It's not necessarily rare to have a spikey profile in a range of disorders. There's a lot of overlap between some difficulties (ASD/SLI/Dyspraxia in particular) and some suggestion that they are all along a continuum, much like ASD is viewed to be. There are also other potential reasons for these profiles (hence the need for full medical/blood testing etc, which you will have had in securing a diagnosis for your dd).
Here is where it gets a bit complicated, really. Some of the subsections we have been discussing on the WISC are very language based, and "verbal comprehension" in particular requires a lot of understanding of social rules/conventions etc. A lot of students with ASD seem to score extremely poorly on this subsection because of the nature of ASD (as you can imagine!). A lot of individuals with ASD are also quite visual learners, so there is often a disparity between their scores on some performance and verbal subtests (if you think about it, as language/communication are a key diagnostic indicator, this makes sense). I have met children on the spectrum with lower verbal IQ's whose language is functionally perfect e.g. they score highly on language assessments like the CELF despite having scores like the above and have good levels at school with reference to literacy etc.
Psychometric assessment is a guide to thinking but it always has to be placed in context of what the child can do and what is known about various disorders. It is also why a multidisciplinary team needs to work together to put the pieces of the puzzle into place, so to speak. Each member will have a "slant" on data which they contribute - I have contributed my "slant" on data above. However, you need the whole team to come together and thrash it out to really get something more conclusive.
On the other hand, if your dd has difficulties reading (particularly the mechanics of it) or pronunciation difficulties or difficulties constructing sentences, I would be pushing for a lot more SLT and I would want someone who has a lot of experience of a variety of language disorder to assess all areas of language functioning in some detail to devise a programme.
To be honest, if I'm truthful, I think most ASD specialists should have a specialism in a range of language disorders e.g. primary and secondary complex communication disorder. If they could have specialism in other related areas (like paediatric neurology or Auditory Processing Disorder) that would be even better. The difficulty is that ideally you want someone with breadth and depth of experience and that's much harder to get these days as so many "specialists" have limited "hands on" experience in their fields.
If I were a parent, I would be wary of accepting generic strategies without a thorough rationale of why they are relevant to my child. I think it's okay for people to say: "I'm trying this out because of x and y and z and I think it might work" (as there's rarely a clear cut answer and a lot of it is detective work like the above - have a hypothesis, work it out a bit, try something out that fits that hypothesis to prove/disprove the theory) but it's not okay to have someone say "Children with autism learn language in x way so therefore you must do this social story/comic strip conversation" just because. Does that make sense?
There's no easy answer but I bet you knew that..