Relevant bibliographies by topics / Gifted spectrum

Academic literature on the topic 'Gifted spectrum'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Gifted spectrum"

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Assouline, Susan G., Megan Foley Nicpon, and Alissa Doobay. "Profoundly Gifted Girls and Autism Spectrum Disorder." Gifted Child Quarterly 53, no. 2 (April 2009): 89–105. http://dx.doi.org/10.1177/0016986208330565.

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Fetzer, Erin A. "The Gifted/Learning-Disabled Child: A Guide for Teachers and Parents." Gifted Child Today 23, no. 4 (July 2000): 44–50. http://dx.doi.org/10.4219/gct-2000-745.

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What do Albert Einstein, Thomas Edison, Leonardo DaVinci, Walt Disney, Whoopi Goldberg, Lindsay Wagner, and Robin Williams have in common? All are reported to have learning disabilities. For many people the terms learning disabled and gifted are at opposite ends of the spectrum. Children who experience both exceptionalities are often overlooked and under-served in the classroom. Although researchers have acknowledged the gifted/learning-disabled population and have developed procedures for identification, the majority of school districts do not have procedures in place for screening, identifying, and serving these children (Dix & Schafer, 1996). In addition, information on this population has not been transported into the classroom so parents are not aware of the possibility of dual exceptionalities in these areas. These obstacles make it difficult for the gifted/learning-disabled child to be identified and an appropriate program developed. Parents and educators must work together as advocates for those children with gifts/learning disabilities to address this unique learning situation.
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Drake, Jennifer E., and Ellen Winner. "Children gifted in drawing." Gifted Education International 29, no. 2 (May 18, 2012): 125–39. http://dx.doi.org/10.1177/0261429412447708.

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Although one study has reported that 6% of children with autism spectrum disorder (ASD) have drawing talent, no study has examined the incidence of drawing talent in typical children. We asked 153 children aged 6–12 years to draw a picture of their hand. We scored the drawings for the use of detail, correct proportion, and overall contour; assessed the drawings as above average at each age based on a global assessment; and compared the drawings with those of three identified drawing prodigies. Most children were able to capture the overall contour of their hand; the ability to draw relevant details was not common until age 8; and correct proportion was not seen even in the oldest children. We identified 13% of drawings as above average for the child’s age group. However, even those drawings identified as above average were significantly less realistic than the drawings of the prodigies.
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Horn, Beverly. "Gifted Students with Asperger Syndrome." Gifted Education International 25, no. 2 (May 2009): 165–71. http://dx.doi.org/10.1177/026142940902500206.

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The number of students with Autism Spectrum Disorders in the United States, including Asperger Syndrome, has risen sharply in the last several years. More students with Asperger Syndrome are appearing in gifted classrooms, yet most teachers of the gifted have little or no knowledge or experience with this special group of students, and are often at a loss as to how to meet their educational, emotional, and social needs. From the limited literature on the topic that is available, it is clear that the ideal classroom structure recommended for gifted students is not appropriate for students with Asperger Syndrome. What can the teacher of the gifted do to meet the needs of these students in her classroom? Literature is reviewed and definitions, characteristics, theories, and classroom recommendations are presented.
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Gaber, Sherif Adel. "The Effectiveness of a Training Program to Develop an Attitude toward Creativity in Gifted Children with Autism Spectrum Disorder." International Journal of Learning, Teaching and Educational Research 21, no. 4 (April 30, 2022): 365–79. http://dx.doi.org/10.26803/ijlter.21.4.21.

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Attitude toward creativity may play a central role in developing creative abilities in gifted children with autism spectrum disorder (ASD), so, examining attitudes toward creativity is important. This empirical research evaluated the effectiveness of a training program to develop attitudes toward creativity, that is, training that encourages the production of a wide range of ideas marked by freshness and originality in the realms of talent; these ideas should be practical and beneficial, and well received in the community in which these gifted children live). The sample involved six gifted children with ASD, aged between 8 and 12 years. A quasi-experimental approach was used, the Scale of Attitude toward Creativity was applied, and the training program was presented by the researcher. The results show a statistically significant difference (p<0.05) between the mean ranks of participants on the Scale of Attitude toward Creativity before and after the application of the training program, in favor of the post-test. After two months, a follow-up application of the Scale of Attitude toward Creativity found no statistically significant difference between the mean ranks of participants between the second and third evaluation. In light of these findings, the researcher recommends that the necessary services and funds are provided to develop the talents of gifted children with ASD. Specialized programs should be pursued in the fields of the talents discovered in these children. Research in the field of giftedness and ASD should be strengthened and gifted children with ASD must participate and be included in various relevant programs and events.
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Mazie, Steven. "Equality, race and gifted education." Theory and Research in Education 7, no. 1 (March 2009): 5–25. http://dx.doi.org/10.1177/1477878508099747.

