Readings on the Nature and Nurture of High Ability Learners

Collected by Lannie Kanevsky, Simon Fraser University

2017

Section headings in alphabetical order:

Acceleration Nature vs. nurture (heredity & environment)
Assessment Neuroscience & giftedness
Conceptions, models & definitions Perfectionism
Curriculum Programs
Grouping Social and/or emotional development
High ability learners & education (general) Twice-exceptional learners
Identification Underachievement
Motivation

Acceleration
Assouline, S., Colangelo, N., & VanTassel-Baska, J. (2015). A nation empowered: Evidence trumps the
excuses holding back Americas brightest students (vol. 1). Iowa City, IA: Connie Belin & Jacqueline
Blank International Center for Gifted Education and Talent Development. Free download available at:
https://www.idealsolutionsmath.com/Ecomm/Product/Default.aspx
Assouline, S., Colangelo, N., Lupkowski-Shoplik, A., Lipscomb, J., & Forstadt, L. (2009). Iowa acceleration
scale, 3rd ed., Manual: A guide for whole-grade acceleration, K-8. Scottsdale, AZ: Great Potential Press.
Assouline, S., Colangelo, N., VanTassel-Baska, J., & Lupkowski-Shoplik, A. (Eds.)(2015). A nation
empowered: Evidence trumps the excuses holding back Americas brightest students (vol. 2). Iowa
City, IA: Connie Belin & Jacqueline Blank International Center for Gifted Education and Talent
Development. Free download available at:
https://www.idealsolutionsmath.com/Ecomm/Product/Default.aspx
Culross, R. R., Jolly, J. J., & Winkler, D. W. (2013). Facilitating grade acceleration: Revisiting the wisdom of
John Feldhusen. Roeper Review, 35(1), 36-46.
Dare, L., & Nowicki, E. (2015). Conceptualizing concurrent enrollment: Why high-achieving students go for
it. Gifted Child Quarterly, 59(4), 249-264.
Feldhusen, J. F., Proctor, T. B., & Black, K. N. (1986). Guidelines for grade advancement of precocious
children. Roeper Review, 9(1), 25-27.
Gagn, F., & Gagnier, N. (2003). The socio-affective and academic impact of early entrance to school.
Roeper Review, 26(3), 128-138.
Gross, M. U. M. (1992). The use of radical acceleration in cases of extreme intellectual precocity. Gifted
Child Quarterly, 36(2), 91-99.
Gross, M. U. M. (1994). Radical acceleration: Responding to academic and social needs of extremely gifted
adolescents. Journal of Secondary Gifted Education, 5(4), 27-34.
Gross, M. U. M. (2004). Exceptionally gifted children (2nd ed.). London: Routledge.
Gross, M. U. M. (2006). Exceptionally gifted children: Long-term outcomes of academic acceleration and
non-acceleration. Journal for the Education of the Gifted, 29(4), 404-429.
Kanevsky, L. S. (2011). A survey of educational acceleration practices in Canada. Canadian Journal of
Education. 34(3), 153-180. Free download: http://ojs.vre.upei.ca/index.php/cje-rce/issue/view/80
Kanevsky, L., & Clelland, D. (2013). Accelerating gifted students in Canada: Policies and possibilities. Canadian
Journal of Education, 36(3), 229-271.
Kulik, J. A., & Kulik, C. C. (1984). Effects of accelerated instruction on students. Review of Educational
Research, 54(3), 409-425.

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Kulik, J. A., & Kulik, C. C. (1984). Synthesis of research on effects of accelerated instruction. Educational
Leadership, 42(2), 84-89.
Lubinski, D., Webb, R. M., Morelock, M. J., & Benbow, C. P. (2001). Top 1 in 10,00: A 10-year follow-up of
the profoundly gifted. Journal of Applied Psychology, 86(4), 718-729.
McCluskey, K. W., Massey, K. J., & Baker, P. A. (1997). Early entrance to Kindergarten: An alternative to
consider. Gifted and Talented International, 12, 27-30.
Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping: Recommendations for
best practice. Gifted Child Quarterly, 51(4), 330-341.
New South Wales Board of Studies. (2000). Guidelines for accelerated progression. Board of Studies NSW,
Sydney, Australia.
Proctor, T. B., Feldhusen, J. F., & Black, K. N. (1988). Guidelines for early admission to elementary school.
Psychology in the Schools, 25, 41-43.
Proctor, T.B., Black, K.N., & Feldhusen, J.F. (1988). Early admission to Elementary school; barriers versus
benefits. Roeper Review, 11(2), 85-87.
Reis, S. M., & Purcell, J. H. (1993). An analysis of content elimination and strategies used my elementary
classroom teachers n the curriculum compacting process. Journal for the Education of the Gifted, 16(2),
147-170.
Reis, S. M., Renzulli, J. S., & Burns, D. E. (2016). Curriculum compacting: A guide to differentiating
curriculum through enrichment and acceleration. Waco, TX: Prufrock Press.
Reis, S. M., Westberg, K. L., Kulikowich, J., Caillard, F., Hbert, T. Plucker, J, & others (1993). Why not let
high ability students start school in January? The curriculum compacting study [Research Monograph
93105]. Storrs, CT: National Research Center on the Gifted/Talented.
Rogers, K. B. (2002). Subject-based acceleration: Which option matches which child best at what age? In K.
B. Rogers, Re-forming gifted education: Matching the program to the child (pp. 105-158). Scottsdale,
AZ: Great Potential Press.
Rogers, K. B. (2002). Grade-based acceleration: Which option matches which child best at what age? In K. B.
Rogers, Re-forming gifted education: Matching the program to the child (pp. 159-204). Scottsdale, AZ:
Great Potential Press.
Sayler, M. F., & Brookshire, W. K. (1993). Social, emotional, and behavioral adjustment of accelerated
students, students in gifted classes, and regular students in eighth grade. Gifted Child Quarterly, 37(4),
150-154.
Siegle, D., Wilson, H. E., & Little, C. A. (2013). A sample of gifted and talented educators' attitudes about
academic acceleration. Journal Of Advanced Academics, 24(1), 27-51.
Smutny, J. F., Walker, S. Y., & Meckstroth, E. A. (2007). Acceleration for gifted learners, K-5. Thousand Oaks,
CA: Corwin Press.
Southern, T., & Jones, E. (1992). The real problems with academic acceleration. Gifted Child Today, 15(2), 34-
38.
Southern, W. T., & Jones, E. D. (2015). Types of acceleration: Dimensions and issues. In S. Assouline, N.
Colangelo, J. VanTassel-Baska, & A. Lupkowski-Shoplik (Eds.)(2015). A nation empowered: Evidence
trumps the excuses holding back Americas brightest students (vol. 2, pp. 9-18). Iowa City, IA: Connie
Belin & Jacqueline Blank International Center for Gifted Education and Talent Development.
Stanley, J. (1978). A look back at educational non-acceleration: An international tragedy. Gifted Child Today,
1(3), 2-5, 57-57, 60-63.
Starko, A. J. (1986). Meeting the needs of the gifted throughout the school day: Techniques for curriculum
compacting. Roeper Review, 9(1), 27-33.
Swiatek, M. A. (1993). A decade of longitudinal research on academic acceleration through the study of
mathematically precocious youth. Roeper Review, 15(3), 120-124.
Swiatek, M. A. (1994). Accelerated students' self-esteem and self-perceived personality characteristics: A
five-year longitudinal study. Journal of Secondary Gifted Education, 5(4), 35-41.
Swiatek, M. A., & Benbow, C. P. (1991). Ten-year longitudinal follow-up of ability-matched accelerated and
unaccelerated gifted students. Journal of Educational Psychology, 83(4), 528-538.

