Agir pour favoriser le bien-être des personnes douées – références

par Catherine Cimon-Paquet

Voici une liste de références pour la présentation du 6 mai 2021, donnée par Catherine Cimon-Paquet et Raphaël Lapointe.

N’hésitez pas à nous écrire au cimon_paquet.catherine@courrier.uqam.ca ou au lapointe.raphael@courrier.uqam.ca si vous avez des questions!

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Assouline, S. G., Lupkowski-Shoplik, A. et Colangelo, N. (2018). Evidence overcomes excuses : Academic acceleration is an effective intervention for high ability students. Dans Callahan, C. M. et Hertberg-Davis, D. L. (dir.), Fundamentals of gifted education considering multiple perspective (2e édition, p. 173-186). New-York, NY : Routledge. 

Bélanger, M. (2017). Parlons de douance au Québec. https://www.ordrepsy.qc.ca/-/parlons-de-douance-au-quebec 

Bélanger, M. (2019). La douance: comprendre le haut potentiel intellectuel et créatif. Éditions midi trente.  

Bernstein, B. O., Lubinski, D., & Benbow, C. P. (2020). Academic acceleration in gifted youth and fruitless concerns regarding psychological well-being: A 35-year longitudinal study. Journal of Educational Psychology. Advance online publication.  

Bolland, A. C., Besnoy, K. D., Tomek, S., & Bolland, J. M. (2019). The effects of academic giftedness and gender on developmental trajectories of hopelessness among students living in economically disadvantaged neighborhoods. Gifted Child Quarterly, 63(4), 225-242. 

Brody, L. E., & Mills, C. J. (1997). Gifted children with learning disabilities: A review of the issues. Journal of Learning Disabilities, 30, 282-296.  

Cain, M. K., Kaboski, J. R., & Gilger, J. W. (2019). Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder. Autism, 23(7), 1663-1674. 

Cimon-Paquet, C., Bernier, A., Matte-Gagné, C., & Mageau, G. A. (2020). Early maternal autonomy support and mathematical achievement trajectories during elementary school. Learning and Individual Differences, 79, 101855. 

Coleman, M. R. (2018). Response to intervention (RTI) approaches to identification in gifted education. Dans Callahan, C. M. et Hertberg-Davis, H. L. (Dir.), Fundamentals of gifted education considering multiple perspective (2e édition, p. 146-152). New York, NY: Routledge. 

Cross, J. R., Vaughn, C. T., Mammadov, S., Cross, T. L., Kim, M., O’Reilly, C., … & Hymer, B. (2019). A cross-cultural study of the social experience of giftedness. Roeper Review, 41(4), 224-242. 

Csikszentmihalyi, M., Montijo, M. N., & Mouton, A. R. (2018). Flow theory: Optimizing elite performance in the creative realm. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (p. 215–229). American Psychological Association.  

Demirhan, E., Randler, C., Beşoluk, Ş., & Horzum, M. B. (2018). Gifted and non-gifted students’ diurnal preference and the relationship between personality, sleep, and sleep quality. Biological Rhythm Research, 49(1), 103-117. 

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. 

Foley‐Nicpon, M., & Assouline, S. G. (2020). High ability students with coexisting disabilities: Implications for school psychological practice. Psychology in the Schools, 57(10), 1615-1626. 

Foley-Nicpon, M., & Kim, J. Y. C. (2018). Identifying and providing evidence-based services for twice-exceptional students. In Handbook of giftedness in children (pp. 349-362). Springer, Cham. 

Gagné, F. (2018). Academic talent development: Theory and best practices. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (p. 163–183). American Psychological Association. 

Garn, A. C., Matthews, M. S., & Jolly, J. L. (2010). Parental influences on the academic motivation of gifted students: A self-determination theory perspective. Gifted Child Quarterly, 54(4), 263-272. 

Gronostaj, A., Werner, E., Bochow, E., & Vock, M. (2016). How to learn things at school you don’t already know: Experiences of gifted grade-skippers in Germany. Gifted Child Quarterly, 60(1), 31-46.  

Grugan, M. C., Hill, A. P., Madigan, D. J., Donachie, T. C., Olsson, L. F., & Etherson, M. E. (2021). Perfectionism in Academically Gifted Students: A Systematic Review. Educational Psychology Review, 1-43. 

Guignard-Perret, A., Thieux, M., Guyon, A., Mazza, S., Zhang, M., Revol, O., … & Franco, P. (2020). Sleep of children with high potentialities: a polysomnographic study. Journal of Clinical Medicine, 9(10), 3182. 