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Educational programs for gifted students face both philosophical and practical challenges from egalitarians. Some object that gifted schools inherently undermine a commitment to equality in education, while others observe that schools for talented students cater to privileged youth and effectively discriminate against disadvantaged minorities.This article taps into recent theorizing on equality to explore an illuminating case study: admissions policies at New York City's so-called `specialized' high schools. After dismissing less nuanced proposals on both ends of the spectrum,I draw upon Elizabeth Anderson's theory of `democratic egalitarianism' to argue that, while schools devoted to talented students could be seen as consistent with a commitment to equality, admissions policies for these schools must reach beyond meritocratic principles to ensure diversity in their student bodies. Racial and socioeconomic integration of social institutions, including schools — and elite schools perhaps most of all — should be a priority for those who care about democracy.
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Firat, Tahsin. "An Examination of the Social Acceptance Levels of Gifted Students Toward Students with Disabilities." Exceptionality Education International 30, no. 1 (July 13, 2020): 75–96. http://dx.doi.org/10.5206/eei.v30i1.10916.

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This study aimed to determine the social acceptance levels of gifted students toward students with disabilities. The study, using quantitative and qualitative methodologies, was conducted in a city in southeastern Turkey. The present study group comprised 101 students from Grades 2, 3, and 4, identified as gifted. It is a descriptive study that reveals the views of gifted students, with regard to how they are willing to share the same neighbourhood, school, classroom, group, and desk with students with disabilities. Based on the study findings, students with visual impairments, hearing impairments, and physical disabilities were the disability groups with the highest levels of social acceptance by the gifted students. On the other hand, students with intellectual disabilities and those on the autism spectrum were the disability groups with the lowest levels of social acceptance. The participants were aware of the difficulties that their peers with disabilities experience in certain areas at school.
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Dempsey, Jack, Kelli Ahmed, Andrea R. Simon, Lisa G. Hayutin, Sonia Monteiro, and Allison G. Dempsey. "Adaptive Behavior Profiles of Intellectually Gifted Children with Autism Spectrum Disorder." Journal of Developmental & Behavioral Pediatrics 42, no. 5 (March 23, 2021): 374–79. http://dx.doi.org/10.1097/dbp.0000000000000907.

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Assouline, Susan G., Megan Foley Nicpon, and Lori Dockery. "Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder." Journal of Autism and Developmental Disorders 42, no. 9 (November 22, 2011): 1781–89. http://dx.doi.org/10.1007/s10803-011-1403-x.

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Rubenstein, Lisa DaVia, Natalie Schelling, Susan M. Wilczynski, and Elizabeth N. Hooks. "Lived Experiences of Parents of Gifted Students With Autism Spectrum Disorder." Gifted Child Quarterly 59, no. 4 (June 29, 2015): 283–98. http://dx.doi.org/10.1177/0016986215592193.

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Dissertations / Theses on the topic "Gifted spectrum"

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Costis, Patricia. "Seeing The Paradigm: Education Professionals' Advocacy for The Gifted Student with Autism Spectrum Disorder." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1463428512.