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Assessment
Chappuis, J. (2009). Seven strategies of assessment for learning. Boston: Pearson.
Chappuis, J., & Stiggins, R. J. (2017). An introduction to student-involved assessment FOR learning. New York:
Pearson.
Johnsen, S. K. (2008). Portfolio assessment of gifted students. In J. L. VanTassel-Baska (Ed.), Alternative
assessments with gifted and talented students (pp. 227-258). Waco, TX: Prufrock Press.
Kim, K. H., VanTassel-Baska, J., Bracken, B. A., Feng, A., & Stambaugh, T. (2014). Assessing science
reasoning and conceptual understanding in the primary grades using standardized and performance-
based assessments. Journal of Advanced Academics, 25(1), 47-66.
Kingore, B. (2007). Assessment: Time-saving procedures for busy teachers (4th ed.). Austin, TX: Professional
Associates Publishing.
Renzulli, J. S., & Callahan, C. M. (2008). Product assessment. In J. L. VanTassel-Baska (Ed.), Alternative
assessments with gifted and talented students (pp. 259-284). Waco, TX: Prufrock Press.
Roberts, J. L., & Inman, T. F. (2009). Assessing differentiated student products: A protocol for development
and evaluation. Waco, TX: Prufrock Press.
Roberts, J. L., & Inman, T. F. (2015). Preassessment: Who already understands or can do it? In J. L. Roberts &
T. F. Inman, Strategies for differentiating instruction: Best practices for the classroom (3rd ed., pp. 47-
65). Waco, TX: Prufrock Press.
Roberts, J. L., & Inman, T. F. (2015). Taming the assessment beast. In J. L. Roberts & T. F. Inman, Strategies
for differentiating instruction: Best practices for the classroom (3rd ed., pp. 175-192). Waco, TX:
Prufrock Press.
Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice? Theory into Practice, 44(3),
262-269.
VanTassel-Baska, J.L. (2008). Using performance-based assessment to document authentic learning. In J. L.
VanTassel-Baska (Ed.), Alternative assessments with gifted and talented students (pp. 285-308). Waco, TX:
Prufrock Press.
VanTassel-Baska, J. (2014). Performance-based assessment: The road to authentic learning for the gifted.
Gifted Child Today, 37(1), 41-47.
VanTassel-Baska, J. (2017). Curriculum-based assessment for advanced learners. In J. VanTassel-Baska & C. Little
(Eds.), Content-based curriculum for high ability learners (3rd ed., pp. 195-216). Waco, TX: Prufrock Press.
Wiliam, D. (2011). Providing feedback that moves learning forward. In D. Wiliam, Embedded formative
assessment (pp. 107-132). Bloomington, IN: Solution Tree Press.
Wiliam, D., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. West
Palm Beach, FL: Learning Sciences International.
Zollo, K. (2015). Teaching for growth: Designing learning portfolios for the Australian curriculum. Hyde Park,
South Australia: Tracy Marsh Publications.

Conceptions, models & definitions

Coleman, L. J., & Cross, T. L. (2005). Definitions and models of giftedness. In L. J. Coleman & T. L. Cross,
Being gifted in school (2nd ed., pp. 1-25). Waco, TX: Prufrock Press.
Cross, T. L., & Coleman, L. J. (2014). School-based conception of giftedness. Journal for the Education of the
Gifted, 37(1), 94-103.
Kaufman, S. B., & Sternberg, R. J. (2008). Conceptions of giftedness. In S. I. Pfeiffer (Ed.), Handbook of giftedness
in children: Psychoeducational theory, research, and best practices (pp. 71-91). New York: Springer.
Matthews, D. J., & Foster, J. F. (2009). Two chapters, Ch. 1 Perspectives and paradigm shifts and Ch. 2
Creativity and giftedness. In D. J. Matthews & J. F. Foster, Being smart about gifted education: A guidebook
for educators and parents (2nd ed., pp. 3-42). Scottsdale, AZ: Great Potential Press.
Sternberg, R. J., & Davidson, J. (2005). Conceptions of giftedness. Cambridge University Press.
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2012). A proposed direction forward for gifted
education based on psychological science, Gifted Child Quarterly, 56(4) 176188.

