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Susan G. Assouline - Publications

Affiliations: 
Psychological & Quantitative Foundations University of Iowa, Iowa City, IA 
Area:
Clinical Psychology, Educational Psychology Education, Gifted Education
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37 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2023 Assouline SG, Mahatmya D, Ihrig LM, Lynch S, Karakis N. A theoretically based STEM talent development program that bridges excellence gaps. Annals of the New York Academy of Sciences. PMID 36908105 DOI: 10.1111/nyas.14978  0.31
2020 LeBeau B, Assouline SG, Mahatmya D, Lupkowski-Shoplik A. Differentiating Among High-Achieving Learners: A Comparison of Classical Test Theory and Item Response Theory on Above-Level Testing Gifted Child Quarterly. 64: 219-237. DOI: 10.1177/0016986220924050  0.428
2020 Assouline SG, Mahatmya D, Ihrig L, Lane E. High-achieving rural middle-school students’ academic self-efficacy and attributions in relationship to gender High Ability Studies. 1-27. DOI: 10.1080/13598139.2020.1740582  0.404
2020 LeBeau B, Assouline SG, Lupkowski-Shoplik A, Mahatmya D. The Advanced Placement Program in Rural Schools: Equalizing Opportunity Roeper Review. 42: 192-205. DOI: 10.1080/02783193.2020.1765923  0.435
2020 Foley‐Nicpon M, Assouline SG. High ability students with coexisting disabilities: Implications for school psychological practice Psychology in the Schools. 57: 1615-1626. DOI: 10.1002/Pits.22342  0.475
2019 Subotnik RF, Assouline SG, Olszewski‐Kubilius P, Stoeger H, Ziegler A. An Introduction to the Special Issue: A Review of European and American Perspectives and Research on Talent Development. New Directions For Child and Adolescent Development. 2019: 7-10. PMID 31692211 DOI: 10.1002/Cad.20323  0.347
2017 Ihrig LM, Lane E, Mahatmya D, Assouline SG. 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: 24-42. DOI: 10.1177/0162353217745158  0.438
2017 Stoeger H, Olszewski-Kubilius P, Subotnik RF, Assouline SG, Ziegler A. Theoretical Approaches, Societal Issues, and Practical Implications for School-Based and Extracurricular Talent Development: Outcomes of the Inaugural European–North American Summit on Talent Development (Part I): Gifted Child Quarterly. 61: 159-163. DOI: 10.1177/0016986217708853  0.379
2017 Assouline SG, Ihrig LM, Mahatmya D. Closing the Excellence Gap: Investigation of an Expanded Talent Search Model for Student Selection Into an Extracurricular STEM Program in Rural Middle Schools Gifted Child Quarterly. 61: 250-261. DOI: 10.1177/0016986217701833  0.491
2017 Stoeger H, Olszewski-Kubilius P, Subotnik RF, Assouline S, McCoach DB, Ziegler A. Theoretical approaches, societal issues, and practical implications for school-based and extracurricular talent development: Outcomes of the Inaugural European–North American Summit on Talent Development (Part II) High Ability Studies. 28: 1-6. DOI: 10.1080/13598139.2017.1306213  0.32
2017 Foley-Nicpon M, Assouline SG, Kivlighan DM, Fosenburg S, Cederberg C, Nanji M. The effects of a social and talent development intervention for high ability youth with social skill difficulties High Ability Studies. 28: 73-92. DOI: 10.1080/13598139.2017.1298997  0.353
2015 Foley-Nicpon M, Assouline SG, Fosenburg S. The Relationship Between Self-Concept, Ability, and Academic Programming Among Twice-Exceptional Youth Journal of Advanced Academics. 26: 256-273. DOI: 10.1177/1932202X15603364  0.419
2015 Assouline SG. University and College Early Entrance Programs: Defining the Issues Through a Definitive Special Issue Roeper Review. 37: 50-52. DOI: 10.1080/02783193.2015.981109  0.328
2015 Foley-Nicpon M, Assouline SG. Counseling Considerations for the Twice-Exceptional Client Journal of Counseling and Development. 93: 202-211. DOI: 10.1002/J.1556-6676.2015.00196.X  0.364
2014 Doobay AF, Foley-Nicpon M, Ali SR, Assouline SG. Cognitive, adaptive, and psychosocial differences between high ability youth with and without autism spectrum disorder. Journal of Autism and Developmental Disorders. 44: 2026-40. PMID 24584434 DOI: 10.1007/S10803-014-2082-1  0.389
2013 Foley-Nicpon M, Assouline SG, Colangelo N. Twice-Exceptional Learners: Who Needs to Know What? Gifted Child Quarterly. 57: 169-180. DOI: 10.1177/0016986213490021  0.335
2013 Assouline SG, Colangelo N, Heo N, Dockery L. High-Ability Students' Participation in Specialized Instructional Delivery Models: Variations by Aptitude, Grade, Gender, and Content Area Gifted Child Quarterly. 57: 135-147. DOI: 10.1177/0016986213479654  0.517