Guthrie, K. H. (2019). » Nothing Is Ever Easy »: Parent perceptions of intensity in their gifted adolescent children. The Qualitative Report, 24(8), 2080-2101. 

Hertberg-Davis, H. L. (2018). Defensible curriculum for gifted learners: Where the Rubber meets the road. Dans Callahan, C. M. et Hertberg-Davis, H. L. (dir.), Fundamentals of gifted education considering multiple perspective (2e édition, p. 249-251). New York, NY: Routledge. 

Hoogeveen, L., van Hell, J. G., & Verhoeven, L. (2012). Social‐emotional characteristics of gifted accelerated and non‐accelerated students in the Netherlands. British Journal of Educational Psychology, 82(4), 585-605. 

Hornstra, L., Bakx, A., Mathijssen, S., & Denissen, J. J. (2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, 80, 101871. 

Kanevsky, L. S. et Clelland, D. (2013). Accelerating gifted students in Canada: Policies and possibilities. Canadian Journal of Education, 36(3), 229-271.  

Kaufman, S. B. (dir.). (2018). Twice exceptional: Supporting and educating bright and creative students with learning difficulties. New York, NY, US: Oxford University Press. 

Landis, R. N., & Reschly, A. L. (2013). Reexamining gifted underachievement and dropout through the lens of student engagement. Journal for the Education of the Gifted, 36(2), 220-249. 

Little, C.A. (2018). Teaching strategies to support the education of gifted learners. Dans Pfeiffer, S.I., Shaunessy-Dedrick, E. et Foley-Nicpon, M. (dir.), APA handbooks in psychology®. APA handbook of giftedness and talent (p. 371- 385). Washington, DC : American Psychological Association. 

Lovecky, D. V. (2018). Misconceptions about giftedness and the diagnosis of ADHD and other mental health disorders. Dans Kaufman, S. B. (dir.), Twice exceptional : Supporting and educating bright and creative students with learning difficulties (p. 83-103). New York, NY, US : Oxford University Press. 

Lupart, J. L., Pyryt, M. C., Watson, S. L., & Pierce, K. (2005). Gifted education and counselling in Canada. International Journal for the Advancement of Counselling, 27(2), 173-190. 

Ma, J., Kang, H. J., Kim, J. Y., Jeong, H. S., Im, J. J., Namgung, E., … & Yoon, S. (2017). Network attributes underlying intellectual giftedness in the developing brain. Scientific reports, 7(1), 1-9. 

Lovecky, D. V. (2018). Misconceptions about giftedness and the diagnosis of ADHD and other mental health disorders. Dans Kaufman, S. B. (dir.), Twice exceptional: Supporting and educating bright and creative students with learning difficulties (p. 83-103). New York, NY, US: Oxford University Press. 

Missett, T. C. (2018). Twice-Exceptional students: Gifted students with disabilities impacting learning. Dans Callahan, C. M. et Hertberg-Davis, H. L. (dir.), Fundamentals of gifted education considering multiple perspective (p. 361-371). New York, NY: Routledge. 

Neihart, M., & Yeo, L. S. (2018). Psychological issues unique to the gifted student. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (p. 497–510). American Psychological Association.  

Olszewski-Kubilius, P. (2018). The role of the family in talent development. In Handbook of giftedness in children (pp. 129-147). Springer, Cham. 

Parker, J. D., Saklofske, D. H., & Keefer, K. V. (2017). Giftedness and academic success in college and university: Why emotional intelligence matters. Gifted Education International, 33(2), 183-194. 

Peters, S. J. (2021). The Challenges of Achieving Equity Within Public School Gifted and Talented Programs. Prépublication. Gifted Child Quarterly. 

Peterson, J. S. (2018). Counseling gifted children and teens. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (p. 511–527). American Psychological Association.  

Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go?. Gifted child quarterly, 44(3), 152-170. 

Reis, S.M., et Renzulli, J.S. (2018). The schoolwide enrichment model: a focus on student creative productivity, strengths, and interests. Dans Callahan, C.M. et Hertberg-Davis, H.L. (dir.), Fundamentals of gifted education: considering multiple perspectives. (2e édition, p. 200-212). New York, NY: Routledge. 

Renati, R., Bonfiglio, N. S., & Pfeiffer, S. (2017). Challenges raising a gifted child: Stress and resilience factors within the family. Gifted Education International, 33(2), 145-162. 

Renzulli, J. S., & Park, S. (2000). Gifted dropouts: The who and the why. Gifted Child Quarterly, 44(4), 261-271. 

