Megan Foley Nicpon, Assistant Professor & Clinic Supervisor

N330 Lindquist Center
The University of Iowa
Iowa City IA 52242 USA

• Ph.D. in Counseling Psychology, Arizona State University
• M.E.D. in Educational Psychology, Arizona State University
• B.A. in Psychology, Arizona State University

• Counseling Psychology Program
• Belin-Blank Center for Gifted Education and Talent Development

• Licensed Psychologist, State of Iowa
• Licensed Health Service Provider, State of Iowa

• Supervisor of Psychological Services (2004 - current) Belin-Blank Center for Gifted Education and Talent Development

• American Psychological Association (APA)
• National Association for Gifted Children (NAGC)
• Iowa Psychological Association (IPA)

• Assouline, S. G., Foley Nicpon, M., & Bramer, D. M. (2006). The impact of vulnerabilities and strengths on the academic experiences of twice-exceptional students: A message to school counselors. Professional School Counseling, 10 (1), 14-25.
• Assouline, S. G., Foley Nicpon, M., & Doobay, A. (2007). Profoundly gifted girls and autism spectrum disorder: A psychometric case study comparison. Manuscript under review.
• Foley Nicpon, M., Wodrich, D. L., & Robinson Kurpius, S. (2004). Utilization behavior among boys with Attention-Deficit/Hyperactivity Disorder. Developmental Neuropsychology, 26(3), 735-751
• Foley Nicpon, M., Huser, L., Blanks, E. H., Sollenberger, S., & Befort, C. (2006). The relationship of loneliness and social support with college freshmen’s academic performance and persistence. Journal of College Student Retention, 8(3), 345-358.
• Kerr, B. A., & Foley Nicpon, M. (2000). Arizona State University’s program for talented at-risk girls: Preserving the promise. Career Planning and Adult Development Journal, 16, 35-41.

• High ability students with autism spectrum disorders
• High ability students with learning disabilities
• Social/emotional development of profoundly gifted students

• Intellectual Assessment