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Meeting the needs of the gifted student with autism spectrum disorder (ASD) requires addressing both conditions. Education professionals are in a unique position to begin this process by referring the student to school specialists for evaluation. However, diagnostic confusion surrounding autism, misconceptions about special education, varying conceptions of giftedness, and overlapping behaviors of giftedness and ASD can inhibit education professionals’ ability to recognize unique behaviors of gifted students with ASD, and make appropriate referrals, placing the student at academic risk. Autism and giftedness have been studied separately in the fields of education and psychology for more than half a century. Although the study of giftedness with ASD has begun to increase in recent years, no empirical study to date has focused on education professionals who successfully referred this student population for specialized services. The present mixed methods study examined perceptions and experiences of education professionals who successfully referred gifted students with ASD for specialized services. Survey research probed training, experience, and credentials, as well as perceptions about twice exceptionality. Semi-structured interviews investigated observed behaviors prompting their student’s referral for specialized services, experiences with their gifted students with ASD, and evidence they found influential in identifying their student as gifted. These elements combined to provide not only a conceptualization of the gifted student with ASD, but a conception of the education professional who worked with them. The results of this study will inform research, pre-service coursework, and professional development in meeting the needs of this special population of gifted student.
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Doobay, Alissa F. "Comparison of cognitive, psychosocial, and adaptive behavior profiles among gifted children with and without Autism Spectrum Disorder." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/793.

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The diagnostic category of autism has been extensively investigated over the past 65 years since the condition was first described by Dr. Leo Kanner (1943), making it one of the most validated psychological disorders. Research has examined the characteristics of children with autism spectrum disorder (ASD) across a variety of domains, including diagnostic symptomology, intellectual profiles, adaptive behavior, and psychosocial functioning. However, there exists a paucity of empirical research on intellectually gifted children with ASD. The goal of the current study was to compare the psychometric profiles of gifted youth with and without ASD across the domains of intellectual functioning, psychosocial/behavioral functioning, social skills, and adaptive behavior using an empirical, group study design. It was hypothesized that, in comparison to the group of youth without ASD, the group of youth with ASD would demonstrate equally strong verbal and nonverbal intellectual abilities with relatively poorer processing speed, poorer adaptive functioning skills, more psychosocial/behavior concerns, and poorer social skills. Data from 81 school-age youth who had been identified as intellectually gifted were included in the present study. Forty of the participants in this study met DSM-IV-TR diagnostic criteria for ASD; the remaining 41 participants did not meet diagnostic criteria for an Axis I or Axis II psychological disorder. Statistical analyses included independent-samples t tests and split-plot analyses. Results of the current study demonstrate that statistically significant differences exist between gifted youth with and without ASD in the areas of processing speed, adaptive functioning, psychosocial/behavioral functioning, and social skills, despite equivalent verbal and nonverbal intellectual functioning. The current study is unique in that it is the first to examine these domains of functioning and make empirical comparisons of characteristics among gifted individuals with ASD using a group study design. Importantly, this study has significant implications for diagnosis of ASD and will provide an empirical foundation upon which to develop effective classroom interventions to best meet the unique needs of this twice-exceptional population.
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Broecker, Sebastian. "Aufbau und Anwendung einer Methode zur Identifizierung und Quantifizierung von Giften und deren Metaboliten in Blut und Haaren in der Systematischen Toxikologischen Analyse mittels Flüssigchromatographie-Quadrupol-Flugzeitmassenspektrometrie-Kopplung (LC-QTOF-MS)." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät I, 2012. http://dx.doi.org/10.18452/16461.

