Current and Previous Research Related to Our Grant
Articles:
Al-Hroub, A., Reis, S., Madaus, J., & Shuayb, I. (2023). Editorial: Serving vulnerable and marginalized populations in social and educational contexts. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1310260
Gelbar, N., Cascio, A., Madaus, J., & Reis, S. (2022). Accessibility service providers’ perceptions of college students with autism spectrum disorder. Frontiers in Education. 7:994527. https://doi.org/10.3389/feduc.2022.994527
Madaus, J., Cascio, A., Delgado, J., Gelbar, N., Reis, S., & Tarconish, E. (2022). Improving the transition to college for 2eASD students: Perspectives from college service providers. Career Development and Transition for Exceptional Individuals. https://doi.org/10.1177/21651434221091230
Madaus, J., Cascio, A., & Gelbar, N. W. (2022). Perceptions of college students with autism spectrum disorder on the transition to remote learning during the COVID-19 pandemic. Developmental Disabilities Network Journal, 2(2), 37–48. https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1042&context=ddnj
Madaus, J., Reis, S., Gelbar, N., Delgado, J., & Cascio, A. (2022). Perceptions of factors that facilitate and impede learning among twice-exceptional college students with autism spectrum disorder. Neurobiology of Learning and Memory, 193. Advanced online publication. https://doi.org/10.1016/j.nlm.2022.107627
Madaus, J., Tarconish, E., Langdon, S. W., & Gelbar, N. (2022). High school and transition experiences of twice exceptional students with autism spectrum disorder: Parent’s perceptions. Frontiers in Psychology. Advanced online publication. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.995356
Reis, S., Gelbar, N., & Madaus, J. (2022). Pathways to academic success: Specific strength-based teaching and support strategies for twice exceptional high school students with autism spectrum disorder. Gifted Education International. Advanced online publication. https://doi.org/10.1177/02614294221124197
Reis, S. M., Madaus, J. W., Gelbar, N. W., & Miller, L. J. (2022). Strength-based strategies and practices for twice exceptional high school students with autism spectrum disorder. Teaching Exceptional Children. Advanced online publication. https://doi.org/10.1177%2F00400599221108899
Banerjee, M., Lalor, A., Madaus, J., & Brinckerhoff, L. (2021). Perspectives on disability documentation guidelines. Learning Disabilities: A Multidisciplinary Journal, 26(2). https://doi.org/10.18666/LDMJ-2021-V26-I2-10860
Gelbar, N. W., Cascio, A. A., Madaus, J. W., & Reis, S. M. (2021). A systematic review of the research on gifted individuals with autism spectrum disorder. Gifted Child Quarterly, 66(4), 266–276. https://doi.org/10.1177/00169862211061876
Gelbar, N. W., & Madaus, J. W. (2021). Factors impacting extended time use by college students with disabilities. Remedial and Special Education, 42(6) 374–383. https://doi.org/10.1177/0741932520972787
Madaus, J., & Dukes, III, L. L. (2021). Introduction to the special issue – Postsecondary disability documentation: What have we learned ten years after the ADAAA? Learning Disabilities: A Multidisciplinary Journal, 26(2).
Madaus, J., Gelbar, N., Dukes, III, L. L., Taconet, A., & Faggella-Luby, M. (2021). Are there predictors of success for students with disabilities pursuing postsecondary education? Career Development and Transition for Exceptional Individuals, 44(4), 191–202. https://doi.org/10.1177/2165143420976526
Madaus, J. W., Gelbar, N., Faggella-Luby, M., & Dukes III, L. L. (2021). Experiences of students with disabilities during the COVID-19 interruption of in-person instruction. Journal of Postsecondary Education and Disability, 34(1), 5–18.
