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Yes, having a total point of view helps to better serve the gifted and talented because The focus is not just on intellectual ability, but includes feelings, behavior, and needs.  The descriptions help to identify techniques and strategies for facilitating the cognitive, emotional, and social growth. Lastly, the teacher can assist the student in identifying their own needs and behavior.

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This article by George Betts and Maureen Neihart offers a succinct chart that profiles 6 different "types" of gifted individuals. They are successful, challenging, underground, dropouts, double-labeled and autonomous. It includes their feelings, attitudes, behaviors, needs, adults & peers perceptions, identification, home and school support.

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I work with many students.Two student in-particular come to mind. One student came to class and did absolutely nothing and really does not care about school. In class he told students how he used to be in honors classes.  By listening to  him talk,He also stated that traditional school wasn't for him and was irrelevant. I identified his a "The dropout". One strategy is to build a strong relationship with an adult they can trust.  I was working on it, but he was moved out of my class second semester.
The second student was in my class last year.  The "Underground" profile most closely fit. Mostly because of leveling down. There seemed to be a conflict with expectations. The student developed anxiety and other health issues causing the student to become homebound last year and this year.  I was the homebound teacher and the focus was on using  creatvity (artistic ability) to complete assignments when appropriate.   I didn't push and accepting the student as is was a benefit because I was requested to be the homebound teacher again.

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The characteristics identified support my view of the gifted and talented. All people/children have feelings, attitudes and behaviors regardless of being identified as Gifted and talented. These characteristics help to know how to better work with the students.

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The  "dropout" which has the "At-risk" characteristics was resistive  to authority and not motivated by teacher driven award.  the behaviors exemplified were low academic  achievement, often creative, and produces inconsistent work. While in my class, I gave the student opportunities to make up assignments  because I could see the knowledge was there.  The student would sabotage his grades by failing tests and quizzes.
The Underground student would actually use the word "guilty" about in discussions. This student was also insecure although not physically or socially displayed. The student was not connected to many teachers. I developed a relationship with the student and upon return to school last year, the connection be

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Activities that push out of comfort zone because they will need to develop the skills necessary to be pushed. I will also encourage creativity

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Allow students to use their talents by having menu assignments that all students to complete assignments using their creativity. All can benefit from these type of assignments. The directions will be direct, clear, and use a rubric for grading.

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I would assist this type of student as all others with college planning and post-high school plans.

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As I already do, I advocate for my students. I encourage them to take classes that are in their area of interest.I keep my expectations for all students the same " high standard".

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Provide academic support and encouragement for this student. Acknowledge their success.

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Provide support for their independence. I would share with them TV specials or series related to course or their interest. this student will share what they learned from the program. Other students will not understand why the student watched the show, but benefit from the discussion generated between the student and teacher.