Browse Our Publications by Year

2024

  • 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).

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. VanTassel-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

Contact Us

Connect with us Connect
Facebook
Instagram
Wordpress
YouTube
Our Newsletter
Email us Email
educators@belinblank.org belinblank@uiowa.edu
Call us Call Us

1-319-335-6148

1-800-336-6463