An alphabetical guide to references used throughout this website, along with additional references, can be found below.

(References to specific assistance for gifted children with disabilities not discussed in the resource can be found on ‘additional information’ tab)

• Abrano, J.M. (2015) “Twice Exceptionality” in the Music Classroom. Music Educators Journal June 2015. VA, USA
• Allen, R., E. Hill, and P. Heaton. 2009. “‘Hath Charms to Soothe … ’ An Exploratory Study of how High-functioning Adults with ASD Experience Music.” Autism 13: 21–41.
• Amend, E.R,. Schuler, P. Beaver-Gaven, K., Beights, R. (2009) A unique challenge: Sorting out the differences between giftedness and Asperger’s Disorder. Gifted Child Today, 32(4), 57-63
• American Psychiatric Association. (2013) Diagnostic and Statistical Manual of Mental Disorders. 5th ed. Arlington, VA: American Psychiatric Publishing
• Baldwin, A. Y, Vialle, W. (1999) The Many Faces of Giftedness. Wadsworth: Belmont, Canada.
• Barnes, C. (2015) ‘Isn’t it time to override ‘overexcitabilities’, mitigate misdiagnosis, and chuck out checklists?’ Published in Mindscape, Vol. 35. No. 1. QLD, Australia.
• Baum, S. M., & Owen, S. V. (2004). To be Gifted and Learning Disabled: Strategies for Helping Bright Students with LD, ADHD and more. Waco, TX: Prufrock Press
• Brown, T. E. (2013) A New Understanding of ADHD in Children and Adults: Executive Function Impairments New York, USA, Routledge.
• Brown, T. E., Reichel, P. C., & Quilan, D.M. (2011c) Executive Function Impairments in high IQ Children and adolescents with ADHD. Open Journal of Psychiatry, 1. 56-65
• Burger-Veltmeijer, A.E.J, . Minnaert, A.E., Houten-Van den Bosch, E. (2010) The co-occurrence of intellectual giftedness and Autism Spectrum Disorders. Educational Research Review, 6, 67-88.
• Callard-Szulgit, R (2008). Twice-Exceptional Kids: A Guide for Assisting Students who are both Academically Gifted and Learning Disabled. Lanham, MD: Rowman & Littlefield
• Catholic Education Office Sydney(2014) Gifted Education Policy Sydney, Australian. Downloaded from http://www.ceosyd.catholic.edu.au/About/Pages/pol-pos-papers.aspx
• Coasta-Giomi, E. (2004) Effects of Three Years of Piano Instruction on Children’s Academic Achievement, School Performance and Self-Esteem Psychology of Music 32 (2)139-152
• Cooper-Kahn, J., Deitzel, L. (2008) What is Executive Function? Retrieved from LD Online. http://www.ldonline.org/article/29122/
• Councill, K. H., & Fiedler, L. (2017). Gifted 101: Unlocking the mystery of academically gifted education. Music Educators Journal, 103(4), 48-56.
• Criswell, C. 2014. Assistive Technology for Special Needs Students in the Music Classroom. Teaching Music 2: 22–23.
• Croom, A. M. (2012). Music, neuroscience, and the psychology of well-being: A précis. Frontiers in Psychology, 2, 393.
• Crouse, Scott L. (2013) LD Info website: Cognitive Processing Inventory retrieved from http://www.ldinfo.com/process_areas.htm
• Csikszentmihalyi, M. (1991) Flow: The Psychology of Optimal Experience Harper & Row. NY, USA
• Davis, G.A, Rimm, S.B, Siegle, D. (2011) Education of the Gifted and Talented. Pearson: New Jersey, USA.
• Darrow, A-A. (2014) Promoting Social and Emotional Growth of Students with Disabilities.General Music Today 2014, 28(1) 29–32
• Darrow, A. A., Novak, J., Swedberg, O., Horton, V., & Rice, B. (2009). The effect of participation in a music mentorship program on the self-esteem and attitudes of at-risk students. Australian Journal of Music Education, 2, 5–16
• Dunson, W.E. (2013). School Success for both Kids with Dyslexia and Other Reading Difficulties. Waco: TX: Prufrock Press.
• Dweck, C. (2006). Mindset: The new psychology of success. Random House LLC.
• Flohr, J. W (2010) Best Practices for Young Children’s Music Education: Guidance from Brain Research. General Music Today v23 n2 p13-19
• Foley Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: where have we been and where are we going? Gifted Child Quarterly, 55(1), 3-17.
• Geake, J. (1997) Individual differences in the perception of musical coherence. Journal of New Music Research, 26(3), 201-226
• Geake, J., Ivanov, V. K. (2003) The Mozart Effect and Primary Children. Psychology of Music, 31(4), 405- 413.
• Geake, J., Gross, M.U.M (2013) Teachers’ negative affect towards academically gifted students: An evolutionary psychological study. Explorations in Mind AAEGT: Wollongong, Australia
• Gooding, L.F. (2011). The effect of a music therapy social skills training program on improving social competence in children and adolescents with social skills deficits. Journal of Music Therapy, 48(4), 440-62.