Renzulli, J. S., & Reis, S. M. (2018). The three-ring conception of giftedness: A developmental approach for promoting creative productivity in young people. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (p. 185–199). American Psychological Association. 

Rinn, A. N. et Majority, K. L. (2018). The social and emotional world of the gifted. In Pfeiffer, S. I. (dir.), Handbook of giftedness in children: psycho-education theory, research, and best practices (p. 49-63). New-York, NY: Springer. 

Rommelse, N., Antshel, K., Smeets, S., Greven, C., Hoogeveen, L., Faraone, S. V. et Hartman, C. A. (2017). High intelligence and the risk of ADHD and other psychopathology. The British Journal of Psychiatry, 211(6), p. 359- 364. 

Rommelse, N., Van der Kruijs, M., Damhuis, J., Hoek, I., Smeets, S., Antshel, K. M., . . . Faraone, S. V. (2016). An evidenced-based perspective on the validity of attention-deficit/hyperactivity disorder in the context of high intelligence. Neuroscience and Biobehavioral Reviews, 71, p. 21-47. 

Schmitt, J. E., Raznahan, A., Clasen, L. S., Wallace, G. L., Pritikin, J. N., Lee, N. R., … & Neale, M. C. (2019). The dynamic associations between cortical thickness and general intelligence are genetically mediated. Cerebral Cortex, 29(11), 4743-4752. 

Shaunessy-Dedrick, E. (2018). Looking back and looking forward: Curriculum for gifted and talented students. Dans Pfeiffer, S. I. (dir.), Handbook of giftedness in children: Psychoeducational theory, research and best practice (2e édition, p. 149-161). Springer. 

Siegle, D. (2018). Understanding underachievement. In Handbook of giftedness in children (pp. 285-297). Springer, Cham. 

Siegel, L., & Ladyman, S. (2000). A review of special education in British Columbia. http://www.bced.gov.bc.ca/specialed/review/report 

Siegle, D., & McCoach, D. B. (2018). Underachievement and the gifted child. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (p. 559–573). American Psychological Association. 

Shaw, P., Greenstein, D., Lerch, J., Clasen, L., Lenroot, R., Gogtay, N. E. E. A., … & Giedd, J. (2006). Intellectual ability and cortical development in children and adolescents. Nature, 440(7084), 676-679. 

Shore, B. M., & Gube, M. (2018). A historical overview of instructional theory and practice in the United States and Canada: The double slinky phenomenon in gifted and general education. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (p. 39–54). American Psychological Association. 

Silverman, L. K. (2018). Assessment of giftedness. In Handbook of giftedness in children (pp. 183-207). Springer, Cham. 

Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2020). Intellectual giftedness and multidimensional perfectionism: A meta-analytic review. Educational Psychology Review, 32(2), 391-414. 

Tze, V. M., Klassen, R. M., & Daniels, L. M. (2014). Patterns of boredom and its relationship with perceived autonomy support and engagement. Contemporary Educational Psychology, 39(3), 175-187. 

Vaivre-Douret, L. (2011). Developmental and cognitive characteristics of “high-level potentialities”(highly gifted) children. International Journal of Pediatrics, 420297. 

VanTassel-Baska, J. (2018) Considerations in curriculum for gifted students. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (p. 349–369). American Psychological Association. 

Winebrenner, S. (2008). Enseigner aux enfants doués en classe régulière. Montréal, Chenelière Éducation. 

Winnebrenner, S., & Brulles, D. (2018). Teaching gifted kids in today’s classroom: strategies and techniques every teacher can use (4e éd.). Free spirit publishing.  

Wood, S. M., Smith, C. K., & Duys, D. K. (2018). Career counseling and the gifted individual: Applying social cognitive career theory to the career decision making of gifted individuals. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (p. 629–644). American Psychological Association.  

Handbooks: 

Pfeiffer, S. I. (2008). Handbook of giftedness in children: Psychoeducational theory, research, and best practices. Springer Science & Business Media. 

Pfeiffer, S. I., Shaunessy-Dedrick, E. E., & Foley-Nicpon, M. E. (2018). APA handbook of giftedness and talent (pp. xxi-691). American Psychological Association. 

Livres: 

Zoé douée : Regards d’enfants sur le haut potentiel intellectuel Nathalie Courcy | Sylvie Régnier  

L’enfant surdoué : L’aider à grandir, l’aider à réussir Jeanne Siaud-Facchin  

La douance Marianne Bélanger 

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