The longitudinal research on young gifted children being carried on at the University of Washington has found

The gap

Evidence profile

Sourced from the future work and abstract of the source papers, classified as general, drawn from work published between 1982 and 2026, spanning 3 journals. Those papers have been cited 30 times in total.

Supporting evidence — 3 representative gaps

• Bibliotherapy as a Tool to Meet the Social and Emotional Needs of Twice-Exceptional Students: A Guide for Teachers (2026) · Australasian Journal of Special and Inclusive Education · doi

  More than two decades ago, the need for research on effective interventions to support the social- emotional development of gifted students with ADHD was identified (Foley-Nicpon & Candler, 2018; Leroux & Levitt-Perlman, 2000; Moon et al., 2001). Although many interventions for social-emotional learning are not necessarily designed for gifted students with ADHD (Foley-Nicpon & Candler, 2018; Lee & Olenchak, 2015), it has been suggested that many interventions could still be beneficial for twice- exceptional students (Foley-Nicpon & Candler, 2018). Research exists on the benefits of bibliotherapy for gifted students and the development of social-emotional skills; however, more studies involving gifted students are needed. A gap has been identified in the research on social-emotional competencies of students with ADHD (see Martin et al., 2017; Smith, 2020); thus, there is an opportunity for future studies to explore bibliotherapy as a potential tool for social-emotional learning with this student population. Leroux and Levitt-Perlman (2000) advocated for adequate emotional support and training through affective interventions for gifted students with ADHD. To ensure adequacy and rigour, these emotional support and training interventions must use a strengths-based approach, honour diversity among students, and focus on social-emotional competencies (Baldwin et al., 2015; Foley-Nicpon & Candler, 2018; Fugate & Gentry, 2016; Smith, 2020). These interventions should harness creative expression (videos, drawing, role-playing, cartoons, blogs) and explicitly teach social-emotional competencies in small groups with like-minded peers (Gentry & Fugate, 2018; Smith, 2020). Bibliotherapy is an intervention that can build on strengths, honour diversity among students, explicitly teach social- https://doi.org/10.1017/jsi.2026.10013 Published online by Cambridge University Press 10 Sarah Joy Fleming et al. emotional competence, and harness opportunities for creative expression. Researchers at Brigham Young University (2018) have developed a series of lesson plans for bibliotherapy and the five social and emotional competencies in the Collaborative for Academic, Social, and Emotional Learning (CASEL) Framework (2025). These resources have been developed for teachers to use in bibliotherapy programs and are underpinned by the CASEL framework, providing opportunities for teachers to use literature and bibliotherapy approaches for social-emotional learning (Heath et al., 2017). The CASEL Framework operationalises social-emotional competence into five key areas: self-awareness, self- management, social awareness, relationship skills, and responsible decision-making (CASEL, 2025). The authors suggest that teachers can embed bibliotherapy into primary schools to better support the needs of twice-exceptional students, gifted students, students with ADHD, and all other students within the school community.

  generalfuture work
  Keywords: emotional social students bibliotherapy interventions gifted adhd support foley nicpon candler learning competencies casel smith
• Counseling Gifted and Talented Students: Historical Perspectives and Contemporary Issues (1986) · Journal of Counseling & Development · cited 21× · doi

  Because of the current state of knowledge about counseling gifted students, there is a need to promote more research. This research should not only focus on the description of needs and characteristics of this special population but should move to- ward specificity in terms of interventions, population charac- teristics, and outcome measures. Experimental research is need- ed to establish better understanding of the change processes of gifted and talented students. There is also a need to establish training experiences for grad- uate level counseling students. Finally, there is a need to expand counseling services for gifted and talented students. These ser- vices should include personal and career counseling as well as consultation with the educators and the families of gifted and talented clients (Hollingworth, 1942; Kerr, 1981; Strang, 1951; Webb et al., 1982). REFERENCES Borgers, S., & Treffinger, D.J. (1979). Creative talent: Implications for counselors. In N. Colangelo & R.T. Zaffrann (Eds.), New voices in counseling the gifted (pp. 237-245). Dubuque, IA: Kendall-Hunt. Bowers, P.G. (1978). Hypnotizability, creativity and the role of effortless experience. International Journal of Experimental Hypnosis, 26, 184-202. Burks, B.S., Jensen, D.W., & Terman, L.M. (1930). The promise of youth. In L. M. Terman (Ed.), Genetic studies of genius (Vol. 3). Stanford, CA: Stanford University Press. Colangelo, N., & Parker, M. (1981). Value differences among gifted adolescents. Counseling and Values, 26, 35-41. Colangelo, N., & Zaffrann, R.T. (Eds.). (1979). New voices in counseling the gifted. Dubuque, IA: Kendall-Hunt. Davidson, E.S., & Benjamin, L.T., Jr. (in press). The history of the child Ronnin (Eds.), A history of study movement. In J.A. Glover & R.R. educational psychology. New York: Plenum. Delisle, J.R. (1982). Striking out: Suicide and the gifted adolescent. G/C/T, 13, 16-19. Fox, R. (1971). Today’s students: Suicide among students and its pre- vention. Royal Society of Health Journal, 91, 181-185. Galton, F. (1869). Hereditary genius: An inquiry into its laws and conse- quences. London: Collins. Galton, F. (1883). Inquiries into human faculty and its development. London: Macmillan. Gelso, C.J. (1979). Research in counseling: sional issues. Counseling Psychologist, 8(3), 7-35. Methodological and profes- Gowan, J.C., & Demos, G.D. (1964). The education and guidance of the ablest. Springfield, IL: Charles C Thomas. Guilford, J.P. (1959). Three faces of intellect. American Psychologist, 14, 469-479. Hall, G.S. (1903). Child study at Clark University. American Journal of Psychology, 14, 96-106. Hall, G.S. (1911). Educational problems (Vols. 1 & 2). New York: Appleton. Hollingworth, L.S. (1926). Gifted children: Their nature and nurture.

  generalfuture work
  Keywords: counseling gifted students need there talented colangelo journal population experimental establish hollingworth zaffrann voices dubuque
• An Experimental Program for Gifted Four Year Olds (1982) · journal for the education of the gifted · cited 9× · doi

  The longitudinal research on young gifted children being carried on at the University of Washington has found that preschool gifted children can be identified through multiple measures examined in a case study context; and that they have the ability to learn concepts and skills at earlier stages than their age peers even though the diversity of ability and level of mastery at a particular age may vary widely within the gifted group (Roedell, Jackson, Robinson, 1980).

  generalabstractevidence 5/5
  Keywords: gifted children ability longitudinal young carried university washington found preschool identified multiple measures examined case

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