Reis, S. M., Gelbar, N. W., & Madaus, J. W. (2021). Understanding the academic success of academically talented college students with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-05290-4
Reis, S. M. & Renzulli, S. J. (2021). Parenting for Strengths: Embracing the Challenges of Raising Children Identified as Twice Exceptional. Gifted Education International, 37(1), 1–12. https://doi.org/10.1177%2F0261429420934435
Tarconish, E., Taconet, A., Madaus, J., Gelbar, N., Dukes III, L. D., & Faggella-Luby, M. (2021). The spectrum of disability documentation requirements at twelve institutions: A thematic analysis. Learning Disabilities: A Multidisciplinary Journal, 26(2). https://doi.org/10.18666/LDMJ-2021-V26-I2-11121
Banerjee, M., Lalor, A., Madaus, J., & Brinckerhoff, L. (2020). Student self-report: Use of self-reported information in accommodation decisions post-ADA AA. Journal of Postsecondary Education and Disability, 33(3), 301–310.
Gelbar, N. W., Madaus, J. W., Dukes, L. L., Faggella-Luby, M., Volk, D. T., & Monahan, J. (2020). Self-determination and college students with disabilities: Research trends and construct measurement. Journal of Student Affairs Research and Practice, 57(2), 163–181. https://doi.org/10.1080/19496591.2019.1631835
Lalor, A. R., Madaus, J. W., & Dukes, III, L. L. (2020). Disability-related competencies for student affairs generalists: A Delphi study. College Student Affairs Journal, 38(2), 198–214. https://doi.org/10.1353/csj.2020.0014
Lalor, A. R., Madaus, J. W., & Newman, L. S. (2020). Leveraging campus collaboration to better serve all students with disabilities. Journal of Postsecondary Education and Disability, 33(3), 249–255.
Madaus, J. W., Dukes, III, L. L., Lalor, A. R., Aquino, K., Faggella-Luby, M., Newman, L. A., Papay, C., Petcu, S., Scott, S., & Wessel, R. (2020). Research guidelines for higher education and disability. Journal of Postsecondary Education and Disability, 33(4), 319–338.
Madaus, J. W., Gelbar, N., Dukes, III, L. L., Faggella-Luby, M. N., Mills, D., & Taconet, A. (2020). Using the APP tool to promote student self-determination skills in higher education. Journal of Postsecondary Education and Disability, 33(3), 265–273.
Monahan, J. L., Lombardi, A., Madaus, J., Carlson, S. R., Freeman, J., & Gelbar, N. (2020). Identifying empirical support for college and career readiness frameworks: A systematic literature review. Journal of Disability Policy Studies. Advance online publication. https://doi.org/10.1177/1044207320906816
Newman, L. A., & Madaus, J. W., Javitz, H., & Lalor, A. R. (2020). Effect of support receipt on postsecondary success of students with disabilities. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000170
Taylor, C., Zaghi, A. E., Kaufman, J. C., Reis, S., & Renzulli, J. (2020). Divergent thinking and academic performance of students with ADHD characteristics in engineering. Journal of Engineering Education, 1–17.
Faggella-Luby, M., Gelbar, N., Dukes III, L. L., Madaus, J.W., Lombardi, A., & Lalor, A. (2019, Spring). Learning Strategy Interventions for College Students with Disabilities: A Systematic Review of the Literature. Journal of Postsecondary Education and Disability, 32(1), 63–81.