2012 Assouline SG, Foley Nicpon M, Dockery L. Predicting the academic achievement of gifted students with autism spectrum disorder. Journal of Autism and Developmental Disorders. 42: 1781-9. PMID 22105142 DOI: 10.1007/S10803-011-1403-X  0.419
2012 Assouline SG, Lupkowski-Shoplik A. The Talent Search Model of Gifted Identification Journal of Psychoeducational Assessment. 30: 45-59. DOI: 10.1177/0734282911433946  0.417
2012 Foley-Nicpon M, Rickels H, Assouline SG, Richards A. Self-Esteem and Self-Concept Examination Among Gifted Students With ADHD Journal For the Education of the Gifted. 35: 220-240. DOI: 10.1177/0162353212451735  0.393
2012 Foley-Nicpon M, Assouline SG, Stinson RD. Cognitive and academic distinctions between gifted students with autism and Asperger syndrome Gifted Child Quarterly. 56: 77-89. DOI: 10.1177/0016986211433199  0.467
2011 Assouline SG, Nicpon MF, Whiteman CS. Cognitive and psychosocial characteristics of gifted students with written language disability: A reply to Lovett's response Gifted Child Quarterly. 55: 152-157. DOI: 10.1177/0016986210396436  0.453
2011 Assouline SG, Whiteman CS. Twice-Exceptionality: Implications for School Psychologists in the Post–IDEA 2004 Era Journal of Applied School Psychology. 27: 380-402. DOI: 10.1080/15377903.2011.616576  0.494
2010 Foley Nicpon M, Doobay AF, Assouline SG. 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: 1028-38. PMID 20143145 DOI: 10.1007/S10803-010-0952-8  0.374
2010 Colangelo N, Assouline SG, Marron MA, Castellano JA, Clinkenbeard PR, Rogers K, Calvert E, Malek R, Smith D. Guidelines for Developing an Academic Acceleration Policy. National Work Group on Acceleration Journal of Advanced Academics. 21: 180-203. DOI: 10.1177/1932202X1002100202  0.491
2010 Assouline SG, Nicpon MF, Whiteman C. Cognitive and psychosocial characteristics of gifted students with written language disability Gifted Child Quarterly. 54: 102-115. DOI: 10.1177/0016986209355974  0.502
2009 Assouline SG, Nicpon MF, Doobay A. Profoundly gifted girls and autism spectrum disorder: A psychometric case study comparison Gifted Child Quarterly. 53: 89-105. DOI: 10.1177/0016986208330565  0.316
2007 Seifert TA, Pascarella ET, Colangelo N, Assouline SG. The Effects of Honors Program Participation on Experiences of Good Practices and Learning Outcomes Journal of College Student Development. 48: 57-74. DOI: 10.1353/Csd.2007.0007  0.432
2006 Assouline SG, Nicpon MF, Huber DH. The Impact of Vulnerabilities and Strengths on the Academic Experiences of Twice-Exceptional Students: A Message to School Counselors: Professional School Counseling. 10: 14-24. DOI: 10.5330/Prsc.10.1.Y0677616T5J15511  0.484
2006 Assouline SG, Colangelo N, Ihrig D, Forstadt L. Attributional choices for academic success and failure by intellectually gifted students Gifted Child Quarterly. 50: 283-294. DOI: 10.1177/001698620605000402  0.458
2003 Muratori M, Colangelo N, Assouline S. Early-entrance students: Impressions of their first semester of college Gifted Child Quarterly. 47: 219-237. DOI: 10.1177/001698620304700306  0.511
1996 Colangelo N, Cutrona C, Assouline SG, Maxey JE, Cole V. Exceptional Academic Performance: Perfect Scores on the PLAN Gifted Child Quarterly. 40: 102-110. DOI: 10.1177/001698629604000207  0.44
1994 Cutrona CE, Cole V, Colangelo N, Assouline SG, Russell DW. Perceived Parental Social Support and Academic Achievement: An Attachment Theory Perspective Journal of Personality and Social Psychology. 66: 369-378. PMID 8195992 DOI: 10.1037/0022-3514.66.2.369  0.38
1994 Lupkowski‐Shoplik AE, Assouline SG. Evidence of extreme mathematical precocity: Case studies of talented youths Roeper Review. 16: 144-151. DOI: 10.1080/02783199409553561  0.417
1993 Lupkowski-Shoplik AE, Assouline SG. Identifying Mathematically Talented Elementary Students: Using the Lower Level of the SSAT Gifted Child Quarterly. 37: 118-123. DOI: 10.1177/001698629303700304  0.485
1990 Lupkowski AE, Assouline SG, Stanley JC. Applying: A Mentor Model: For Young Mathematically Talented Students: Gifted Child Today Magazine. 13: 15-19. DOI: 10.1177/107621759001300205  0.431
1990 Brody LE, Assouline SG, Stanley JC. Five Years of Early Entrants: Predicting Successful Achievement in College Gifted Child Quarterly. 34: 138-142. DOI: 10.1177/001698629003400402  0.437
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