Just to note that DD did pull off a 98th percentile on block design (old WISC, so no other VS scores to compare) with some significant visual processing deficits. In his initial testing, optometrist did note that he had never before witnessed a child who could successfully "unsee" double vision by a sheer act of will. It was fascinating - and a tad unnerving - to watch her do it. It has been suggested (often by complete strangers in public places) that DD is a.... determined child.
On an unrelated note, with respect to "I don't think a FSIQ of 133 accurately reflects his cognitive abilities", don't underestimate the impact of his extraordinary working memory, especially in younger grades. WM has enormous benefits in school.
I have a DS with quite a few similarities to yours, including hypermobility and fine motor issues (and high WM/ low PS). I too was surprised at how high his early block design scores were - but have seen them drop over subsequent assessments. In retrospect, I think his VS skills are so strong that when young, sheer ability put him way over average despite his slowness. As he got older and the testing more complex, the timing had more impact compared to age peers. In his most recent testing (at 14), VS was his lowest index despite being his greatest IRL strength; the psych said that was a purely timed issue. Ah, I see further down that aeh predicts exactly this.
DS has also always had math passion and ability many SDs beyond what his FRI would seem to predict (and language function way below what his VCI would predict). For lack of better explanation, I've assumed that his math skills came from the combo of extremely high VS and WM, despite much lower FRI (but his two WISC-IV assessments at ages 8 and 10 were also surprisingly inconsistent, and raised more questions than they answered). Interestingly, FRI scores are way higher on his most recent assessment with the WISC-V, for the first time looking more consistent with his real-life math achievement. Psych *still* (argh) did not find any data that supported - let alone helped explain - his enormous and obvious in-real-life writing deficits (the purpose of the last two assessments), but did eventually finally provide a formal diagnosis of language LD nonetheless, based on clinical observation and a whole lot of input from parent and teacher on what happens in the real world, regardless of all those high scores.
