Welcome!
It certainly can be frustrating when you have a child who doesn't fit any of the molds. This is definitely the right place to find other families with 2e children--but be aware that every 2e story is unique.
In answer to the question of 2e or not 2e: the data you've offered does appear likely to be consistent with a 2e profile. Your DC has very strong verbal comprehension skills, in the Extremely High range, but processing speed in the Low Average range, bordering on Very Low, which is upwards of 3 SDs of range. He also has some notable disparities within cluster areas, namely between the pairs of visual spatial, fluid reasoning, and working memory subtests, each of which is 1.3 SDs apart. These inconsistencies don't necessarily invalidate cluster or index scores, but they do suggest that his on-demand access to various cognitive skills (other than language) is inconsistent, and may involve uneven development. In and of itself, that is also not necessarily a remarkable finding in a very young child (as young children tend to be difficult to test, and have a notoriously wide range of what might be considered normal), but it does point out some directions to look at, and to watch as he develops.
For example, the magnitude of gap between his verbal cognition and his fine motor output efficiency often is accompanied by frustration (which impacts emotional regulation) at not being able to generate work products at the quality of his conceptual understanding. It's hard to persist in work when tasks that in one's mind ought to be quite easy don't turn out as well as one expects. In his case, he may actually find that his efficiency is even below that of his age peers (for completing accurate grade-level work), even though his reasoning is far above theirs. This would tend to feed into task avoidance. His high verbal cognition also suggests that he would find conversations with adults far more satisfying than those with age peers, who likely would not share his interests, or understand his vocabulary, which could feed into seeking adult attention. One way to address both of these needs would be to set aside time for appropriately engaging--but orally-completed--tasks one-on-one with an adult as anchor points in the day. E.g., in a half-day K, it might be a quick check-in the beginning of the day, to ground him for the day, and to give him a chance to get a few minutes of conversation of his choice off his chest (quick meaning 5-10 minutes, or even less), perhaps another check-in mid-morning, to praise him for whatever he's done well so far that day, and then a check-out at the end of the day, reviewing the successes of the day, and allowing him to let off a little steam from any thoughts he's been storing up. This gives him designated times and contexts in which to get adult attention, and also allows staff to divert some off-task conversation to the scheduled time slots. (E.g., "Hold that thought. Remember, we'll finish centers in 10 minutes, and then you'll go to your chat time with Ms. Smith.")
On another note, it may be as well to temper your own expectations for reading. Early reading can be associated with high cognition (and with the milestones of older siblings), but it doesn't have to be (and one certainly should attempt to minimize comparisons; he's very much his own person, on his own schedule). I notice that there are connections being proposed between learning to read and learning self-control. You may wish to consider what realistic expectations for self-control in a small child are, and supporting his efforts in that direction separately from the accomplishment of any particular academic task. He does need to learn self-management skills, and that he is not at the mercy of his moment-to-moment impulses and emotions, but he doesn't need to learn it while also learning to read. Not reading at five is actually entirely normal. For that matter, not wanting to practice letter formation in fall of kindergarten is also quite within normal limits.
I think your current focus on ABA and shaping his behavior and social-emotional self-regulation is an excellent place to start. Academics and academic learning needs will become clearer as the behavioral piece becomes more stable. If he is getting individual or small group social pragmatics services from the speech-language provider, ABA (is this through the district, or your insurance?), and pull-out academic support, I would give it a little time to see how it works before trying to pile too many pull-outs into his week. Is he currently in an integrated kindergarten classroom/co-teaching model (which is typical for kindergarten special education service models)? If so, he should be getting support for his self-regulation and classroom-appropriate behaviors on an ongoing basis throughout the day. If not, that might be a conversation to have with the IEP team.