Madaus, J. W., Gelbar, N. W., Dukes III, L. L., Faggella-Luby, M. N., Glavey-Labedz, E., & Romualdo, A. (2019). Students with disabilities in the community college professional literature: A systematic review. Community College Journal of Research and Practice. https://doi.org/10.1080/10668926.2019.1639568
Newman, L. A., Madaus, J. W., Lalor, A. R., & Javitz, H. S. (2019). Support receipt: Effect on postsecondary success of students with learning disabilities. Career Development and Transition for Exceptional Individuals, 42(1), 6–16. https://doi.org/10.1177%2F2165143418811288
Gelbar, N.W., Bruder, M.B., Debiase, E., & Molteni, J. (2018). A retrospective chart review of children with ASD’s Individual Education Programs compared to subsequent independent psychological evaluations. Journal of Autism and Developmental Disabilities, 48(11), 3808–3815. https://link.springer.com/article/10.1007/s10803-018-3652-4?shared-article-renderer
Keenan, W. R., Madaus, J. W., Lombardi, A., & Dukes, L. L. D. (2018). The impact of the Americans With Disabilities Act Amendments Act on documentation of students with learning disabilities and ADHD transitioning to college. Career Development and Transition for Exceptional Individuals, 42(1), 56–63. https://doi.org/10.1177%2F2165143418809691
Madaus, J. W., Gelbar, N. W., Dukes, L. L., Lalor, A. R., Lombardi, A., Kowitt, J., & Faggella-Luby, M. (2018). Literature on Postsecondary Disability Services: A Call for Research Guidelines. Journal of Diversity in Higher Education, 11(2), 133–145. https://doi.apa.org/doiLanding?doi=10.1037%2Fdhe0000045
Monahan, J., Lombardi, A., & Madaus, J. (2018). Promoting college and career readiness: Practical strategies for the classroom. TEACHING Exceptional Children, 51(2), 144–154. https://doi.org/10.1177%2F0040059918802579
Taylor, C., Zaghi, A. E., Kaufman, J. C., Reis, S., & Renzulli, J., (2018). Characteristics of ADHD related to executive function: Differential predictions for creativity‐related traits. The Journal of Creative Behavior. Advance online publication. https://doi.org/10.1002/jocb.370
Dukes, L., Madaus, J., Faggella-Luby, M., Lombardi, A., & Gelbar, N. (2017). PASSing college: A taxonomy for students with disabilities in postsecondary education. Journal of Postsecondary Education and Disability, 30, 111–122. https://eric.ed.gov/?id=EJ1153571
Zaghi, A. E., Reis, S., Renzulli, J., & Kaufman, J. C. (2017). Exploring the Creativity Potential of ADHD Students in Engineering Programs. International Journal for Talent Development and Creativity, 5(1); and 5(2).
Zaghi, A. E., Reis, S. M., Renzulli, J. S., & Kaufman, J. C. (2016). Unique potential and challenges of students with ADHD in engineering programs. Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. https://peer.asee.org/27107
Gelbar, N. W., Shefcyk, A., & Reichow, B. (2015). A comprehensive survey of current and former college students with Autism Spectrum Disorders. The Yale Journal of Biology and Medicine, 88(1), 45–68. https://pubmed.ncbi.nlm.nih.gov/25745374/
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. https://journals.sagepub.com/doi/10.1177/0016986214534976
Reis, S. M., Neu, T. W., & McGuire, J. M. (1995). Talents in two places: Case studies of high ability students with learning disabilities who have achieved (Research Monograph 95114). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented. https://eric.ed.gov/?id=ED388021
Gelbar, N. & Madaus, J. (advanced online publication). Factors related to extended time use by college students with disabilities. Remedial and Special Education. https://doi.org/10.1177/0741932520972787
Gelbar, N. W., Cascio, A. A., Madaus, J. W., & Reis, S. M. (in press). A systematic review of the research on gifted individuals with Autism Spectrum Disorder. Gifted Child Quarterly.
Tarconish, E., Lombardi, A., Madaus, J., Taconet, A., & Coelho, C. (in press). Available supports and resources for postsecondary students with Traumatic Brain Injury (TBI): A systematic review of the literature. Journal of Vocational Rehabilitation.
Tarconish, E., Taconet, A., Madaus, J., Gelbar, N., Dukes III, L., & Faggella-Luby, M. (in press). Perceptions of college students with disabilities regarding institutional and disability services offices’ response to sustaining education during COVID-19. Journal of Postsecondary Education and Disability.
Books:
Grigal, M., Madaus, J. W. Dukes, L. L., & Hart, D. (eds). (2018). Navigating the transition from high school to college for students with disabilities. New York: Routledge.