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Curriculum
Adams, C. M., & Pierce, R. L. (2006). Differentiating instruction: A practical guide to tiered lessons in the
elementary grades. Waco, TX: Prufrock Press.
Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A
revision of Bloom's taxonomy of educational objectives. New York: Longman.
Aulls, M. W., & Shore, B. M. (2008). Gifted education and the research [inquiry] imperative in curriculum. In M.
W. Aulls & B. M. Shore, Inquiry in education: the conceptual foundations for research as a curricular
imperative (Vol 1, pp. 99-119). New York: Lawrence Erlbaum Associates.
Ball, W. H., & Brewer, P. (2000). Socratic seminars in the block. Larchmont, NY: Eye on Education.
Ball, W. H., & Brewer, P. F. (1996). Socratic seminars. In R. L. Canady & M. D. Rettig (Eds.), Teaching in the
block (pp. 29-64). Larchmont, NY: Eye on Education.
Betts, G. T., Carey, R. J., & Kapushion, B. M. (2017). Autonomous learner model resource book. Waco, TX:
Prufrock Press.
Callahan, C., C. M., Moon, T. R., Oh, S., Azano, A.P., & Hailey, E. P. (2015). What works in gifted
education: Documenting the effects of an integrated curricular/instructional model for gifted students.
American Educational Research Journal, 52(1), 137-167.
Coleman, M. (2003). Exploring secondary options: Four variables for success. Gifted Child Today, 26(1), 22-
24.
Dimitriadis, C. (2016). Nurturing mathematical promise in a regular elementary classroom: Exploring the role
of the teacher and classroom environment. Roeper Review, 38(2), 107-122.
Eysinck, T. H. S., Gersen, L., & Gijlers, H. (2015). Inquiry learning for gifted children. High Ability Studies, 26(1),
63-74.
Gallagher, S. A. (1997). Problem-based learning: Where did it come from, what does it do, and where is it going?
Journal for the Education of the Gifted, 20(4), 332-362.
Gallagher, S. A. (2015). Adapting problem-based learning for gifted students. In F. A. Karnes & S. M. Bean
(Eds.). Methods and materials for teaching the gifted (4th ed., p. 413-443). Waco, TX: Prufrock Press.
Gallagher, S. (2016). Social studies curriculum for gifted learners. In K. R. Stephens & F. A. Karnes,
Introduction to curriculum design in gifted education (pp. 195-220). Waco, TX: Prufrock Press.
Heacox, D. & Cash, R. M. (2014). Differentiation for gifted learners: Going beyond the basics. Minneapolis,
MN: Free Spirit Press.
Hockett, J. A., & Brighton, C. M. (2016). General curriculum design: Principles and best practices. In K. R. Stephens
& F. A. Karnes, Introduction to curriculum design in gifted education (pp. 41-62). Waco, TX: Prufrock Press.
Johnsen, S. J., & Goree, K. K. (2015). Teaching gifted students through independent study. In F. A. Karnes & S. M.
Bean (Eds.). Methods and materials for teaching the gifted (4th ed., p. 445-478). Waco, TX: Prufrock Press.
Johnsen, S. K., Parker, S. L., & Farah, Y. N. (2015). Providing services for students with gifts and talents
within a Response-to-Intervention framework. TEACHING Exceptional Children, 47(4), 226-233.
Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child
Quarterly, 55(4), 279-299.
Kanevsky, L. (2017). Tool kit for high end curriculum differentiation. Burnaby, BC: Simon Fraser University.
Karnes, F. A., & Bean, S. M. (Eds.)(2015). Methods and materials for teaching the gifted (4th ed.). Waco, TX: Prufrock
Press.
Little, C. (2012). Curriculum as motivation for gifted students. Psychology in the Schools, 49(7), 695-705.
Maker, C. J., & Scheiver, S. W. (2010). Curriculum development and teaching strategies for gifted learners
(3rd Ed.). Austin, TX: Pro-Ed.
Matthews, D. J., & Foster, J. F. (2009). Two chapters: Ch. 6 Adaptations: The gifted learner in the regular
classroom and Ch. 7 Alternative options: Stretching the boundaries. In D. J. Matthews & J. F. Foster,
Being smart about gifted education: A guidebook for educators and parents (2nd ed., pp. 111-171).
Scottsdale, AZ: Great Potential Press.
Olszewski-Kubilius, P., & Calvert, E. (2015). Implications of the talent development framework for
curriculum design. In T. Kettler (Ed.), Modern curriculum for gifted and advanced academic
students (pp. 37-53). Waco, TX: Prufrock Press.

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Ozturk, M. A., & Debelak, C. (2008). Affective benefits from academic competitions for middle school gifted
students. Gifted Child Today, 31(2), 48-53.
Powers, E. (2008). The use of independent study as a viable differentiation technique for gifted learners in the
regular classroom. Gifted Child Today, 31(3), 57-65.
Reis, S. M., Renzulli, J. S., & Burns, D. E. (2016). Curriculum compacting: A guide to differentiating
curriculum through enrichment and acceleration. Waco, TX: Prufrock Press.
Roberts, J. L., & Inman, T. F. (2015). Strategies for differentiating instruction: Best practices for the classroom
(3rd ed.). Waco, TX: Prufrock Press.
Robinson, A., & Tabler, A. (2016). Survey of curriculum models in gifted education: Frameworks for developing and
implementing differentiated curricula. In K. R. Stephens & F. A. Karnes, Introduction to curriculum design in
gifted education (pp. 95-128). Waco, TX: Prufrock Press.
Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on
educational practice. Gifted Child Quarterly, 51(4), 382-396.
Siegle, D., Amspaugh, C. M., & Mitchell, M. S. (2017). Learning from and with technology. In J. VanTassel-Baska &
C. Little (Eds.), Content-based curriculum for high ability learners (3rd ed., pp. 437-460). Waco, TX: Prufrock
Press.
Stephens, K. R., & Karnes, F. A. (2016). Introduction to curriculum design in gifted education. Waco, TX: Prufrock
Press.
Stepien, W. J., & Pyke, S. L. (1997). Designing problem-based learning units. Journal for the Education of the
Gifted, 20(4), 380-400.
Tomlinson, C. A. (2014). Differentiated instruction. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and
practices in gifted education (pp. 197-210). Waco, TX: Prufrock Press.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., &
Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning
profile in academically diverse classrooms: A review of the literature. Journal for the Education of the Gifted,
27(2/3), 119-145.
Van Deur, P. (2011). Views of gifted elementary students about self-directed learning. Gifted and Talented
International, 26(1-2), 111-120.
VanTassel-Baska, J., & Little, C. (Eds.). (2017). Content-based curriculum for high-ability learners (3rd ed.). Waco,
TX: Prufrock Press.

Grouping
Abrami, P. C., Lou, Y., Chambers, B., Poulsen, C., & Spence, J. C. (2000). Why should we group students
within-class for learning? Educational Research and Evaluation, 6(2), 158-179.
Adams-Byers, J., Whitesell, S. S., & Moon, S. M. (2004). Gifted students' perceptions of the academic and
social/emotional effects of homogeneous and heterogeneous grouping. Gifted Child Quarterly, 48(1), 7-
20.
Allen, K. C. (2012). Keys to successful group work: Culture, structure, nurture. The Mathematics Teacher,
106(4), 308-312.
Coleman, M. R. (1994). Using cooperative learning with gifted students. Gifted Child Today, 17(6), 36-38.
Diezmann, C. M., & Watters, J., J. (2001). The collaboration of mathematically gifted students on challenging
tasks. Journal for the Education of the Gifted, 25(1), 7-31.
French, L. R., Walker, C. L., & Shore, B. M. (2011). Do gifted students really prefer to work alone?. Roeper
Review, 33(3), 145-159.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Karns, K. (1998). High-achieving students' interactions and
performance on complex mathematical tasks as a function of homogeneous and heterogeneous
pairings. American Educational Research Journal, 35(2), 227-267.
Kanevsky, L. (2015). Do high ability learners enjoy learning alone or in groups? It depends. International
Journal of Special Education, 30(2), 32-43.
Kettler, T. (2011). Grouping and instruction for gifted students. Gifted Child Today, 34(3), 62-63.

