Some of the research publications factored into the neurodiversity screener

Giftedness

  • Bergold, S., Wirthwein, L., & Ricarda, S. (2020).
  • ‘Similarities and Differences Between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being.’
  • The Gifted Child Quarterly, 64(4), 285-303.
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  • Bildiren, A. (2018).
  • ‘Developmental characteristics of gifted children aged 0-6 years: parental observations.’
  • Early Child Development and Care, 188(8), 997–1011.
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  • Conejeros-Solar, M. L., & Gómez-Arízaga, M. P. (2015).
  • ‘Gifted Students' Characteristics, Persistence, and Difficulties in College.’
  • Roeper Review, 37(4), 241–251.
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  • Jean, G. E., Del, S., Ottone-Cross, K., Betsy, M. D., Langley, S. D., Callahan, C. M., Brodersen, A. V., & Caughey, M. (2021).
  • ‘Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?’
  • The Gifted Child Quarterly, 65(2), 115-131.
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  • Jolande, S., van, W. M., Lianne, H., & Kroesbergen, E. H. (2021).
  • ‘Social–Emotional Characteristics and Adjustment of Accelerated University Students: A Systematic Review.’
  • The Gifted Child Quarterly, 65(1), 29-51.
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  • Lee, L. E., Rinn, A. N., Kacey, C., Ottwein, J. K., Jaret, H., & Mun, R. U. (2021).
  • ‘Perfectionism and the Imposter Phenomenon in Academically Talented Undergraduates.’
  • The Gifted Child Quarterly, 65(3), 220-234.
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  • Maddocks, D. L., S. (2020).
  • ‘Cognitive and Achievement Characteristics of Students From a National Sample Identified as Potentially Twice Exceptional (Gifted With a Learning Disability).’
  • The Gifted Child Quarterly, 64(1), 3-18.
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  • Maddocks, D. L., S. (2018).
  • ‘The Identification of Students Who Are Gifted and Have a Learning Disability: A Comparison of Different Diagnostic Criteria.’
  • The Gifted Child Quarterly, 62(2), 175-192.
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  • Rinn, A. N., & Bishop, J. (2015).
  • ‘Gifted Adults: A Systematic Review and Analysis of the Literature.’
  • The Gifted Child Quarterly, 59(4), 213.
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  • Ritchotte, J. A., Suhr, D., Alfurayh, N. F., & Graefe, A. K. (2016).
  • ‘An Exploration of the Psychosocial Characteristics of High Achieving Students and Identified Gifted Students.’
  • Journal of Advanced Academics, 27(1), 23–38.
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  • Soeun, P., Foley-Nicpon Megan, Alyssa, C., & Mallory, B. (2018).
  • ‘“Nothing Fits Exactly”: Experiences of Asian American Parents of Twice-Exceptional Children.’
  • The Gifted Child Quarterly, 62(3), 306-319.
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SLD Reading

  • Saha, N. M., Del Tufo, S. N., & Cutting, L. E. (2019).
  • ‘Learning lexical information depends upon task, learning approach, and reader subtype.’
  • Journal of Learning Disabilities, 52(6), 442-455.
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  • Sanders, E. A., Berninger, V. W., & Abbott, R. D. (2018).
  • ‘Sequential prediction of literacy achievement for specific learning disabilities contrasting in impaired levels of language in grades 4 to 9.’
  • Journal of Learning Disabilities, 51(2), 137-157.
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  • Niileksela, C. R., & Templin, J. (2019).
  • ‘Identifying dyslexia with confirmatory latent profile analysis.’
  • Psychology in the Schools, 56(3), 335-359.
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  • Kao, C., Wang, H. S., & Chen, C. (2018).
  • ‘Spatial configuration processing in visual word form perception and reading abilities in chinese.’
  • Dyslexia: An International Journal of Research and Practice, 24(4), 391-400.
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  • Plewko, J., Chyl, K., Bola, Ł., Łuniewska, M., Dębska, A., Banaszkiewicz, A., . . . Jednoróg, K. (2018).
  • ‘Letter and speech sound association in emerging readers with familial risk of dyslexia.’
  • Frontiers in Human Neuroscience, 12, 13.
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  • Williams, V. J., Juranek, J., Cirino, P., & Fletcher, J. M. (2018).
  • ‘Cortical thickness and local gyrification in children with developmental dyslexia.’
  • Cerebral Cortex, 28(3), 963-973.
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  • Scorza, M., Benassi, E., Gennaro, A., Bruganelli, C., & Stella, G. (2018).
  • ‘Psychopathological symptoms in italian children and adolescents with specific learning disorder: What do mothers and fathers report about?’
  • Applied Psychology Bulletin, 281(67), 2-14.
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  • Vanderauwera, J., Wouters, J., Vandermosten, M., & Ghesquière, P. (2017).
  • ‘Early dynamics of white matter deficits in children developing dyslexia.’
  • Developmental Cognitive Neuroscience, 27, 69-77.
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  • Odegard, T. N., Farris, E. A., Middleton, A. E., Oslund, E., & Rimrodt-Frierson, S. (2020).
  • ‘Characteristics of students identified with dyslexia within the context of state legislation. ’
  • Journal of learning disabilities, 53(5),
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  • Miciak, J., & Fletcher, J. M. (2020).
  • ‘The critical role of instructional response for identifying dyslexia and other learning disabilities.’
  • Journal of Learning Disabilities, 53(5),
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SLD Writing