Baum, S., Schader, R. , & Owen, S. (2017). To be gifted and learning disabled: Strength-based strategies for helping twice exceptional students with LD, ADHD, ASD, and more. Waco: Prufrock Press
Gelbar, N. W. (Ed). (2017). Adolescents with Autism Spectrum Disorder: A Clinical Handbook. New York: Oxford University Press.
Book Chapters:
Baum, S, & Schader, R (2020). Twice-exceptionality: History, characteristics, and successful learning opportunities. In V. Mueller-Oppliger & G. Weigand (Eds.) Handbuch der Begabungs- und Begabtenfoerderung. Weinheim und Basel: Beltz Verlag.
Baum, S. & Schader, R. (2018). Using a positive lens: 2e students as engaged learners. In S. Kaufman Twice exceptional: Supporting and educating bright and creative students with learning difficulties. New York: Oxford University Press.
Gelbar, N. W. (2018). Autism Spectrum Disorder. In B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation.
Gelbar, N. W., & Bray, M. (2015). Attention Deficit Hyperactivity Disorder. In W. G. Scarlett (Ed.), Encyclopedia of classroom management. Thousand Oaks: Sage.
Gelbar, N. W., & Bray, M. (2015). Autism Spectrum Disorders. In W. G. Scarlett (Ed.), Encyclopedia of classroom management. Thousand Oaks: Sage.
Gelbar, N. W. (in press). Adolescent transition education for students with autism. In K. A. Shogren & M. Wehmeyer (Eds.), Handbook of adolescent transition education for youth with disabilities.
Resources for Twice-Exceptional Students and Their Parents
2e News Newsletter and Magazine
Aspergers/Autism Network
https://www.aane.org/resources/adults/
- Provides users with a variety of resources and services geared towards young adults with autism spectrum disorder
Autism Self Advocacy Network
- A nonprofit run by autistic individuals that houses a project and resources geared towards improving postsecondary outcomes for individuals with autism spectrum disorder
Autism Speaks
https://www.autismspeaks.org/postsecondary-education-college-or-university
- Shares a variety of resources (e.g., toolkits, personal stories, podcasts, blogs, etc.) related to succeeding in postsecondary education for students with disabilities. Resources can be filtered by audience and resource type
Autism Society
- Provides resources related to the transition to higher education
- Offers users a national autism helpline: 800-328-8476, that provides users with resources, information, and service referrals
The Bridges 2e Center for Research and Professional Development
Bridges Academy Website
Bright and Quirky 2e Resource Center
College Autism Network
https://collegeautismnetwork.org/
- Shares current research and resources related the postsecondary education of students with autism spectrum disorder
- Houses a tool that allows users to search for autism-specific college support programs across the United States
Interactive Autism Network
https://iancommunity.org/ssc/autism-transition-to-adulthood
- An organization that aims to disseminate autism research to the community
- Provides users with a series of articles synthesizing research related to the transition to adulthood, including the transition to college
National Association for Gifted Students: Resources for Parents of Twice-Exceptional Students
https://www.nagc.org/resources-publications/resources-parents/twice-exceptional-students
Organization for Autism Research
- Houses a variety of articles written by self-advocates, stakeholders, and scholars related to the transition to college for individuals with autism spectrum disorder
Square Pegs
https://anchor.fm/squarepegspod
- Arash Zaghi, Professor of Civil and Environmental Engineering, hosts the Square Pegs podcast which “explores the experiences of neurodiverse students pursuing advanced degrees in STEM.” In the podcast Arash talks with successful neurodiverse graduate students and recent graduates to explore their experiences and raise awareness of both the challenges and strengths of neurodiverse learners. I encourage you to explore the podcast and to share the link broadly with graduate students, postdoctoral scholars, and faculty.
TECA: Twice Exceptional Children’s Advocacy
Miscellaneous
Unlocking Potential: Innovative Library Programs Enhancing the Lives of Autistic Individuals [Suggested by a student]