. Clark (Eds.), International perspectives on acceleration in gifted education (pp. 6-21). Prufrock Press. https://iro.uiowa.edu/esploro/outputs/bookChapter/Acceleration-in-the-United-States/9985091813902771?institution=01IOWA_INST
Turner, M., & Foley-Nicpon. (2026). The rose that grew from concrete: Efficacy of culturally relevant resilience interventions with Black American youth. New Directions for Child and Adolescent Development, 1 – 12. https://doi.org/10.1155/cad/1879117
Ziegler, A., Foley-Nicpon, M., & Assouline, S. (2026). Resources, misalignment, and regulatory burden: A systemic framework for twice-exceptionality. Journal of Advanced Academics. Published online first. https://doi.org/10.1177/1932202X261474413

Somers, T. A., Rasheed Ali, S., Mahatmya, D., Foley-Nicpon, M., & Assouline, S. G. (2025). High achieving rural youth math and science talent development: An application of SCCT. Journal of Career Development, 52(5), 648-673. https://doi.org/10.1177/08948453251375947

LeBeau, B.C., Assouline, S.G., Foley Nicpon, M., Lupkowski-Shoplik, A., & Schabilion, K. (In press). Likelihood of whole-grade or subject acceleration for twice-exceptional students. Gifted Child Quarterly.
LeBeau, B.C., Foley Nicpon, M., Doobay, A.F., Schabilion, K., Smith, C.L., Berns, A.J., & Assouline, S.G. (2024). Academic, clinical, and psychosocial profiles for high ability individuals with obsessive compulsive disorder. Roeper Review, 46(2).

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
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/
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

Assouline, S. G., & Foley-Nicpon, M. (2022). Finding potential for talent development: Assessment of giftedness. In J. VanTassel-Baska (Ed.), Talent development in gifted education: Theory research and practice (pp. 95–114). Taylor & Francis.
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.
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
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
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
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

Assouline, S. (2021). Inspiring Excellence and Nurturing Potential Through Partnership and Collaboration: It’s a Wonderful Life. Gifted Child Today 44 (1), 20-24
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).
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.