  • Assouline, S. G., Foley Nicpon, M., & Whiteman, C. (2010).
  • ‘Cognitive and Psychosocial Characteristics of Gifted Students With Written Language Disability.’
  • The Gifted Child Quarterly, 54(2), 102–115.
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  • Bauminger-Zviely, N., Alon, M., Brill, A., Schorr-Edelsztein, H., David, T., Tubul, G., & Al-Yagon, M. (2019).
  • ‘Social Information Processing Among Children With ASD, SLD, and Typical Development: The Mediational Role of Language Capacities.’
  • The Journal of Special Education, 53(3), 153–165.
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  • Charitaki, G., Soulis, S.-G., Tzivinikou, S., & Peklari, E. (2018).
  • ‘Morphological Skills: A Key Parameter in Dealing with Written Expression and Spelling in Specific Learning Disabilities.’
  • Creative Education, 9(6), 879–900.
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  • Dehn, M. J. (2013).
  • ‘Enhancing SLD Diagnoses Through the Identification of Psychological Processing Deficits. ’
  • The Australian Educational and Developmental Psychologist, 30(2), 119–139.
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  • Fenwick, M. E., Kubas, H. A., Witzke, J. W., Fitzer, K. R., Miller, D. C., Maricle, D. E., Harrison, G. L., Macoun, S. J., & Hale, J. B. (2016).
  • ‘Neuropsychological Profiles of Written Expression Learning Disabilities Determined by Concordance-Discordance Model Criteria.’
  • Applied Neuropsychology. Child, 5(2), 83–96.
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  • Nielsen, K., Andria-Habermann, K., Richards, T., Abbott, R., Mickail, T., & Berninger, V. (2018).
  • ‘Emotional and Behavioral Correlates of Persisting Specific Learning Disabilities in Written Language During Middle Childhood and Early Adolescence. ’
  • Journal of Psychoeducational Assessment, 36(7), 651–669.
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  • Reid, R., Hagaman, J. L., & Graham, S. (2014).
  • ‘Using Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit Hyperactivity Disorder.’
  • Learning Disabilities (Weston, Mass.), 12(1), 21.
  • Shrieber, B. (2016).
  • ‘Using Mind Mapping Software to Initiate Writing and Organizing Ideas for Students with SLD and ADHD.’
  • In Computers Helping People with Special Needs (Vol. 9759, pp. 351–357). Springer International Publishing.
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  • Stanford, E., & Delage, H. (2020).
  • ‘Complex syntax and working memory in children with specific learning difficulties.’
  • First Language, 40(4), 411–436.
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  • Tanimoto, S., Thompson, R., Berninger, V. ., Nagy, W., & Abbott, R. . (2015).
  • ‘Computerized writing and reading instruction for students in grades 4-9 with specific learning disabilities affecting written language.’
  • Journal of Computer Assisted Learning, 31(6), 671–689.
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SLD Math

