Selected Publications

A selection of our most recent publications.

Meet Our Authors

Saba Ali
Saba Ali

Faculty Affiliate

Susan Assouline
Susan Assouline

Director Emerita
Belin-Blank Center

Nick Colangelo
Nick Colangelo

Director Emertius
Belin-Blank Center

Megan Foley-Nicpon
Megan Foley-Nicpon

Director
Belin-Blank Center

Ann Lupkowski-Shoplik
Ann Lupkowski-Shoplik

Administrator
Research & Acceleration

Randy Lange
Randy Lange

Associate Director
Professional Learning

Duhita Mahatmya
Duhita Mahatmya

Faculty Affiliate

Katie Schabilion
Katie Schabilion

Supervisor
Psychological Services

Jolene Teske
Jolene Teske

Associate Director
Professional Learning

"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

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