| Chronological Age | 5 years | 5 years 6 months | 5 years 4 months |
| Gender | Male | Male | Male |
| K-CARS2-ST1) | 34.5 | 42 | 43.0 |
| PRES2) | Receptive language score:5 years 4 months,expressive language score:5 years 4 months | Receptive language score:4 years 8 months,expressive language score:4 years 7 months | Receptive language score:4 years 10 months,expressive language score:4 years 8 months |
| K-CDI3) | 5 years 3 months | 4 years 5 months | 4 years 10 months |
| Language and Cognitive Characteristics | Has difficulty understanding situations, making inferences, and recognizing others’ emotions. | Responds accurately when visual cues are provided, but has difficulty inferring causes, intentions, or likely outcomes from verbally presented situations. | Has difficulty making associations, drawing inferences, and understanding context. |
| Capable of engaging in back-and-forth conversation with peers for about two turns. | Able to ask questions to peers, but has difficulty listening to their answers and responding due to impulsivity. | Able to ask questions to peers, but has difficulty listening to their answers and responding due to impulsivity. |
| Capable of mutual entailment and combinatorial entailment for coordination/comparison relations in RFT. | Capable of mutual entailment and combinatorial entailment for coordination relations in RFT. | Capable of mutual entailment and combinatorial entailment for coordination/comparison relations in RFT. |
| Capable of mutual entailment and combinatorial entailment for comparison relations in RFT. | Capable of mutual entailment for comparison relations in RFT, but has difficulty with combinatorial entailment. | Capable of mutual entailment and combinatorial entailment for comparison relations in RFT. |
| Behavioral Characteristics | Responds with crying or screaming in unexpected situations. | Shows high interest in peers but occasionally approaches excessively or disrupts their play. | Demonstrates a strong avoidance response, refusing to participate in new situations, with new people, or during new tasks. |
| Frequently engages in solitary play rather than playing with peers during playtime. | Exhibits difficulty with emotional regulation when restricted, leading to impulsive actions such as hitting or touching. | Consistently plays alone; when playing with peers, screams and abruptly stops the game if rules change or when anticipating a loss. |