Hmmmm...
well, I think that for me, that is the question, isn't it?
After all, I certainly am not going to induce changes in my child's neurochemistry just for some improvement in what is, effectively, yet another facet of what it means to be HG+-- yes, it's asynchrony, again.
On the other hand, the problems that this causes are certainly real barriers to her in the here and now. It's hard to imagine my 12yo DD taking college coursework independently at this point, given her struggles to organize and prioritize her time.
Then again, by the time another decade has passed, the "problem" will vanish. So I don't really consider this to be the same thing as ADHD/ADD, which persists. This is immaturity instead.
We've had some success in hothousing some of these skills, but mostly in letting go of the expectation that she is capable of behaving exactly like a sixteen-year old. She isn't, and we're depriving her of the ability to be a child if we insist that she try.
KWIM?
My strategy here has been to try to provide supports for her that she can gradually take over responsibility for. I've found some of the books on executive function, and particular specialty books on subskills where DD is weakest, to be helpful in that regard.
This is made MUCH easier since she is educated at home, however. In a regular school setting with much older peers, it would be a monumental task.
