Thanks so much for the responses!
Hmmm...a step approach sounds interesting, but they're line of thinking is let's have as much information as possible so they can place him properly. They're not against acceleration, but the principal is concerned that should he exhibit some of these behaviors if he's accelerated a grade (would have to be at least two), that older kids are more savvy and less forgiving of quirky behavior. The grade skip and more challenging work might take care of the problem, but if there's something else going on, it's really setting him up for a very difficult time.
ADHD isn't on the table (it's already ruled out by his first psychologist who did his IQ and Achievement tests). I think they just want to rule out that it is anything else. (I don't really know what else it could be).
ephoh--thanks, that's also good to know