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Die Systematische Toxikologische Analyse (STA) stellt auf Grund der großen Vielfalt und der ständigen Zunahme an toxikologisch relevanten Substanzen eine der größten Herausforderungen in der chemischen Analyse dar. In der vorliegenden Arbeit wurde daher die Eignung der Flüssigchromatographie in Kombination mit der Hybrid-Quadrupol-Flugzeitmassenspektrometrie (LC-QTOF-MS) für diesen Zweck untersucht. Dazu wurden eine Datenbank mit über 7360 und eine CID-Spektrenbibliothek mit mehr als 2720 toxikologisch relevanten Substanzen erstellt und geeignete Probenvorbereitungsmethoden entwickelt. Die Erprobung der Methoden erfolgte an dotierten Blut- und Haarproben. Hierbei zeigte sich, dass die Analyse im Auto-MS/MS-Modus (Messzyklen von MS- und MS/MS-Spektren) eine Identifizierung basischer Substanzen mittels CID-Spektren zwischen 0,5 und 2 ng/ml im Blut ermöglichte. Die Nachweisgrenzen der für 24 Wirkstoffe validierten Methode in Haaren lagen bei 3 bis 15 pg/mg. Die Eignung der LC-QTOF-MS zur STA von Haarproben wurde an 30 Drogentodesfällen und 60 Todesfällen mit bekannter chronischer Medikamenteneinnahme zu Lebzeiten sowie an 77 Blutproben nachgewiesen. Für die Suche nach Metaboliten wurde ein Metaboliten-Tool entwickelt. In der praktischen Anwendung auf Datenfiles von Blut- und Haarproben erwies sich das Tool als wertvolles Hilfsmittel zur Identifizierung unbekannter Peaks und zur Bestätigung von Suchergebnissen in der Datenbank. Zur automatischen Konzentrationsabschätzung identifizierter Substanzen wurde ein Tool „Estimate Concentration“ geschaffen. Die Überprüfung des Verfahrens an realen Blut- und Haarproben durch Vergleich mit HPLC-DAD- und GC-MS-Ergebnissen wies eine gute Übereinstimmung der Konzentrationen auf. Insgesamt zeigten die Untersuchungen, dass die LC-QTOF-MS zurzeit die am besten geeignete Methode für die STA darstellt. Auch bei einem erst später aufkommenden Verdacht kann eine gezielte Suche in dem bereits gemessenen Datenfile durchgeführt werden.
Due to the large variety and the steady increase of toxicologically relevant substances, systematic toxicological analysis (STA) is one of the most difficult tasks in analytical chemistry and, therefore, a steady topic of research and methodical improvement. For this reason, the suitability of liquid chromatography in combination with hybrid quadrupole time-of-flight mass spectrometry (LC-QTOF-MS) for STA was investigated. For this purpose, a database of more than 7360 and a CID spectra library of more than 2720 toxicologically relevant substances and suitable methods for sample preparation were developed. The application was evaluated at spiked blood and hair samples. It was found that the analysis in Auto-MS/MS mode (alternating measurement cycles of MS and MS/MS spectra) allowed substance identification in blood using CID spectra between 0.5 and 2 ng/ml for basic substances. The detection limits of the validated method in hair ranged from 3 to 15 pg/mg for 24 drugs. The suitability of LC-QTOF-MS for STA was tested for hair samples from 30 drug-related death cases and from 60 death cases with known chronic medication as well as for 77 blood samples. For the search of metabolites, a metabolite tool was developed. In the practical application to data files from blood and hair samples, the tool proved to be very helpful for identification of unknown peaks and for confirmation of results obtained only from the database without CID spectra. A tool "Estimate Concentration" was created for automatic estimation of concentrations of identified substances. The application to real blood and hair samples and the comparison of the concentrations with results from HPLC-DAD and GC-MS showed good agreement. Overall, these investigations showed that LC-QTOF-MS is currently the most favorable method for STA. Because of the comprehensive registration of all substances in a sample, the data files can be checked for the presence of certain poisons even later without new measurements.
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Hui-hsi, Nee, and 倪慧喜. "A Comparative Study of Overexcitabilities and Autism Spectrum Conditions among Regular and Different Kinds of Gifted and Talent Senior High School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/78087472367352087125.

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碩士
國立臺灣師範大學
特殊教育學系
101
This research primarily compares the typical qualities of overexcitabilities and autism spectrum conditions among gifted and regular students in senior high schools. The target participants of the research are different types of gifted and regular students located in the northern, southern, eastern, and middle part of the nation, with The Me ScalⅡ （N=855） and Autism Spectrum Quotient （N=846） as the primary research instrument. The analysis of the information obtained includes statistic average, percentage, and two-way analysis of variance, correlation, multiple stepwise regression analysis, etc. The main results of the research are as follows: 1. The performance of various types of subjects with different genders on The Me ScaleⅡ Students who excel in mathematics and social sciences show more significant intellectual overexcitability compared with those who excel in art or ordinary students. Peers gifted in social science also demonstrate significant imaginative and emotional overexcitability, while those gifted in art present higher emotional overexcitability, and typical developed student does not exhibit any apparent overexcitability. Gender also plays an important role in determining overexcitability. For example, males are stronger in the psychomotor, but females are more dominant in sensual and emotional overexcitability. 2. The performance of various types of subjects with different genders on autism spectrum conditions Overall, students excel in mathematics are more dominant on the autism spectrum. In social skill area, students excel in mathematics and social sciences demonstrate a more typical trait, but mathematic gifted students are more dominant in the communication field than regular students. In addition, males show stronger traits than females in communication and imagination. 3. Correlation between overexcitability and autism spectrum conditions Different types of gifted students and regular students demonstrate opposite strength, but similar directions. Emotional fluctuation overexcitability and autism spectrum conditions demonstrate a positive correlation, and overexcitability also shows a positive correlation with attention to detail, but a negative correlation with social skills. 4. Predictions on autism spectrum conditions using overexcitability The most predictable qualities about autism spectrum conditions are emotional fluctuated, imaginative, empathetic, physical, intellectual, and creative overexcitabilities, etc. Finally, recommendations on how to improve education and future research direction based on the result of the study.
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Books on the topic "Gifted spectrum"

