These are tidy little scores, and pretty consistent with a PG elementary student. The only one that isn't basically on target is the written expression score, which, it sounds like, she isn't getting quite as much instruction on, but which also is the most likely area to be vulnerable to her ASD profile.
I don't think it's really possible to use these data to say that classroom instruction is holding her back (and thus artificially lowering her achievement scores), with the possible exception of the written expression subtest--but even then, this result might actually reflect spectrum traits more. I think I would articulate this more as evidence that, whatever the rest of the class is doing, she needs more explicit instruction in extended writing, especially organization, likely as a consequence of her identified special need.
