His cognition and achievement both look pretty good, with achievement consistent with his verbal ability. I'm going to mention a few thoughts:
1. Until the level of instruction is matched better with his ability, it will be difficult to tease out how much is ADHD and how much is boredom.
2. It is not unusual for children with NVLD to be mis- or co-diagnosed with ADHD. Many of them do not show substantial improvement on psychostimulants, because their apparent distractibility is based on inefficiencies in visual/nonverbal processing, not dopamine-associated inattentiveness. The relative weaknesses in mathematics that are often associated with NVLD would not be readily apparent at this age, when simple arithmetic fact knowledge will be more than adequate for earning a 136 in math on achievement testing. OTOH, he appears to feel better about himself on the medication, which suggests there are additional benefits beyond the attention and behavior improvements that are visible on the outside.
3. If he actually has ADHD, a faster instructional pace will not cure the ADHD, but a too-slow pace will definitely exacerbate its symptoms. Personal relevance, challenge, and opportunities for creative extension are even more important for students with ADHD than for NTs.
