The Dual Discrepancy/Consistency (DD/C) pattern of strengths and weaknesses (PSW) method is the most prominent “other alternative research-based procedure” used to identify a specific learning disability (SLD). The DD/C method is intended to be used with multiple data sources, but no research has examined identification decision making using the DD/C PSW analysis of cognitive and academic achievement test scores with other assessment data (e.g., pre-referral intervention data, parent/teacher reports, observations, evaluation of exclusionary factors). This study used an experimental vignette methodology to investigate school psychologists' (N = 343) identification decision making using the DD/C method with multiple data sources. Results showed that school psychologist participants made highly accurate (97.50%) identification decisions when both cognitive and achievement test score patterns and other assessment data were clearly indicative of SLD, but that overall identification accuracy was only 65.60%. Participants made less accurate identification decisions when examining test score data that did not meet DD/C PSW criteria for SLD than when examining test score data that did. Participants made less accurate decisions when other assessment data (interpreted in conjunction with test scores) did not meet DD/C PSW criteria for SLD or were ambiguous than when they did. In addition, male school psychologists were less likely to make accurate identification decisions than female school psychologists, and participants who were Nationally Certified School Psychologists were less likely to make accurate identification decisions than those who were not. Last, more experience with DD/C resulted in less accurate identification decisions, and participants who made accurate decisions reported higher levels of confidence, although the effect size was negligible. Implications for research and practice are discussed.

优势和劣势的双重差异/一致性 (DD/C) 模式 (PSW) 方法是用于识别特定学习障碍 (SLD) 的最突出的“其他基于研究的替代程序”。DD/C 方法旨在与多个数据源一起使用，但没有研究使用 DD/C PSW 分析认知和学业成绩测试分数与其他评估数据（例如，转诊前干预数据，家长/教师报告、观察、排除因素评估）。本研究使用实验性的小插曲方法来调查学校心理学家（N = 343) 使用具有多个数据源的 DD/C 方法进行识别决策。结果表明，当认知和成就测试分数模式和其他评估数据都清楚地表明 SLD 时，学校心理学家参与者做出了高度准确（97.50%）的识别决定，但总体识别准确率仅为 65.60%。当检查不符合 SLD 的 DD/C PSW 标准的测试分数数据时，参与者做出的识别决定不如检查符合的测试分数数据时准确。当其他评估数据（与测试分数一起解释）不符合 SLD 的 DD/C PSW 标准或模棱两可时，参与者做出的决定较不准确。此外，男性学校心理学家比女性学校心理学家更不可能做出准确的识别决定，并且获得国家认证的学校心理学家的参与者比没有的人更不可能做出准确的识别决定。最后，更多的 DD/C 经验导致不太准确的识别决策，做出准确决策的参与者报告了更高的信心水平，尽管影响大小可以忽略不计。讨论了对研究和实践的影响。做出准确决定的参与者报告了更高的信心水平，尽管影响大小可以忽略不计。讨论了对研究和实践的影响。做出准确决定的参与者报告了更高的信心水平，尽管影响大小可以忽略不计。讨论了对研究和实践的影响。