Yup, acs. I hope my addendum clarifies what I meant. I totally believe your DS has greater problems with organization than most kids, and I didn't mean to suggest he (or anyone) didn't. I just meant that I don't think GTness guarantees organizational problems, as Mama22Gs was asking about.
I don't think anyone would say that GTness guarantees organzitional problems. But I am still leaning toward there being a correlation of some kind.
Here is my thinking (and to be honest, I am totally making this up!). DS has average executive functioning (per WISC), but he is the least organized child in his class. Based on his scores, his skills should be average, but they are clearly below average. I chalk this up to the discrepancy between his executive funtion and his other brain functions. The executive function cannot keep up, not because there is anything wrong with it, but just that it is the wrong size for the rest of his brain. Sort of like putting a jet engine on a Toyota. Nothing wrong with the jet engine; nothing wrong with the Toyota; they just aren't proportioned right to fit together.
So kids who have a jet engine on a jet or a Toyota engine in a Toyota aren't going to show the same kinds of problems. But if you look at the norming samples on GT kids, it does look like the executive function often runs lower than the other areas. It seems like these kids are at risk for some level of mismatch in ability that could manifest as organizational challenge. And this may be where we get the "absent minded professor" stereotype.
So that's my theory.
