Nearly so. It's a more familiar task, so kids usually have an easier time settling in, but it still matters, especially with 2e, as it takes some clinical skill and rapport to discern when it's can't and when it's won't, and also how to coax them to push through challenging moments to demonstrate optimal performance. Also to do the kind of error analysis that is important in identifying subtle LDs in high cognitive kids with lots of self-developed compensatory strategies.

...pronounced like the long vowel and first letter of the alphabet...