Patterns of strengths and weaknesses represent relatively novel methods for identifying specific learning disabilities (SLD) with proponents asserting that the incorporation of multiple sources of assessment data and professional judgment play a key role in their utility. In this study, we examined if the sequential presentation of assessment data impacted school psychologists’ ratings as to whether or not hypothetical students depicted in special education evaluation vignettes should be identified with SLD. Results showed that when participants viewed vignettes that were indicative of SLD (i.e., SLD positive), SLD likelihood ratings increased with the additional presentation of assessment data sources over time. However, when participants viewed vignettes that were indicative of a student not having SLD (i.e., SLD negative), SLD likelihood ratings were relatively consistent over time. Moreover, participants demonstrated relatively high levels of confidence in their SLD identification decisions, and in SLD negative vignettes, confidence increased after the fourth assessment data source was presented. Implications for SLD identification are discussed.

优点和缺点的模式代表了识别特定学习障碍（SLD）的相对新颖的方法，支持者声称，纳入多种来源的评估数据和专业判断在其实用性中起关键作用。在这项研究中，我们研究了评估数据的顺序显示是否会影响学校心理学家对特殊教育评估插图中所描绘的假设学生是否应使用SLD进行识别的评级。结果表明，当参与者查看表明SLD的渐晕（即SLD阳性）时，随着时间的流逝，SLD可能性等级随着评估数据源的增加而增加。但是，当参与者查看表明学生没有SLD（即SLD否定）的小插曲时，SLD可能性等级在一段时间内相对一致。此外，参与者对他们的SLD识别决策表现出相对较高的置信度，而在SLD负面影响方面，在提出第四个评估数据源后，置信度提高了。讨论了SLD识别的含义。