I recall that he actually took the WISC-V and not the -IV, hence separate VSI and FRI results.
1.&2. ADHD is not the only executive dysfunction, just the best known one. It is possible that he has ADHD, with a slightly atypical presentation on the Quotient. Or, it is possible that he has a different executive dysfunction, affecting his cognitive switching (and perhaps other things), and hence organization and processing speed.
Some recommendations: prepare him for transitions, including instructional transitions, e.g., by using a countdown timer during independent work periods, giving several preparatory cues as a transition approaches, posting a daily agenda (and frequently referencing, and consistently following it), provide continuity across transitions, by highlighting similarities and differences between the past, present, and future tasks.
3. I am not sure that I would describe his WISC-V profile as visual spatial, so much as abstract-conceptual. VSI and VCI are nearly indistinguishable, and quite balanced, while FRI is a bit higher. This overlaps with what we call visual-spatial learners, because the verbally-laden nature of accumulated knowledge in our academic system creates an overlap between verbal strengths and crystallized/concrete strengths.
He probably has so little tolerance for ordinary classroom activities because there is so very little scope for abstract thinking in a third grade classroom. What concepts there are were probably mastered by him years ago, and his cognitive orientation thirsts for new ideas and abstractions with which to grapple (probably for longer periods of time, in an immersive way), rather than toying with permutations of the same few concepts. Also, your typical primary/intermediate classroom changes tasks every 15-20 minutes or so (even if subjects change less frequently), which doesn't exactly play to his strengths with regard to switching.
He might like a project to plunge deeply into.
