So that would suggest that quantity concepts in her everyday experience are intact. The quantities you've listed as not intuitive are all much harder to experience concretely in one's everyday life. That suggests to me that if there are (as there may well be) some underlying vulnerabilities in number sense, with her overall high level of cognition, the kind of concrete, multisensory experience with quantity that occurs in everyday life has remediated the smaller numbers sufficiently, but there might not be enough meaningful multisensory interaction with larger quantities (e.g., the higher multiplication facts, 100s, 1000s) to have created number sense at those levels. That suggests, too, that the smaller scale of number sense could be used to build up to larger scales. Which, incidentally, is very similar to teaching larger multiplication facts. E.g., she has a sense of 3 at a glance, and of 20 as an estimate. So 3x20=60 looks like three groups of 20.
Your testing methods are "qualitative".