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Klavir, R. (2008). How do gifted children of various ages perceive their situation in heterogeneous classes and
what can pre-service teachers learn from them? Contemporary Issues in Education Research, 1(1), 29-44
Kulik, J. A. (2003). Grouping and tracking. In N. Colangelo & G. A. Davis, Handbook of gifted education (3rd
ed.) (pp.268-281). Upper Saddle River, NJ: Pearson Education.
Kulik, J. A., & Kulik, C.-L. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly,
36(2), 73-77.
Neber, H., Finserwald, M., & Urban, N. (2001). Cooperative learning with gifted and high- achieving
students: a review and meta-analyses of 12 studies. High Ability Studies, 12(2), 199-214.
Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping: Recommendations for
best practice. Gifted Child Quarterly, 51(4), 330-341.
Nelson, T. J. (2011). Assessing internal group processes in collaborative assignments. English Journal, 100(6),
41-46.
Nelson, T. J. (2012). Improving groups using the lens of the overachiever. Voices from the middle, 20(2), 16-
21.
Patrick, H., Bangel, N. J., Jeon, K.-N., & Townsend, M. A. R. (2005). Reconsidering the issue of cooperative
learning with gifted students. Journal for the Education of the Gifted, 29(1), 90-108.
Robinson, A. (1990). Cooperation or exploitation? The argument against cooperative learning for talented
students. Journal for the Education of the Gifted, 14(1), 9-27.
Robinson, A. (1991). Cooperative learning and the academically talented student (No. Research Monograph
9106). Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut.
Rogers, K. B. (2002). Program provisions (grouping) within the school. In Re-forming gifted education (pp. 205-
268). Scottsdale, AZ: Gifted Potential Press.
Schofield, J. (2010). International evidence on ability grouping with curriculum differentiation and the
achievement gap in secondary schools. Teachers College Record, 112(5), 1492-1528.
Tieso, C. L. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26(1), 29-36.
Vaca, J., Lapp, D., & Fisher, D. (2011). Designing and assessing productive group work in 14 secondary
schools. Journal of adolescent and adult literacy, 54, 372-372.

High ability learners & education (general)

Barfurth, M. A., Ritchie, K. C., Irving, J. A., & Shore, B. M. (2009). A metacognitive portrait of gifted learners.
In L. V. linina (Ed.), International handbook of giftedness (pp. 397-417). Springer Science. doi:
10.1007/978-1-4020-6162-2 18
Clynes, T. (2016). How to raise a genius. Nature, 537, 152-155.
Colangelo, N., & Davis, G. A. (2003). Handbook of gifted education (3rd ed.). Boston: Allyn & Bacon.
Dweck, C. S. (2012). Mindsets and malleable minds: Implications for giftedness and talent. In R. F.
Subotnik, A. Robinson, C. M. Callahan, & E. J. Gubbins (Eds.), Malleable minds: Translating insights
from psychology and neuroscience to gifted education (pp.7-18). Storrs, CT: National Research Center
on the Gifted and Talented.
Gallagher, J. J. (2015). Education of gifted students: A civil rights issue?. Journal for the Education of the
Gifted, 38(1), 64-69.
Jarvin, L., & Subotnik, R. (2006). Understanding elite talent in academic domains: A developmental trajectory
from basic abilities to scholarly productivity/artistry. In F. A. Dixon & S. M. Moon (Eds.), The handbook of
secondary gifted education (pp. 203-220). Waco, TX: Prufrock Press.
Jolly, J., & Matthew, M. (2012). A critique of the literature on parenting gifted learners. Journal for the
Education of the Gifted, 35(3), 260-290. doi:10.1177/0162353212451703
Jolly, J. L., & Matthews, M. S. (2014). Parenting. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and
practices in gifted education (pp. 481-492). Waco, TX: Prufrock Press.
Lohman, D. F., & Korb, K. A. (2006). Gifted today but not tomorrow? Longitudinal changes in ability and
achievement during elementary school. Journal of the Education of the Gifted, 29(4), 451-484.
Matthews, D. J., & Foster, J. F. (2009). Two chapters: How does giftedness develop? and Parenting

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 matters. In D. J. Matthews and J. F. Foster, Being smart about gifted education: A guidebook for
educators and parents (pp. 203-238 and 271-301). Scottsdale, AZ: Great Potential Press.
Minister of Learning, Alberta Learning (2000). Teaching students who are gifted and talented. Edmonton,
AB: Alberta Learning.
Olszewski-Kubilius, P. (2008). The role of the family in talent development. In S. Pfeiffer (Ed.), Handbook of
giftedness in children: Psychoeducational theory, research, and best practices (pp. 53-70). New York:
Springer.
Reis, S. M., & Hbert, T. P. (2008). Gender and giftedness. In S. Pfeiffer (Ed.), Handbook of giftedness in
children: Psychoeducational theory, research, and best practices (pp. 272-291). New York: Springer.
Reis, S., Sullivan, E., & Renzulli, S. (2015). Characteristics of gifted learners. In F. A. Karnes & S. M. Bean
(Eds), Methods and materials for teaching the gifted (4th ed., pp. 69-103). Waco, TX: Prufrock Press.
Rogers, K. B. (1986). Do the gifted think and learn differently? A review of recent research and its
implications for instruction. Journal for the Education of the Gifted, 10(1), 17-39.
Seokhee, C., & Chia-Yi, L. (2011). Influence of family processes, motivation, and beliefs about intelligence
on creative problem solving of scientifically talented individuals. Roeper Review, 33(1), 46-58.
doi:10.1080/02783193.2011.530206
Vaivre-Douret, L. (2011). Developmental and cognitive characteristics of high-level potentialities (highly
gifted) children. International Journal of Pediatrics, doi:10.1155/2011/420297.