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Karnes, Frances, Maureen Neihart, and Kenneth Poon. Gifted Children with Autism Spectrum Disorders. Taylor & Francis Group, 2009.

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Karnes, Frances, Maureen Neihart, Kristen Stephens, and Kenneth Poon. Gifted Children with Autism Spectrum Disorders. Prufrock Press, 2009.

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Karnes, Frances, Maureen Neihart, Kristen Stephens, and Kenneth Poon. Gifted Children with Autism Spectrum Disorders. Prufrock Press, 2014.

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Lin, Jaime. Talentos e Aptidões: Um olhar sobre o Autismo. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-554-5.

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Autism is a medical term that encompasses a broad spectrum of neurodevelopmental disorders characterized by impaired reciprocal socialization and communication, often accompanied by restricted or repetitive patterns of behavior and interests. Due to the enlargement in the clinical diagnostic boundaries and the increased awareness of autism spectrum disorder (ASD), the world has seen a dramatic increase in its prevalence during the last two decades. ASD is currently considered one of the most common neurodevelopmental disorders worldwide. Frequently reported in terms of comorbidities, disabilities, burden and economic costs, the talents, gifts and abilities of people within the autistic spectrum only reaches the media when it amazes the audience. In this review, we want show that the high clinical heterogeneity found in autism can also be applied to the gifts and abilities, and that it must be nurtured with appropriate developmental, educational environment and above all, support and hope.
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Book chapters on the topic "Gifted spectrum"

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Foley-Nicpon, Megan, Charles D. Cederberg, and Cara Wienkes. "Autism Spectrum Disorders and High Ability." In Critical Issues and Practices in Gifted Education, 61–73. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-6.

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Nicpon, Megan Foley, Susan G. Assouline, Pat Schuler, and Edward R. Amend. "Gifted and Talented Students on the Autism Spectrum: Best Practices for Fostering Talent and Accommodating Concerns." In Special Populations in Gifted Education, 227–47. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238157-11.

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Blackburn, Aranzazu M., and Geraldine Townend. "Gifted Girls with Autism Spectrum Disorders: Provisions and Priorities in Australian School Settings." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 555–77. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_26.

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Blackburn, Aranzazu M., and Geraldine Townend. "Gifted Girls with Autism Spectrum Disorders: Provisions and Priorities in Australian School Settings." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 1–23. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3021-6_26-1.

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Blackburn, Aranzazu M., and Geraldine Townend. "Gifted Girls with Autism Spectrum Disorders: Provisions and Priorities in Australian School Settings." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 555–77. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_26.

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Wallace, Belle. "Using the Tasc Thinking and Problem-Solving Framework to Create a Curriculum of Opportunity across the Full Spectrum of Human Abilities." In Applied Practice for Educators of Gifted and Able Learners, 113–30. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-004-8_7.

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Brown, Elissa. "Evaluating Gifted Programs." In Advances in Early Childhood and K-12 Education, 263–77. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8153-7.ch017.