• Gowin, J. (2013) Musical Training Boosts Verbal Memory. Downloaded from https://www.psychologytoday.com/blog/you-illuminated/201301/musical-training-boosts-verbal-memory
• Greene, R. W. (2014) The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children. Harper Collins: NY, USA
• Greher, G. R., A. Hillier, M. Dougherty, and N. Poto. 2010. “SoundScape: An Interdisciplinary Music Intervention for Adolescents and Young Adults on the Autism Spectrum.” International Journal of Education & the Arts 11: 1–27
• Hidy, D. (2013) The Joy of a Jimmy. Downloaded from http://dianehidy.com/teaching-tips/2013/10/14/the-joy-of-a-jimmy?rq=special%20needs
• Hillier, A., Greher, G., Poto, N., & Dougherty, M. (2012). Positive outcomes following participation in a music intervention for adolescents and young adults on the autism spectrum. Psychology of Music, 40, 201–215
• Hollingworth (1923) Special talents and defects: Their significance for education. Macmillan: New York, USA
• Holmes, B., Sutherland, L. (2011) ‘Mathematics: I just know it. Do you? The gifted student with Asperger’s’. Dual Exceptionality. Wollongong Printary, AUS.
• Hua, C. B. (2002). Career self-efficacy of the student who is gifted/ learning disabled: A case study. Journal for the Education of the Gifted, 25, 375-404
• Jarvin, L. (2017). Talent Development in the World of Classical Music and Visual Arts. RUDN Journal of Psychology and Pedagogics, 14(2), 131-142.
• Kennedy, Diane M., Banks, Rebecca S., Grandin, Temple (2011) Bright not Broken: Gifted Kids, ADHD, and Austism. San Francisco, CA: Jossey-Bass
• Kraus, N. (2009) Generalization of musical experience to listening to speech in noise Downloaded from http://www.nsf.gov/discoveries/disc_summ.jsp?cntn_id=114576
• Maher, L. (2013) The Australian Curriculum and Gifted Students. Vision Volume 23, number 1. VAGTC: Melbourne, Australia
• Neihart, M. (2010) Helping gifted children with Autism Spectrum Disorders succeed Transcript of a workshop delivered at the National Institute of Education, Singapore.
• Neville, C.S, Piechowski, M.M, Tolan, S.S. (2013), “Off the Charts: Asynchrony and the Gifted Child”. Royal Fireworks Press, New York, USA.
• New South Wales Department of Education and Training (2004) Policy and Implementation Strategies for the Education of Gifted and Talented Students. Sydney, Australia, Downloaded from https://www.det.nsw.edu.au/policies/curriculum/schools/gats/PD20040051.shtml
• Pascoe, R., Leong, S., MacCallum, J. Mackinlay, E., Marsh, K. , Smith, B., Church, T., Winterton, A. (2005) National Review of School Music Education: Augmenting the Diminished Australian Government
• Pereles, D. A., Omdal, S., & Baldwin, L. (2009). Response to intervention and twice-exceptional learners: A promising fit. Gifted Child Today, 32(3), 40-51.
• Rauscher, F.H et al (1997) Music training causes long-term enhancement of preschool children’s spatial-temporal reasoning. http://www.ncbi.nlm.nih.gov/pubmed/9090630?dopt=Abstract
• Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119–130.
• Ruban, L.M. & Reis, S.M. (2005).Identification and assessment of gifted students with learning disabilities. Theory into Practice, 44(2), 115-124
• Royal Children’s Hospital, Melbourne (2013) Kids Health Info- Autism Spectrum Disorder  http://www.rch.org.au/kidsinfo/fact_sheets/Autism_Spectrum_Disorder/
• Schultz, S. (2012). Twice-exceptional students enrolled in advanced placement classes. Gifted Child Quarterly, 56, 119133.
• Shive, Lauren (2013) Attention Deficit Hyperactivity Disorder,  Sensory Processing Disorder, and Overexcitabilities: Similar Behaviors, Different Diagnoses Retrieved from Parenting for High Potential  Published by National Association for Gifted Children. Volume 2, Issue 4.
• Shore, S.M. (2003) The Language of Music: Working with Children on the Autism Spectrum. Journal of Education, 00220574, 20020101, Vol. 183, Issue 2
• Stevens, Sidney (2015) 10 Reasons Why Making Music is Good for Your Brain. Downloaded from http://www.mnn.com/leaderboard/stories/10-reasons-why-making-music-is-good-for-your-brain#ixzz3X5YN1QbN 
• Trail, B.A (2011) Twice-Exceptional Gifted Children. Prufrock Press Inc.: Texas, USA.
• Twice-Exceptional Newsletter (2014) What is 2E? Retrieved from: http://www.2enewsletter.com/topic_2e_what_is.html
• VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3rd ed.). Boston, MA: Pearson.
• Weinfeld, R., Barnes‐Robinson, L.,  Jeweler, S. & Shevitz, B (2002).Academic programs for gifted and talented/learning disabled students, Roeper Review, 24(4), 226-233.
• Willard-Holt, C. Weber, J., Morrison, K.L., Horgan, J. (2013) Twice-Exceptional Learners’ Perspectives on Effective Learning Strategies. Gifted Child Quarterly, 57(4), 247 –262.
• Wormald, C., Vialle, W. (2011) Duel Exceptionality University of Wollongong Printery: NSW, Australia
• Yssel, N., Prater, M., & Smith, D. (2010) How can such a smart kid not get it? Gifted Child Today, 33, 54-61.
• Ziegler,A.,Ziegler,A.(2009).The paradoxical attenuation effect in tests based on classical test theory: Mathematical background and practical implications for the measurement of high abilities. High Ability Studies, 20(1), 5–14.