Identification
Borland, J. (2014). Identification of gifted students. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and
practices in gifted education: What the research says (pp. p. 323-342). Waco, TX: Prufrock Press.
Borland, J. H. (2014). Identification of gifted students. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and
practices in gifted education (pp. 323-342). Waco, TX: Prufrock Press.
Coleman, L. J., & Cross, T. C. (2005). Identifying the gifted (Chapter 3). In being gifted in school (2nd ed.,
pp. 66-127). Waco, TX: Prufrock Press.
Gallagher, S. A., & Gallagher, J. J. (2013). Using problem-based learning to explore unseen academic potential.
Interdisciplinary Journal of Problem-based Learning, 7(1), 111-131.
Heller, K. A., & Schofield, N. J. (2008). Identification and nurturing the gifted from an international perspective.
In S. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and best
practices (pp. 93-114). New York: Springer.
Hunsaker, S. L. (2012). Identification: The theory and practice of identifying students for gifted and talented
education services. Waco, TX: Prufrock Press.
Johnsen, S. K. (2008). Identifying gifted and talented learners. In F. A. Karnes & K. R. Stephens (Eds.),
Achieving excellence: Educating the gifted and talented (pp. 135-153). Upper Saddle River, NJ: Pearson
Education.
Johnsen, S. K. (Ed.)(2011). Identifying gifted students: A practical guide (2nd ed.). Waco, TX: Prufrock Press.
Krisel, K. (2012). Characteristics of gifted children as a guide to identification. In S. L. Hunsaker, Identification: The
theory and practice of identifying students for gifted and talented education services (pp. 75-97). Waco, TX:
Prufrock Press.
Kuo, C., Maker, J., Su, F., & Hu, C. (2010). Identifying young gifted children and cultivating problem solving
abilities and Multiple Intelligences. Learning and Individual Differences, 20(4), 365-379.
Lakin, J. M., & Lohman, D. F. (2011). The predictive accuracy of verbal, quantitative, and nonverbal reasoning
tests: Consequences for talent identification and program diversity. Journal for the Education of the Gifted,
34 (4), 595-623.
Lohman, D. F. (2005). An aptitude perspective on talent: Implications for identification of academically gifted
minority students. Journal for the Education of the Gifted, 28(3/4), 333-360.
Lohman, D. F., & Foley Nicpon, M. (2012). Ability testing and talent identification. In S. L. Hunsaker (Ed.),
Identification: The Theory and Practice of Identifying Students for Gifted and Talented Education Services.
(pp. 287-334). Mansfield Center, CT: Creative Learning Press.

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Lohman, D. http://faculty.education.uiowa.edu/dlohman/ Dr. Lohmans webpage offers a collection of his
outstanding work on testing and identification.
Maker, C. J. (2005). The "Discover" project: Improving assessment and curriculum for diverse gifted learners.
Storrs, CT: National Research Center on the Gifted and Talented.
Matthews, D. J., & Foster, J. F. (2009). Three chapters & Appendix 1: Ch. 3 Questions and answers about
testing, Ch. 4 Assessments and tests and Ch. 5 Mismatch Diagnoses, and Appendix 1 Test scores: the
nuts and bolts of assessments. In D. J. Matthews & J. F. Foster, Being smart about gifted education: A
guidebook for educators and parents (2nd ed., pp. 45-107 and 339-350). Scottsdale, AZ: Great Potential
Press.
McGowan, M. R., Holtzman, D. R., Coyne, T. B., & Miles, K. L. (2016). Predictive ability of the SB5 gifted
composite versus the full-scale IQ among children referred for gifted evaluations, Roeper Review, 38(1),
40-49.
McGowan, M. R., Runge, T. J., & Pedersen, J. A. (2016). Using curriculum-based measures for identifying
gifted learners, Roeper Review, 38(2), 93-106.
Moon, T. R. (2012). Performance assessments: The role in the identification of gifted students. In S. L. Hunsaker,
Identification: The theory and practice of identifying students for gifted and talented education services (pp.
381-397). Waco, TX: Prufrock Press.
Newman, T. M. (2008). Assessment of giftedness in school-age children using measures of intelligence or
cognitive abilities. In S. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory,
research, and best practices (pp. 161-176). New York: Springer.
Pegnato, C. W., & Birch, J. W. (1959). Locating gifted children in junior high school: A comparison of methods.
Exceptional Children, 23, 300-304.
Pfeiffer, S. I., & Blei, S. (2008). Gifted identification beyond the IQ test: Rating scales and other assessment
procedures. In S. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and
best practices (pp. 177-198). New York: Springer.
Robins, J. H., & Jolly, J. L. (2011). Technical information regarding assessment. In S. K. Johnsen, Identifying gifted
students: A practical guide (2nd ed., pp., 75-118). Waco, TX: Prufrock Press.
Sarouphim, K. M., & Maker, C. J. (2010). Ethnic and gender differences in identifying gifted students: A
multicultural analysis. International Education, 39(2), 42-56.
Sulak, T. N. (2014). Using CBM to identify advanced learners in the general education classroom. Gifted
Child Today, 37(1), 25-31.
VanTassel-Baska, J. L. (Ed.)(2008), Alternative assessments with gifted and talented students. Waco, TX:
Prufrock Press.
Warne, R. T., Doty, K. J., Malbica, A. M., Angeles, V. R., Innes, S., Hall, J., & Masterson-Nixon, K. (2016).
Above-level test item functioning across examinee age groups. Journal of Psychoeducational
Assessment, 34(1), 54-72.
Westberg, K. L. (2012). Using teacher rating scales in the identification of students for gifted services. In S. L.
Hunsaker, Identification: The theory and practice of identifying students for gifted and talented education
services (pp. 363-379). Waco, TX: Prufrock Press.
Worrell, F. C., & Erwin, J. O. (2011). Best practices in identifying students for gifted and talented education
programs. Journal of Applied School Psychology, 27(4), 319-340.

Motivation
Special issue: Understanding and promoting motivation in gifted students. Psychology In The Schools, 49(7),
619-621. doi:10.1002/pits.21625
Andersen, L., & Cross, T. L. (2014). Are students with high ability in math more motivated in math and
science than other students?. Roeper Review, 36(4), 221-234.
Clinkenbeard, P. R. (2012). Motivation and gifted students: Implications of theory and research. Psychology
In The Schools, 49(7), 622-630.
Clinkenbeard, P. R. (2014). Motivation and goals. In J. A. Plucker, C. M. Callahan, J. A. Plucker, C. M.

