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Measurement of Symptom Severity and Impairment

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Assessing Impairment

Abstract

Maria, a fifth grader with a measured IQ in the gifted range (135), has reading skills that are only slightly above average (a standard score of 108). There is a significant discrepancy between her ability and her level of achievement. Does this mean that Brenda has a learning disability in the area of reading? Is a score of 108 a deficit in relation to most people? The reading score may be a relative weakness, but does Maria need special education services and test accommodations?

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Author information

Authors and Affiliations

  1. Department of Psychology, Syracuse University, 430 Huntington Hall, Syracuse, NY, 13244, USA

    Lawrence J. Lewandowski Ph.D.

  2. Department of Psychology, SUNY Cortland, 2000, Cortland, NY, 13045, USA

    Benjamin J. Lovett Ph.D.

  3. Department of Psychiatry, SUNY Upstate, Syracuse, NY, USA

    Michael Gordon Ph.D.

Authors
  1. Lawrence J. Lewandowski Ph.D.
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  2. Benjamin J. Lovett Ph.D.
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  3. Michael Gordon Ph.D.
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Corresponding author

Correspondence to Lawrence J. Lewandowski Ph.D. .

Editor information

Editors and Affiliations

  1. Learning and Behavior Center , Salt Lake City, Utah, USA

    Sam Goldstein

  2. Curry School of Education, University of Virginia , Centerville, Virginia, USA

    Jack A. Naglieri

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Lewandowski, L.J., Lovett, B.J., Gordon, M. (2016). Measurement of Symptom Severity and Impairment. In: Goldstein, S., Naglieri, J. (eds) Assessing Impairment. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-7996-4_11

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