Select Recent Peer-Reviewed Publications
Gelbar, N. W., Cascio, A.A., Madaus, J. W., & Reis, S. M. (2022). A systematic review of the research on gifted individuals with Autism Spectrum Disorder. Gifted Child Quarterly, 66, 4, 266-276.
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. https://doi.org/10.1177/02614294221124197
Gelbar, N. W., Cascio, A. A., Madaus, J. W., & Reis, S. M. (2022). Disability service providers’ perceptions of college students with Autism Spectrum Disorder. Frontiers in Psychology. 7:994527. doi: 10.3389/feduc.2022.994527
Madaus, J., Tarconish, E., Langdon, S., & Gelbar, N. (2022). High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents’ perceptions. Frontiers in Psychology, 26. https://doi.org/10.3389/fpsyg.2022.995356
Monahan, J., Lombardi, A., Madaus, J., Freeman, J., & Gelbar, N. (2022). Developing and validating the College and Career Readiness Teacher Expectation Survey for students with disabilities. Career Development and Transition for Exceptional Individuals. Advance online publication. https://doi.org/10.1177/21651434221116311
Reis, S. M., Madaus, J., & Gelbar, N. (2022). Strength-based strategies for twice exceptional high school students with autism spectrum disorder. TEACHING Exceptional Children. https://journals.sagepub.com/doi/pdf/10.1177/00400599221108899
Tarconish, E., Taconet, A., Madaus, J., Gelbar, N., Dukes III, L., & Faggella-Luby, M. (2022). 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, 35(2), 99-111.
Madaus, J. W., Reis, S., Gelbar, N. W., 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. https://doi.org/10.1016/j.nlm.2022.107627
Madaus, J. W., Faggella-Luby, M. N., Dukes, III, L. L., Gelbar, N. W., Langdon, S., Tarconish, E. J., & Taconet, A. (2022). What happened next? The experience of postsecondary students with disabilities as colleges and universities reopened during the pandemic. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.872733
Madaus, J. W., Cascio, A., & Gelbar, N. (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). https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1042&context=ddnj
Madaus, J., Tarconish, E., Langdon, S., Taconet, A., & Gelbar, N. (2022). Parents’ perceptions of the college experiences of Twice-Exceptional students with Autism Spectrum Disorders. Developmental Disabilities Network Journal, 2(2). https://digitalcommons.usu.edu/ddnj/vol2/iss2/6/
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.org10.1177/21651434221091230