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 Callahan (Eds.) , Critical issues and practices in gifted education: What the research says (2nd ed.) (pp.
427-437). Waco, TX, US: Prufrock Press.
Fletcher, K. L., & Speirs Neumeister, K. L. (2012). Research on perfectionism and achievement motivation:
Implications for gifted students. Psychology In The Schools, 49(7), 668-677.
Garn, A. C., & Jolly, J. L. (2014). High ability students' voice on learning motivation. Journal of Advanced
Academics, 25(1), 7-24.
Hong, E., Peng, Y., & O'Neil, H. J. (2014). Activities and accomplishments in various domains: Relationships
with creative personality and creative motivation in Adolescence. Roeper Review, 36(2), 92-103.
Lftenegger, M., Kollmayer, M., Bergsmann, E., Jstl, G., Spiel, C., & Schober, B. (2015). Mathematically
gifted students and high achievement: the role of motivation and classroom structure. High Ability
Studies, 26(2), 227-243.
Matthews, D. J., & Foster, J. F. (2009). Motivation and achievement issues. In D. J. Matthews & J. F. Foster, Being
smart about gifted education: A guidebook for educators and parents (2nd ed., pp. 175-202). Scottsdale, AZ:
Great Potential Press.
Meier, E., Vogl, K., & Preckel, F. p. (2014). Motivational characteristics of students in gifted classes: The
pivotal role of need for cognition. Learning & Individual Differences, 33, 39-46.
doi:10.1016/j.lindif.2014.04.006
Patrick, H., Gentry, M., Moss, J. D., & McIntosh, J. S. (2015). Understanding gifted and talented adolescents
motivation. In F. A. Dixon & S. M. Moon (Eds.), The handbook of secondary gifted education (2nd ed., pp.
185-211). Waco, TX: Prufrock Press.
Phillips, N., & Lindsay, G. (2006). Motivation in gifted students. High Ability Studies, 17(1), 57-73.
doi:10.1080/13598130600947119
Ritchotte, J. A., Matthews, M. S., & Flowers, C. P. (2014). The validity of the achievement-orientation model
for gifted middle school students: An exploratory study. Gifted Child Quarterly, 58(3), 183-198.
Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2013). How to persuade honors students to go the extra
mile: Creating a challenging learning environment. High Ability Studies, 24(2), 115-134.
Schick, H., & Phillipson, S. N. (2009). Learning motivation and performance excellence in adolescents with
high intellectual potential: What really matters?. High Ability Studies, 20(1), 15-37.
Tang, M., & Neber, H. (2008). Motivation and self-regulated science learning in high-achieving students:
differences related to nation, gender, and grade-level. High Ability Studies, 19(2), 103-116.
doi:10.1080/13598130802503959
Tirri, K. (2010). Motivation and giftedness. High Ability Studies, 21(2), 77-80.
doi:10.1080/13598139.2010.528923
Vladut, A., Vialle, W., & Ziegler, A. (2016). Two studies of the empirical basis of two learning resource-
oriented motivational strategies for gifted educators. High Ability Studies, 27(1), 39-60.
Zigler, E. F. (2013). Intelligence and cognitive exceptionality: The motivational perspective. In S. Kreitler
(Ed.), Cognition and motivation: Forging an interdisciplinary perspective (pp. 433-449). New York, NY
US: Cambridge University Press.

Nature vs. Nurture (Heredity vs. Environment)

McDevitt, T. M., & Ormrod, J. E. (2011). Effects of heredity and environment on intelligence. Download at:
http://www.education.com/print/effects-heredity-environment-intelligence/
Plomin, R., & Price, T. S. (2003). The relationship between genetics and intelligence. In N. Colangelo & G. A.
Davis, Handbook of gifted education (3rd ed.) (pp.113-123). Upper Saddle River, NJ: Pearson Education.
Thompson, L. A., & Oehlert, J. (2010). The etiology of giftedness. Learning and individual differences, 20, 298-
307.

Neuroscience & Giftedness

Bowers, J. S. (2016). The practical and principled problems with educational neuroscience. Psychological
Review, 123(5), 620-627.

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Kalbfleisch, M. L. (2004). Functional neuroanatomy of talent. The Anatomical Record (Part B: New Anat.),
277B, 21-36.
Kalbfleisch, M. L. (2008). Getting to the heart of the brain: Using cognitive neuroscience to explore the
nature of human ability and performance. Roeper Review, 30, 162-170.
Kalbfleisch, M. L. (2009). The neural plasticity of giftedness. In L. V. Shavinina (Ed.), International handbook
of giftedness (pp. 275-293). Springer Science. doi: 10.1007/978-1-4020-6162-2 12
Kalbfleisch, M. L., & Gillmarten, C. (2012). Neuroscience and giftedness. In T. L. Cross and J. R. Cross (Eds.),
Handbook for counselors serving students with gifts and talents (pp. 89-104). Waco, TX: Prufrock
Press.
Kalbfleisch, M. L., & Gillmarten, C. (2013). Left brain vs. right brain: Findings on visual spatial capacities
and the functional neurology of giftedness. Roeper Review, 265-275.
Koziol, L. F., Budding, D. E., & Chidekel, D. ( 2010). Adaptation, expertise, and giftedness: Towards an
understanding of cortical, subcortical, and cerebellar network contributions. Cerebellum, 9, 499-529.

Perfectionism
Christopher, M. M., & Shewmaker, J. (2010). The relationship of perfectionism to affective variables in gifted
and highly able children. Gifted Child Today, 33(3), 20-30.
Dixon, F.A., Lapsley, D.K., Hanchon, T.A. (2004). An empirical typology of perfectionism in gifted
adolescents. Gifted Child Quarterly, 48, 95-106.
Fletcher, K. L., & Speirs Neumeister, K. L. (2012). Research on perfectionism and achievement motivation:
implications for gifted students. Psychology In The Schools, 49(7), 668-677. doi:10.1002/pits.21623
Fletcher, K. L., & Speirs Neumeister, K. L. (2012). Research on perfectionism and achievement motivation:
Implications for gifted students. Psychology In The Schools, 49(7), 668-677.
Fong, R. W., & Yuen, M. (2014). Perfectionism and Chinese gifted learners. Roeper Review, 36(2), 81-91.
doi:10.1080/02783193.2014.884202
Greenspon, T. S. (2012). Perfectionism: A counselors role in a recovery process. In T. L. Cross and J. R. Cross
(Eds.), Handbook for counselors serving students with gifts and talents (pp. 597-613). Waco, TX: Prufrock
Press.
Margot, K. C., & Rinn, A. (2016). Perfectionism in gifted adolescents. Journal of Advanced Academics, 27(3),
190-209. doi:10.1177/1932202X16656452
Miller, A. L., Lambert, A. D., & Neumeister, K. S. (2012). Parenting style, perfectionism, and creativity in
high-ability and high-achieving young adults. Journal for the Education of the Gifted, 35(4), 344-365.
doi:10.1177/0162353212459257
Mofield, E. L., & Parker Peters, M. (2015). Multidimensional perfectionism within gifted suburban
adolescents: An exploration of typology and comparison of samples. Roeper Review, 37(2), 97-109.
doi:10.1080/02783193.2015.1008663
Nugent, S. A. (2000). Perfectionism: Its manifestations and classroom-based interventions. Journal for
Secondary Gifted Education, 11 (4), 215-221.
Parker, W.D. (1997). An empirical typology of perfectionism in academically talented children. American
Educational Research Journal, 34, 545-562.
Parker, W.D. (2000). Healthy perfectionism in the gifted. Journal of Secondary Gifted Education, 11, 173-
183.
Schuler, P.A. (2000). Perfectionism and gifted adolescents. Journal of Secondary Gifted Education, 11, 183-
202.
Siegle, D., & Schuler, P. A. (2000). Perfectionism differences in gifted middle school students. Roeper
Review, 23(1), 39-44.
Sonergeld, T. A, Schultz, R. A., Blover, L. K. (2007). The need for research replication: An example from
studies on perfectionism and gifted early adolescents. Roeper Review, 29(5), 19-25.
Speirs Neumeister, K. L., Fletcher, K. L., & Burney, V. H. (2015). Perfectionism and achievement motivation
in high-ability students: An examination of the 2 x 2 model of perfectionism. Journal for the Education
of the Gifted, 38(3), 215-232.