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Program evaluation is one of the few areas in gifted education that considers the coherence among gifted education program components across the K-12 spectrum. It increases the visibility of the gifted program while acknowledging the fluidity of change in a given context and engages individuals in influencing the nature and degree of changes that can occur within their system. Two key questions in the gifted field are: To what degree do these programs make a difference in the lives of gifted children? How do we know they are working? Program evaluation is a solid and necessary step in answering these questions. Program evaluation is necessary to drive gifted program improvement. This chapter provides the rationale and literature review on gifted program evaluation as well as research-based protocols for facilitating gifted program evaluations and the commensurate processes for ensuring quality, transparency, and comprehensiveness.
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Bonti, Eleni, and Maria Sofologi. "Rethinking Inclusion of Gifted and Twice-Exceptional Children." In Advances in Early Childhood and K-12 Education, 16–33. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4680-5.ch002.

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In the chapter, the complex nature of giftedness and twice-exceptionality is being addressed, with the emphasis given on the challenges these two conditions pose upon the whole age spectrum of these individuals (i.e., from childhood to adolescence and adulthood). More precisely, as the literature suggests, these children often demonstrate socioemotional difficulties or challenging behaviours in classroom settings. Hence, the emphasis in the current chapter is given to several intervention strategies that teachers might utilize for effectively dealing with challenging behaviours of gifted and twice-exceptional children with specific reference to the school environment.
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Wu, Jiaojiao, and Jana Vomočilová. "Gifted and Talented School Activities for Students With Special Educational Needs Through Drama Therapy." In Advances in Early Childhood and K-12 Education, 282–302. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1400-9.ch013.

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This chapter checks the background, brief history, theoretical base of drama therapy in the beginning, followed by introduction of the developmental process and seven stages of drama therapy. An example of evidence-based practice of drama therapy for a group of students with special educational needs in a wide range of settings and ended with a list of gifted and talented school activities was illustrated in the subsection of the main focus of the chapter. This heterogenous group included students with learning disability, intellectual and developmental disability, autistic spectrum disorder, cerebral palsy, and Down's syndrome. Research findings indicate that gifted and talented school activities through drama therapy has been especially effective with their verbal and non-verbal expression, social skills using, efficient communication, cooperation, self-confidence, and flexibility.
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Sisk, Dorothy A. "Differentiation." In Advances in Early Childhood and K-12 Education, 43–65. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5727-2.ch003.

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The purpose of this chapter is to explore ways teachers can differentiate the curriculum, activities, and materials to help ensure successful learning for students with special needs in the regular classroom. General teaching strategies, academic modification, socialization strategies, and what teachers can do to help students with special needs will be discussed. Students with special needs include students with autism spectrum disorder, attention-deficit/hyperactivity disorder, intellectual disabilities, hearing impaired or deaf, vision impaired, gifted, communication, language and speech disorders, health impaired and physical disabilities, and emotional and behavioral disorders.
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Conference papers on the topic "Gifted spectrum"

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Lazarou, Barbara, and Leigh Little. "Workshop 1 | Collaborating on the Diverse Needs of Gifted Students on the Autism Spectrum." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0002.

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Tobin, David C., Henry E. Revercomb, Joe K. Taylor, Fred A. Best, Robert O. Knuteson, William L. Smith, John Elwell, et al. "Geosynchronous Imaging Fourier Transform Spectrometer (GIFTS) thermal vacuum testing: aspects of spectral characterization." In Asia-Pacific Remote Sensing Symposium, edited by William L. Smith, Sr., Allen M. Larar, Tadao Aoki, and Ram Rattan. SPIE, 2006. http://dx.doi.org/10.1117/12.694662.

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Tobin, David C., Henry E. Revercomb, Joe K. Taylor, Fred A. Best, Robert O. Knuteson, William L. Smith, John Elwell, et al. "Geosynchronous Imaging Fourier Transform Spectrometer (GIFTS) Thermal Vacuum Testing: Aspects of Spectral Characterization." In Fourier Transform Spectroscopy. Washington, D.C.: OSA, 2007. http://dx.doi.org/10.1364/fts.2007.ftua6.

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Tian, Jialin, William L. Smith, and Michael J. Gazarik. "Radiometric and spectral calibrations of the Geostationary Imaging Fourier Transform Spectrometer (GIFTS) using principle component analysis." In SPIE Remote Sensing, edited by Roland Meynart, Steven P. Neeck, Haruhisa Shimoda, and Shahid Habib. SPIE, 2008. http://dx.doi.org/10.1117/12.800015.

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