Maureen Neihart, Psy.D., a leading authority on the talent development in children, is a licensed child psychologist with more than 25 years of experience working with talented young people and their families. A former teacher and school counselor, she now is an internationally recognized leader on the psychological aspects of talent development, addressing between 20,000 and 40,000 people each year in her many talks and workshops throughout the U.S., Europe, Asia, and South America.
Sally M. Reis, Ph.D., is a professor of educational psychology at the University of Connecticut, where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students. Reis serves on several editorial boards and is the past-president of the National Association for Gifted Children.
Nancy M. Robinson, Ph.D., is professor emerita of psychiatry and behavioral sciences at the University of Washington and former director of what is now known as the Halbert and Nancy Robinson Center for Young Scholars. Her current research interests include the effects of marked academic acceleration to college, behavioral and family adjustment of gifted children, and verbal and mathematical precocity in very young children. She serves on several editorial boards and is a member of advisory boards for the U.S. State Department Office of Overseas Schools, Johns Hopkins Center for Talented Youth, and the Advanced Academy of Georgia, as well as a member of the board of trustees of the Seattle Country Day School.
Sidney M. Moon, Ph.D., is a professor in the department of educational studies and the director of the Gifted Education Resource Institute at Purdue University. She has been active in the field of gifted education as a parent, counselor, teacher, administrator, and researcher. She has contributed more than 40 books, articles, and chapters to the literature on gifted education. Her research interests include social and emotional issues of gifted students, families of the gifted, differentiated counseling for gifted children and their families, student outcomes of gifted education programs, and the development of personal talent.
