Browse Our Publications by Year


  • 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.

  • 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,


  • 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., 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. 


  • 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.


  • 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.


  • 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.


  • 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.

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