  • Avitia, M., DeBiase, E., Pagirsky, M., Root, M. M., Howell, M., Pan, X., Knupp, T., & Liu, X. (2017).
  • ‘Achievement Error Differences of Students With Reading Versus Math Disorders.’
  • Journal of Psychoeducational Assessment, 35(1-2), 111–123.
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  • Backenson, E. M., Holland, S. C., Kubas, H. A., Fitzer, K. R., Wilcox, G., Carmichael, J. A., Fraccaro, R. L., Smith, A. D., Macoun, S. J., Harrison, G. L., & Hale, J. B. (2015).
  • ‘Psychosocial and Adaptive Deficits Associated With Learning Disability Subtypes. ’
  • Journal of Learning Disabilities, 48(5), 511–522.
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  • Chinn, S. J. (2015).
  • ‘The Routledge international handbook of dyscalculia and mathematical learning difficulties.’
  • Routledge.
  • Cuenca-Carlino, Y., Freeman-Green, S., Stephenson, G. W., & Hauth, C. (2016).
  • ‘Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math.’
  • The Journal of Special Education, 50(2), 75–85.
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  • Faedda, N., Romani, M., Rossetti, S., Vigliante, M., Pezzuti, L., Cardona, F., & Guidetti, V. (2019).
  • ‘Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). ’
  • Scandinavian Journal of Psychology, 60(5), 440–446.
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  • Fritz, A., Haase, V. G., & Räsänen, P. (2019).
  • ‘International Handbook of Mathematical Learning Difficulties : From the Laboratory to the Classroom. ’
  • Springer International Publishing : Imprint: Springer.
  • Mohd Syah, N. E., Hamzaid, N. A., Murphy, B. P., & Lim, E. (2016).
  • ‘Development of computer play pedagogy intervention for children with low conceptual understanding in basic mathematics operation using the dyscalculia feature approach.’
  • Interactive Learning Environments, 24(7), 1477–1496.
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  • Sousa, P., Dias, P. C., & Cadime, I. (2017).
  • ‘Predictors of primary school teachers' knowledge about developmental dyscalculia.’
  • European Journal of Special Needs Education, 32(2), 204–220.
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  • Stultz, S. L. (2017).
  • ‘Computer-Assisted Mathematics Instruction for Students With Specific Learning Disability.’
  • Journal of Special Education Technology, 32(4), 210–219.
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  • Willcutt, E. G., McGrath, L. M., Pennington, B. F., Keenan, J. M., DeFries, J. C., Olson, R. K., & Wadsworth, S. J. (2019).
  • ‘Understanding Comorbidity Between Specific Learning Disabilities.’
  • New Directions for Child and Adolescent Development, 2019(165), 91–109.
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  • Williams, A. (2013).
  • ‘A teacher's perspective of dyscalculia: Who counts? An interdisciplinary overview.’
  • Australian Journal of Learning Difficulties, 18(1), 1–16.
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AS

  • Albein-Urios Natalia, Youssef, G., Klas, A., & Enticott, P. G. (2021).
  • ‘Inner Speech Moderates the Relationship Between Autism Spectrum Traits and Emotion Regulation. ’
  • Journal of Autism and Developmental Disorders, 51(9), 3322-3330.
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  • Broder-Fingert, S., Silva, C., Silverstein, M., & Feinberg, E. (2019).
  • ‘Participant characteristics in autism intervention studies.’
  • Autism : the International Journal of Research and Practice, 23(1), 265–266.
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  • Jiménez, E., Eileen, H., & Hills, T. T. (2021).
  • ‘Identifying Areas of Overlap and Distinction in Early Lexical Profiles of Children with Autism Spectrum Disorder, Late Talkers, and Typical Talkers.’
  • Journal of Autism and Developmental Disorders, 51(9), 3109-3125.
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  • Kang, E., Gadow, K. D., & Lerner, M. D. (2020).
  • ‘Atypical Communication Characteristics, Differential Diagnosis, and the Autism Spectrum Disorder Phenotype in Youth.’
  • Journal of Clinical Child and Adolescent Psychology, 49(2), 251–263.
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  • Lau, B. Y., Leong, R., Uljarevic, M., Lerh, J. W., Rodgers, J., Hollocks, M. J., South, M., McConachie, H., Ozsivadjian, A., Van Hecke, A., Libove, R., Hardan, A., Leekam, S., Simonoff, E., & Magiati, I. (2020).
  • ‘Anxiety in young people with autism spectrum disorder: Common and autism-related anxiety experiences and their associations with individual characteristics. ’
  • Autism : the International Journal of Research and Practice, 24(5), 1111–1126.
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  • Morgan, E. J., Foulsham, T., & Freeth, M. (2021).
  • ‘Sensitivity to Social Agency in Autistic Adults.’
  • Journal of Autism and Developmental Disorders, 51(9), 3245-3255.
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  • Munkhaugen, E. K., Torske, T., Gjevik, E., Nærland, T., Pripp, A. H., & Diseth, T. H. (2019).
  • ‘Individual characteristics of students with autism spectrum disorders and school refusal behavior.’
  • Autism : the International Journal of Research and Practice, 23(2), 413–423.
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  • Northrup, J. B., Leezenbaum, N. B., & Campbell, S. B. (2021).
  • ‘Observed Social Emotional Behavior at 22 Months Predicts a Later ASD Diagnosis in High-Risk Siblings.’
  • Journal of Autism and Developmental Disorders, 51(9), 3187-3198.
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  • Robins, D. L. (2016).
  • ‘Prevalence Counts: Commentary on "Prevalence and Characteristics of Autism Spectrum Disorder Among 4-Year-Old Children in the Autism and Developmental Disabilities Monitoring Network"’
  • Journal of Developmental and Behavioral Pediatrics, 37(1), 80–82.
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  • Stockwell, K. M., Summer, B., Jaswal, V. K., & Gillis, J. M. (2021).
  • ‘Brief Report: Social Behavior and Special Interests in the Stigmatization of Autistic College Students.’
  • Journal of Autism and Developmental Disorders, 51(9), 3356-3364.
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ADHD