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Programs
Betts, G. T., Carey, R. J., & Kapushion, B. M. (2017). Autonomous learner model resource book. Waco, TX:
Prufrock Press.
Coleman, L. J., & Cross, T. L. (2005). Administrative arrangements, program prototypes, and the teacher. In L.
J. Coleman & T. L. Cross, Being gifted in school (pp. 263-304). Waco, TX: Prufrock Press
Gentry, M. (2014). Total school cluster grouping & differentiation (2nd ed.). Waco, TX: Prufrock Press.
Olszewski-Kubilius, P. (2015). The role of out-of-school programs in talent development for secondary
students. In F. A. Dixon & S. M. Moon (Eds.), The handbook of secondary gifted education (2nd ed., pp.
261-282). Waco, TX: Prufrock Press.
Renzulli, J. S., Gubbins, E. J., McMillen, K. S., Eckert, R. D., & Little, C. A. (2009). Systems and models for
developing programs for the gifted and talented (2nd ed.). Mansfield Center, CT: Creative Learning
Press.
Tomlinson, C. A. (2008). Instructional strategies and programming models for gifted learners. In F. A. Karnes & K.
R. Stephens (Eds.), Achieving excellence: Educating the gifted and talented (pp. 154-169). Upper Saddle
River, NJ: Pearson Education.
Tomlinson, CA., Kaplan, S. N., Renzulli, J. S., Purcell, J., Leppien, J., & Burns, D. (2002). The parallel
curriculum: A design to develop high potential and challenge high-ability learners. Thousand Oaks, CA:
Corwin Press.
VanTassel-Baska, J. (2005). Gifted programs and services: What are the nonnegotiables?. Theory Into
Practice, 44(2), 90-97. doi:10.1207/s15430421tip4402_3
Vidergor, H. E., & Azar Gordon, L. (2015). The case of a self-contained elementary classroom for the gifted:
Student, teacher, and parent perceptions of existing versus desired teaching learning aspects. Roeper
Review, 37(3), 150-164.

Social and/or Emotional Development

Andersen, L., & Cross, T. L. (2012). Suicide and the gifted adolescent: Advice for counselors. In T. L. Cross and J.
R. Cross (Eds.), Handbook for counselors serving students with gifts and talents (pp. 631-647). Waco, TX:
Prufrock Press.
Betts, G. T., & Neihart, M. F. (1985). Eight effective activities to enhance the emotional and social development
of the gifted and talented. Roeper Review, 8(1), 18-23.
Betts, G. T., Carey, R. J., & Kapushion, B. M. (2017). Autonomous learner model resource book. Waco, TX:
Prufrock Press.
Cross, J. R. (2012). Peer relationships. In T. L. Cross and J. R. Cross (Eds.), Handbook for counselors serving
students with gifts and talents (pp. 409-425). Waco, TX: Prufrock Press.
Cross, T. (1996). Psychological autopsy provides insight into gifted adolescent suicide. Gifted Child Today
Magazine, 19(3), 22-23,50.
Cross, T. L. (2014). Social emotional needs: The effects of educational malnourishment on the psychological
well-being of gifted students. Gifted Child Today, 37(4), 264-265.
Eddles-Hirsch, K., Vialle, W., McCormick, J., & Rogers, K. (2012). Insiders or outsiders: The role of social context
in the peer relations of gifted students. Roeper Review, 34, 53-62.
Fonseca, C. (2016). Emotional intensity in gifted students: Helping kids cope with explosive feelings (2nd ed.).
Waco, TX: Prufrock Press.
Hermann, K. M., & Lawrence, C. (2012). Family relationships. In T. L. Cross and J. R. Cross (Eds.), Handbook for
counselors serving students with gifts and talents (pp. 393-407). Waco, TX: Prufrock Press.
Lee, S.-Y., Olszewski-Kubilius, P., & Thomson, D. T. (2012). Academically gifted students perceived
interpersonal competence and peer relationships. Gifted Child Quarterly, 56(2), 90-104.
Matthews, D. J., & Foster, J. F. (2009). Emotional, social, and behavioral considerations In D. J. Matthews
and J. F. Foster, Being smart about gifted education: A guidebook for educators and parents (pp. 239-
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Mika, E. (2006). Giftedness, ADHD, and overexcitabilities: The possibilities of misinformation. Roeper
Review, 28(4), 237-242.
Moon, S. (2008). Personal and social development. In F. A. Karnes & K. R. Stephens (Eds.), Achieving excellence:
Educating the gifted and talented (pp. 82-98). Upper Saddle River, NJ: Pearson Education.
Neihart, M, Pfeiffer, S. I., & Cross, T. L. (Eds.) (2016). The social and emotional development of gifted children:
What do we know?(2nd ed.) Waco, TX: Pro-Ed.
Neihart, M. (2012). Anxiety, depression and resilience. In T. L. Cross and J. R. Cross (Eds.), Handbook for
counselors serving students with gifts and talents (pp. 615-629). Waco, TX: Prufrock Press.
Peterson, J. P. (2016). Affective curriculum: Proactively addressing the challenges of growing up. In K. R. Stephens
& F. A. Karnes, Introduction to curriculum design in gifted education (pp. 307-330). Waco, TX: Prufrock Press.
Peterson, J. S., Assouline, S. G., & Jen, E. (2015). Responding to concerns related to the social and emotional
development of gifted adolescents. In F. A. Dixon & S. M. Moon (Eds.), The handbook of secondary gifted
education (2nd ed., pp. 65-90). Waco, TX: Prufrock Press.
Peterson, J. S., & Moon, S. M. (2008). Counseling the gifted. In S. Pfeiffer (Ed.), Handbook of giftedness in
children: Psychoeducational theory, research, and best practices (pp. 3223-245). New York: Springer.
Piechowski, M. (2014). Mellow out, they say. If I only could. Intensities and sensitivities of the young and bright
(2nd ed.). Unionville, NY: Royal Fireworks Press.
Piechowski, M. M. (1991). Emotional development and emotional giftedness. In N. Colangelo & G. A. Davis
(Eds.), Handbook of gifted education (pp. 285-306). Needham Heights, MA: Simon & Schuster.
Piechowski, M. M. (2002). Experiencing in a higher key: Dabrowskis theory of and for the gifted. Gifted
Education Communicator, 33(1), 2831, 3536.
Probst, B., & Piechowski, M. (2012). Overexcitabiities and temperament. In T. L. Cross and J. R. Cross (Eds.),
Handbook for counselors serving students with gifts and talents (pp. 53-73). Waco, TX: Prufrock Press.
Rivero, L. (2010). The smart teens guide to living with intensity: How to get more out of life and learning.
Scottsdale, AZ: Great Potential Press.
Robinson, N. (2008). The social world of gifted children and youth. In S. Pfeiffer (Ed.), Handbook of giftedness
in children: Psychoeducational theory, research, and best practices (pp. 33-51). New
Shechtman, Z., & Silektor, A. (2012). Social competencies and difficulties of gifted children compared to
nongifted peers. Roeper Review, 34, 63-72.
Swiatek, M. A. (2012). Social coping. In T. L. Cross and J. R. Cross (Eds.), Handbook for counselors serving
students with gifts and talents (pp. 665-679). Waco, TX: Prufrock Press.
Tucker, B., & Hafenstein, N. (1997). Psychological intensities in young gifted children. Gifted Child
Quarterly, 41, 66-75. doi:10.1177/001698629704100302
Wirthwein, L., & Rost, D. H. (2011). Focussing on overexcitabilities: Studies with intellectually gifted and
academically talented adults. Personality And Individual Differences, 51(3), 337-342.
doi:10.1016/j.paid.2011.03.041
Zeidner, M., & Shani-Zinovich, I. (2011). Do academically gifted and nongifted students differ on the Big-Five
and adaptive status? Some recent data and conclusions. Personality and Individual Differences, 51, 566-
570.

