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Selected Publications

A selection of our most recent 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. https://nagc.org/global_engine/download.aspx?fileid=DFBDE2E0-8FED-47C1-A1D5-9BB4C3DE83CE

Meet Our Authors

Saba Ali

Faculty Affiliate

Susan Assouline

Director Emerita
Belin-Blank Center

Nick Colangelo

Director Emertius
Belin-Blank Center

Megan Foley-Nicpon

Director
Belin-Blank Center

Ann Lupkowski-Shoplik

Administrator
Research & Acceleration

Randy Lange

Associate Director
Professional Learning

Duhita Mahatmya

Faculty Affiliate

Katie Schabilion

Supervisor
Psychological Services

Jolene Teske

Associate Director
Professional Learning

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 (5^th 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

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