  • Anker, E., Halmøy, A., & Heir, T. (2019).
  • ‘Work participation in ADHD and associations with social characteristics, education, lifetime depression, and ADHD symptom severity.’
  • Attention Deficit and Hyperactivity Disorders, 11(2), 159–165.
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  • Chen, H., Chen, W., Song, Y., Sun, L., & Li, X. (2019).
  • ‘EEG characteristics of children with attention-deficit/hyperactivity disorder.’
  • Neuroscience, 406, 444–456.
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  • Choi, H. W., Choi, C.-H., Lim, M. H., Kwon, H.-J., Yoo, S.-J., Paik, K. C., & Kim, K. M. (2019).
  • ‘Attention-Deficit/Hyperactivity Disorder Symptom Characteristics in Korean Elementary School Children: Comparison with US Population.’
  • Psychiatry Investigation, 16(6), 425–432.
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  • Daviss, W. B. (2018).
  • ‘Moodiness in ADHD : A Clinician's Guide.’
  • Springer International Publishing : Imprint: Springer.
  • Fugate, C. M., & Gentry, M. (2016).
  • ‘Understanding adolescent gifted girls with ADHD: motivated and achieving. ’
  • High Ability Studies, 27(1), 83–109.
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  • Marton, I., Wiener, J., Rogers, M., & Moore, C. (2015).
  • ‘Friendship Characteristics of Children With ADHD.’
  • Journal of Attention Disorders, 19(10), 872–881.
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  • McCoach, D. B., Siegle, D., & Rubenstein, L. D. (2020).
  • ‘Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students. ’
  • The Gifted Child Quarterly, 64(2), 100–116.
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  • Taylor, C. L., Esmaili Zaghi, A., Kaufman, J. C., Reis, S. M., & Renzulli, J. S. (2020).
  • ‘Divergent thinking and academic performance of students with attention deficit hyperactivity disorder characteristics in engineering. ’
  • Journal of Engineering Education (Washington, D.C.), 109(2), 213–229.
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  • Taylor, C. L., Zaghi, A. E., Kaufman, J. C., Reis, S. M., & Renzulli, J. S. (2020).
  • ‘Characteristics of ADHD Related to Executive Function: Differential Predictions for Creativity‐Related Traits.’
  • The Journal of Creative Behavior, 54(2), 350–362.
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  • Trejo, S., Matute, E., de Lourdes Ramírez-Dueñas, M., Mendizabal-Ruiz, A. P., Chamorro, Y., & Morales, J. A. (2018).
  • ‘“Like parent, like child”: Attention deficit hyperactivity disorder-like characteristics in parents of ADHD cases.’
  • American Journal of Medical Genetics. Part B, Neuropsychiatric Genetics, 177(7), 676–684.
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