We address Christo, D'Incau, and Ponzuric's response to our original contribution to this journal "When theory trumps science: A critique of the PSW model for SLD identification." Christo and colleagues stated that there is an empirical support for pattern of strengths and weaknesses (PSW) procedures as a component in the identification of specific learning disorders and raised concerns regarding our critique of the PSW model. We present further research to support our perspective and maintain that empirical data are lacking for PSW assessment in the identification of specific learning disability (SLD). School psychologists are cautioned to consider the evidence regarding the practice of PSW-related procedures. [For "When Theory Trumps Science: A Critique of the PSW Model for SLD Identification," see EJ1131590. For "Response to Mcgill and Busse, 'When Theory Trumps Science: A Critique of the PSW Model for SLD Identification,'" see EJ1131592.]