Her February 2024 neuropsychological evaluation was completed when she was five and attending preschool. Across three sessions, she separated from her parents and participated in formal testing and play-based observation. The evaluation used the PROTEA-R, the SON-R nonverbal intelligence test, the TIME-R memory test, the MTA-SNAP-IV, and the SRS-2.
On the SON-R, her execution score was 65, her reasoning score was 78, and her total IQ score was 69, at the 2nd percentile. The report placed the execution and total scores in its lower range and the reasoning score in its borderline range. Subtest scores were 2 for Patterns, 5 for Mosaics, 5 for Situations, and 7 for Categories.
Sustained attention was shorter than expected for her age, and instructions often had to be repeated. The report described difficulty with reasoning, concept formation, categorization, identifying similarities and differences, visuospatial and visuomotor tasks, copying lines and figures, and constructing from a model. With repeated instruction, she completed the first figures correctly, but a small increase in complexity led to scribbling. Her free drawings were less elaborate than expected for age, while she could recognize and reproduce some letters from her name.
On the TIME-R memory task, she scored 3 points, at the 5th percentile. Her recall was limited, with loss of focus, difficulty preserving temporal order, and intrusions during both free recall and recognition.
The MTA-SNAP-IV table recorded six inattention items rated at the report’s threshold and no hyperactivity items at that level. The PROTEA-R total was 4, labeled “relative risk for ASD.” That screening result was not an autism diagnosis or a rule-out, and the report did not provide an SRS-2 score or a formal conclusion about autism.
The psychologist concluded that the overall findings were compatible with diagnostic hypotheses of intellectual disability and ADHD, predominantly inattentive presentation. The report did not assign a severity level to intellectual disability or include adaptive-functioning scores. It recommended speech-language therapy, psychopedagogical support, continued existing care, parent guidance for frustration-related behavior and independence, and repeat neuropsychological evaluation at a time determined by her neuropediatrician.
These findings capture one point in her development, not the limits of what she can learn. Since that evaluation, her family has described meaningful gains in conversation, play, social participation, attention, and school engagement.