squirrelnut TBH just going on your earlier list I'm not surprised which side of the grid he's ticking.
Obviously only an experienced clinician is going to be able to truly confirm or deny what's behind the difficulties, but autistic symptoms in attachment disorder do present differently. (and the old association that it's automatically caused by parents or neglect, is as outdated as refrigerator mothers causing ASD)
Regarding education and part of the reason I looked at your EP report with concern, is that most children with ASD have what most call very 'spiky profiles,' and there's a need for clarity about what exactly is what or they end up with layered damage as all the focus is on what they're not doing, doing differently from NT dc's, or on what is causing problems for the school.
You can educate focused on disability or ability. Most if not prompted otherwise, tend to focus on the former, paying lip service to the later. (we started that way round and did a full 360 with good results)
This is from Professor David Skuse (whose work was influential in the grid's development) and I found a useful quote in our battles:
"Many individuals with ASD have both strengths and weaknesses in their verbal or nonverbal skills. It is of great clinical importance that their cognitive profile is therefore usually exceptionally uneven. Unless this is quantified by psychometric testing, progress through education can be compromised, and without remedial action the areas of weakness can have a major impact on their everyday life."
that's the useful quote but importantly goes on to say:
"That said, the pattern of verbal and nonverbal skills, working memory and executive functions, is unpredictable and highly variable."
In other words, (and paraphrasing the inventor of Kumon) fit the shoe to the child, not the child to the shoe.