ABSTRACT
Relatively rare among programs that serve gifted and talented youth are concerted efforts to provide experiences that will develop the kinds of moral, ethical, and compassionate leadership characteristic that encourage using one’s gifts and talents in positive ways. While the development of academic talent is and will continue to be the centerpiece of gifted education programs, this chapter presents an intervention theory for co-cognitive development that is designed to promote a much-needed supplement to the traditional focus only on academic development in special programs that serve gifted youth. A number of researchers have pointed out the importance of incorporating these noncognitive skills, such as those described in the latter two sub-theories, into everything from curricular experiences to educational assessments and college admission considerations. The Co-Cognitive Factors Intervention Theory evolved from research studies summarized and is based on procedures that have been used to create learning experiences directed toward various aspects of co-cognitive development.
