| The social and emotional development of gifted children: What do we know? M Neihart Routledge, 2021 | 926 | 2021 |
| The impact of giftedness on psychological well‐being: What does the empirical literature say? M Neihart Roeper review 22 (1), 10-17, 1999 | 733 | 1999 |
| Profiles of the gifted and talented GT Betts, M Neihart Gifted child quarterly 32 (2), 248-253, 1988 | 644 | 1988 |
| The socioaffective impact of acceleration and ability grouping: Recommendations for best practice M Neihart Gifted child quarterly 51 (4), 330-341, 2007 | 356 | 2007 |
| Gifted children with Asperger's syndrome M Neihart Gifted child quarterly 44 (4), 222-230, 2000 | 270 | 2000 |
| Risk and resilience in gifted children: A conceptual framework M Neihart The social and emotional development of gifted children: What do we know …, 2002 | 198* | 2002 |
| Academic self-concept and academic self-efficacy: Self-beliefs enable academic achievement of twice-exceptional students CW Wang, M Neihart Roeper Review 37 (2), 63-73, 2015 | 174 | 2015 |
| Identifying and providing services to twice exceptional children M Neihart Handbook of giftedness in children: Psychoeducational theory, research, and …, 2008 | 153 | 2008 |
| Gifted children and depression M Neihart The social and emotional development of gifted children: What do we know, 93-102, 2002 | 132 | 2002 |
| Social and emotional issues: What have we learned and what should we do now NM Robinson, SM Reis, M Neihart, SM Moon The social and emotional development of gifted children: What do we know, 93-102, 2002 | 119 | 2002 |
| Teachers’ experience with inclusive education in Singapore LS Yeo, WH Chong, MF Neihart, VS Huan Teachers’ Perceptions, Experience and Learning, 68-82, 2019 | 118 | 2019 |
| How do supports from parents, teachers, and peers influence academic achievement of twice-exceptional students CW Wang, M Neihart Gifted Child Today 38 (3), 148-159, 2015 | 118 | 2015 |
| Creativity, the arts, and madness M Neihart Roeper Review 21 (1), 47-50, 1998 | 99 | 1998 |
| The use of behavior modeling training in a mobile app parent training program to improve functional communication of young children with autism spectrum disorder GC Law, M Neihart, A Dutt Autism 22 (4), 424-439, 2018 | 77 | 2018 |
| Achievement/affiliation conflicts in gifted adolescents M Neihart Roeper Review 28 (4), 196-202, 2006 | 75 | 2006 |
| Systematic risk‐taking M Neihart Roeper Review 21 (4), 289-292, 1999 | 69 | 1999 |
| Psychological issues unique to the gifted student. M Neihart, LS Yeo American Psychological Association, 2018 | 66 | 2018 |
| Implementing self-directed learning models for the gifted and talented GT Betts, M Neihart Gifted Child Quarterly 30 (4), 174-177, 1986 | 66 | 1986 |
| The impact of giftedness on psychological well-being M Neihart Roeper Review 22 (1), 123-127, 1999 | 59 | 1999 |
| An inclusion initiative in Singapore for preschool children with special needs LS Yeo, M Neihart, HN Tang, WH Chong, VS Huan Asia Pacific Journal of Education 31 (2), 143-158, 2011 | 58 | 2011 |
Vivien HuanNational Institute of Education, Nanyang Technological University, SingaporeVerified email at nie.edu.sg
