1) That is a sizable difference between VCI and PRI, suggesting a strong verbal preference/relative perceptual weakness. And the subtests within the indices are fairly consistent, so it looks more like a pattern, and not a fluke score in one area. It is not uncommon for children with NVLD (which this would raise questions of) to be misdiagnosed as ADHD, often due to motor restlessness (associated with greater challenges with motor coordination & organization) and relative difficulty focusing on visual stimuli. Granted, every one of those scores is strong, so it could just be a marked verbal preference, without reaching for an LD explanation.
2) I don't see a subtest score for symbol search or cancellation. Did you accidentally omit those from your list, or did the examiner estimate the PSI from a single subtest score? Because if the latter, the relative weakness is specifically in fine motor copying speed, and not necessarily in processing speed overall. Same question for working memory, as the only WMI subtest I see is digit span (no arithmetic or letter-number sequencing). Not discounting the index differences, but just noting that real index scores, based on multiple subtests, are much more reliable than subtest scores alone. It kind of looks to me like these are prorated scores, as the raw scores you report for the WMI and PSI are exactly twice the scaled scores for their respective subtests. Assuming that they are prorated, you don't actually have a legit WMI, PSI, or FSIQ. Did the evaluator give an explanation that would justify using only one subtest instead of two for each of those index scores?
Do you see evidence of functional difficulties with fine motor/fine motor speed, such as in writing or drawing? Or working memory/attention, for that matter? Anxiety/perfectionism can affect both speed and working memory. Or maybe rote tasks (which both of these were) are really just too boring to fully engage his attention and intelligence.
To be fair, children (even many PG children) don't have as broad or as nuanced a vocabulary or self-awareness for their emotions, and may generically label everything as boredom, when closer investigation might reveal anxiety, depression, withdrawal, anger...or actual boredom due to inappropriate instructional level.
