Publications

Naglieri, J. A., & Ford, D.Y. (2015). Misconceptions About the Naglieri

Nonverbal Ability Test: A Commentary of Concerns and Disagreements. Roeper Review, 37(4),

pp. 234-240. doi: 10.1080/02783193.2015.1077497

Brulles, D., & Lansdowne, K. (2009). Enfranchising Gifted Hispanic English Language Learners through Cluster Grouping. In B. Kerr (Ed.) Encyclopedia of Giftedness, Creativity and Talent. SAGE Publication. 

Naglieri, J.A., & Ford, D. Y. (2005). Increasing Minority Children’s Participation in Gifted Classes Using the NNAT: A Response to Lohman. The Gifted Child Quarterly, 49(1), 29–36. https://doi.org/10.1177/001698620504900104 

Naglieri, J.A., Booth, A. L., & Winsler, A. (2004). Comparison of Hispanic Children With and Without Limited English Proficiency on the Naglieri Nonverbal Ability Test. Psychological Assessment, 16(1), 81–84. https://doi.org/10.1037/1040-3590.16.1.81

Naglieri, J.A., & Ford, D. Y. (2003). Addressing Underrepresentation of Gifted Minority Children Using the Naglieri Nonverbal Ability Test (NNAT). The Gifted Child Quarterly, 47(2), 155–160. https://doi.org/10.1177/001698620304700206

Naglieri, J.A., & Ronning, M. E. (2000). Comparison of White, African American, Hispanic, and Asian children on the Naglieri Nonverbal Ability Test. Psychological Assessment, 12(3), 328–334.

Brulles, D., & Lansdowne, K. (2022) Serving the Highly and Profoundly Gifted Learner: A Practitioner’s Perspective. In J. Castellano and K. Chandler (Eds.) Identifying and Serving Diverse Gifted Learners: Meeting the Needs of Special Populations in Gifted Education. (pp. 93-121). Routledge. https://doi:10.4324/9781003265412-10

Brulles, D., & Naglieri, J.A. (2022). A Social Justice Approach to Developing Equity and Diversity in Gifted Programs.  In J.L. Nyberg and J.A. Manzone (Eds.) Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation (pp. 103-119). IGI Global. https://doi:10.4018/978-1-7998-8153-7  

Naglieri, J., & Lansdowne, Kimberly. (2022) Equitable Assessment of Gifted Students Using the

Naglieri General Ability Tests: Verbal, Nonverbal, and Quantitative. In D. Brulles, K. Lansdowne, & J. Naglieri (Eds.) Equitable Assessment of Gifted Students Using the Naglieri General Ability Tests (pp. 58-76). Free Spirit Publishing. 

Brulles, D. (2020).  Gifted Coordinators: Collaborating with School Administrators. In Robins, J. and Jolly, J., Methods and Materials for Teaching the Gifted, 3rd Edition. (pp. 395-420). Prufrock Press.

Brulles, D. (2021).  Leading Gifted Hispanic Students Toward Self-Advocacy. In J. Davis and D. Douglas (Eds.) Empowering Underrepresented Gifted Students:  Perspectives from the Field. Free Spirit Publishing.

Balboni, Naglieri, J. A., & Cubelli, R. (2010). Concurrent and Predictive Validity of the Raven Progressive Matrices and the Naglieri Nonverbal Ability Test. Journal of Psychoeducational Assessment, 28(3), 222–235. https://doi.org/10.1177/0734282909343763

Brulles, D., Castellano, J., & Laing, P. (2010). Identifying and Enfranchising Gifted English Language  Learners. In J.A. Castello & A.D. Frazier (Eds.) Special Populations in Gifted Education: Understanding Our Most Able Students from Diverse Backgrounds. Prufrock Press.

Naglieri, J.A. (2008). Traditional IQ: 100 Years of Misconception and Its Relationship to Minority Representation in Gifted Programs. In J. L. VanTassel-Baska (Ed.) Alternative Assessments: With Gifted and Talented Students (Critical Issues in Equity and Excellence in Gifted Education). (pp. 64-88). Routledge.

Rojahn, & Naglieri, J. A. (2006). Developmental gender differences on the Naglieri Nonverbal Ability Test in a nationally normed sample of 5–17 year olds. Intelligence (Norwood), 34(3), 253–260. https://doi.org/10.1016/j.intell.2005.09.004