Publications and Resources

Current and Previous Research Related to Our Grant

Articles:

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

https://www.2enews.com/

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

https://autisticadvocacy.org/

  • 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

https://autismsociety.org/

  • 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

https://2ecenter.org/

Bridges Academy Website

https://www.bridges.edu/

Bright and Quirky 2e Resource Center

https://brightandquirky.com/

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

https://researchautism.org

  • Houses a variety of articles written by self-advocates, stakeholders, and scholars related to the transition to college for individuals with autism spectrum disorder

TECA: Twice Exceptional Children’s Advocacy

https://www.teca2e.org/