Twice-Exceptional Learners
Amend, E. R., Schuler, P., Beaver-Gavin, K., & Beights, R. (2009). A unique challenge: Sorting out the
differences between giftedness and Aspergers disorder. Gifted Child Today, 32(4), 57-63.
Assouline, S. G. (2006). The impact of vulnerabilities and strengths on the academic experiences of twice-
exceptional students: A message to school counselors. Professional School Counseling, 10 (1), 14-24.
Barber, C., & Mueller, C. T. (2011). Social and self-perceptions of adolescents identified as gifted, learning
disabled, and twice-exceptional. Roeper Review, 33(2), 109-120.
Baum, S. M. (2001). Dual differentiation: An approach for meeting the curricular needs of gifted students with
learning disabilities. Psychology in the Schools, 38(5), 477-490.

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Baum, S. M., Renzulli, S., & Rizza, M. G. (2015). Twice-exceptional adolescents: Who are they? What do they
need? In F. A. Dixon & S. M. Moon (Eds.), The handbook of secondary gifted education (2nd ed., pp. 155-
184). Waco, TX: Prufrock Press.
Baum, S. M., Schader, R. M., & Hbert, T. P. (2014). Through a different lens: Reflecting on a strengths-
based, talent-focused approach for twice-exceptional learners. Gifted Child Quarterly, 58(4), 311-327.
Gilman, B. J., Deirdre V. Lovecky, D. V., Kearney, K., Peters, D. B. et al. (2013). Critical issues in the
identification of gifted students with co-existing disabilities: The twice-exceptional. SAGE Open doi:
10.1177/2158244013505855
Hannah, C., & Shore, B. M. (1995). Metacognition and high intellectual ability: Insights from the study of
learning-disabled gifted students. Gifted Child Quarterly, 39(2), 95-109.
Hannah, C., & Shore, B. M. (2008). Twice-exceptional students' use of metacognitive skills on a comprehension
monitoring rask. Gifted Child Quarterly, 52(1), 3-18. doi:10.1177/0016986207311156
Hughes, C. (2017). Curricular considerations for twice-exceptional learners. In J. VanTassel-Baska & C. Little (Eds.),
Content-based curriculum for high ability learners (3rd ed., pp. 79-92). Waco, TX: Prufrock Press.
Kalbfleisch, M. L., & Iguchi, C. M. (2008). Twice-exceptional learners. In J. A. Plucker & C. M. Callahan (Eds.),
Critical issues and practices in gifted education (pp. 707-719). Waco, TX: Prufrock Press.
Kauffman, F, Kalbfleisch, M, & Castellanos, F. X. (n.d.). Attention deficit disorders and gifted students: What do
we really know? ERIC Monograph: ED 447666.
Lovecky, D. V. (2004). Different minds: Gifted children with AD/HD, Asperger syndrome, and other learning
deficits. London: Jessica Kingsley Publishers.
Lovett, B. J., & Sparks, R. L. (2013). The identification and performance of gifted students with learning
disability diagnoses: A quantitative synthesis. Journal of Learning Disabilities, 46(4), 304-316.
doi:10.1177/0022219411421810
Mann, R. L. (2006). Effective teaching strategies for gifted learning-disabled students with spatial strengths.
Journal of Secondary Gifted Education, 17 (2), 112-121.
McCallum, R. S., Bell, S. M., Coles, J. T., Miller, K. C., Hopkins, M. B., & Hilton-Prillhart, A. (2013). A model
for screening twice-exceptional students (gifted with learning disabilities) within a Response to
Intervention paradigm. Gifted Child Quarterly, 57(4), 209-222.
Neihart, M. (2008). Identifying and providing services to twice exceptional children. In S. Pfeiffer (Ed.),
Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp. 115-137).
Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational definition of twice-exceptional learners:
Implications and applications. Gifted Child Quarterly, 58(3), 217-230.
Rinn, A. N., & Reynolds, M. J. (2012). Overexcitabilities and ADHD in the gifted: An examination. Roeper
Review, 34, 38-45.
VanTassel-Baska, J., Feng, A., Swanson, J., Quek, C., & Chandler, K. (2009). Academic and affective profiles
of low-income, minority, and twice-exceptional gifted learners: The role of gifted program membership
in enhancing self. Journal Of Advanced Academics, 20(4), 702-739.
Webb, J..T., Amend, E.R., Beljan, P., Webb, N.E., Kuzujanakis, M., Olenchak, R. & Goerss, J. (2016).
Misdiagnosis and dual diagnosis of gifted children and adults: ADHD, Bipolar, OCD, Aspergers, depression,
and other disorders (2nd ed.). Scottsdale, AZ: Great Potential Press.
Willard-Holt, C., Weber, J., Morrison, K. L., & Horgan, J. (2013). Twice-exceptional learners perspectives on
effective learning strategies. Gifted Child Quarterly, 57(4), 247-262. doi:10.1177/0016986213501076

Underachievement
Bergner, S., & Neubauer, A. (2011). Sex and training differences in mental rotation: a behavioral and
neurophysiological comparison of gifted achievers, gifted underachievers and average intelligent
achievers. High Ability Studies, 22(2), 155-177. doi:10.1080/13598139.2011.628849
Figg, S., Rogers, K., McCormick, J., & Low, R. (2012). Differentiating low performance of the gifted learner:
achieving, underachieving, and selective consuming students. Journal Of Advanced Academics, 23(1),
53-71. doi:10.1177/1932202X11430000

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Flint, L., & Ritchotte, J. (2012). A commentary on Differentiating Low Performance of the Gifted Learner:
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