My experience with the DAS is that the Verbal Comprehension subtest in particular has some issues. So much so that when I used it routinely, I also used to substitute for it routinely (for upper preschool--no substitute allowed, of course, for lower preschool, which is your situation). On the old DAS, I actually wrote to Colin Elliott, and obtained a table he had developed for alternate raw scores that didn't include certain items from Verbal Comprehension and Word Definitions--meaning this was such a common occurrence that he had re-analyzed his standardization data to create an adjustment. This helped a bit, but didn't eliminate the frequently occurring difference between VC and Naming Vocabulary or Picture Similarities.
So my first question would be, were the VC and NV scores notably different from each other? That is, does this appear to be a real difference between Verbal and Nonverbal?
If the data suggest that it is a real difference, then my thought would be that the experience of the parents simply reflects the child's current verbal abilities. Not that surprising, as daily life provides many more easily quantified opportunities for assessing verbal development than that of spatial or abstract reasoning.
As to what it means--it could mean almost anything on the verbal end. As you know, at this very young age, it could easily be asynchrony. Perhaps the language abilities are late-developing compared to the motor abilities, and an assessment three years down the road will find verbal as high as nonverbal. We don't really have a good measure of verbal reasoning on this level of the DAS-II, so the test is really measuring vocabulary acquisition more than anything else. VC is mostly following directions, which does capture some listening comprehension, but not really reasoning.
I assume you've already considered the obvious factors (e.g., non-native speaker of English, hearing impairment). Or it could be a genuine language disorder. Way too early to tell.
On the nonverbal end, clearly there are some extraordinary spatial and reasoning skills present. How extraordinary is an open question. But you knew that.
Note: make sure you give the full SBV, and don't grab the Early Years version by accident, as the items administered in Early Years top out at the normal age 5 to 7 range (depending on the subtest), which may interfere with your use of the extended norms. If you don't have the interpretive manual (with norms for ExIQ up to 225) somewhere in your institution, you or your C-level supervisor can order it from HMH:
http://www.hmhco.com/shop/k12/StanfordBinet-Intelligence-Scales-SB5/id/1402248
