This study examines how adding strength-based data to traditional data for a student with emotional and behavioral disorders (EBD) impacts multidisciplinary team (MDT) members’ perceptions. The participants received either a mock Traditional Report, which included only traditional data, or a mock Combined Report, which included traditional and strength-based data. They were asked to make predictions about educational placement and short- and long-term outcomes. Report type did not have an impact on educational placement or long-term outcomes. Respondents receiving the Combined Report predicted more positive academic, social, and overall outcomes than did respondents receiving the Traditional Report. Strength-based information may improve perceptions of short-term outcomes, which may have a role in cultivating a more positive educational environment for students with EBD.
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