That is definitely up there for diverse performance on related tasks. It certainly underlines the role of cognitive engagement for her. Clearly, her sustained attention/inhibition is quite impaired when it's attention for attention's sake, and exceptionally strong when there is some cognitive challenge added. This is an unusually pronounced example of the low DSF/high DSB profile that one often sees on the WISC-IV for this type of child. Don't underestimate the impact of the live presentation by an actual human being, instead of a recorded voice, either. Also typical of students with attentional vulnerabilities.
Good data for supporting upping the instructional level rather than otherwise, when next careless errors on a clerical-type task prevent her from advancing another tier. Since she doesn't appear to be the impulsive-rushing-through-work sort, (no H in her ADHD) raising the academic level into her ZPD will probably increase her accuracy, rather than decreasing it.
In those obligatory less-challenging situations, it will probably help her to ask lots of questions (creates her own interest and cognitive challenge), and for teachers to look for ways to connect it to her personal experience (creates relevance), and to build relational contexts for instruction (creates personal connections between her and instructors).
Some teachers may be challenged, or feel defensive, when she asks lots of questions. They will need to understand that this is not a personal challenge, but a compensatory strategy for maintaining attention and student engagement during instructional activities. If they embrace her necessary accommodations, they will get to see the scaled score 18 child. If they don't, they will be stuck with the scaled score 3 child.
