(FAM) Feifer Assessment of Mathematics

by Steven G. Feifer, DEd; Professional Manual by Steven G. Feifer, DEd, and Heddy Kovach Clark, PhD

(FAM) Feifer Assessment of Mathematics

by Steven G. Feifer, DEd; Professional Manual by Steven G. Feifer, DEd, and Heddy Kovach Clark, PhD
Benefits Examines the underlying neurodevelopmental processes that support proficient math skills
Ages 4 to 21 years
Admin time 35 minutes for Pre-K; 50 minutes for Kindergarten to Grade 2; 60 minutes for Grade 3+; 15 minutes for Screening Form
Norms Standardized on a sample of 1,061 examinees from Pre-K to college, drawn from more than 30 states and based on 2013 U.S. Census statistics
Publish Date 2016
Qualifications Level C required.
About Qualification Levels
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About This Product

Picture of (FAM) Feifer Assessment of Mathematics

The FAM is a comprehensive assessment of mathematics designed to examine the underlying neurodevelopmental processes that support the acquisition of proficient math skills. It is unique in that it helps you identify specific subtypes of dyscalculia to help inform intervention decision making.

Features and Benefits

  • Comprises 19 individual subtests measuring various aspects of math fact retrieval, numeric and spatial memory, perceptual estimation skills, linguistic math concepts, and core number sense development.
  • Assists practitioners in not only determining the presence of a general math learning disability (MLD) but also in determining the specific subtype of dyscalculia in order to better inform intervention decision making.
  • Can be used in conjunction with more traditional achievement tests that measure overall math performance.
  • Based on a neuropsychological paradigm, which dictates that multiple neural pathways underscore various cognitive processes used in mathematical problem solving.
  • A separate Screening Form, ideal for progress monitoring, permits you to screen for dyscalculia and MLD and to identify the needs of at-risk students.

Test Structure

  • Yields three index scores representing each dyscalculia subtype (Verbal Index, Procedural Index, and Semantic Index) as well as a Total Index score that represents total test performance.
    • The Verbal Index score is a measure of automatic fact retrieval and the linguistic components of math.
    • The Procedural Index score is a measure of a student's ability to count, order, and sequence numbers or mathematical procedures.
    • The Semantic Index score is a measure of visual—spatial and conceptual components, including magnitude representation, patterns and relationships, higher-level mathematical problem solving, and number sense.
    • Choose to administer the full battery, only the subtests associated with an individual index, or only individual subtests.
    • Reliable change and discrepancy scores can be calculated.
    • Examinees in prekindergarten take nine subtests, examinees in kindergarten to Grade 2 take 14 subtests, and examinees in Grade 3 to college take 18 subtests.

Technical Information

  • Offers grade-based normative data (with age proxies provided); age and grade equivalents and percentiles for subtest scores; and confidence intervals, percentile ranks, z scores, and normal curve equivalents (NCEs) for index scores.
  • Subtest and index scores are scaled to the familiar IQ metric, wherein the mean is set to 100 and the standard deviation to 15.
  • Standardized on a sample of 1,061 examinees in prekindergarten to college drawn from more than 30 states and based on 2013 U.S. Census statistics.

FAM Screening Form

  • Designed to identify children at risk for dyscalculia or an MLD within an RTI delivery system model.
  • Measures the underlying cognitive and quantitative processes that underscore the development of mathematical achievement in a manner that best informs decisions about appropriate interventions.
  • Comprises three subtests—one from each index—selected as the best representation of each domain based on clinical research and statistical analysis.
  • Yields a single index score that indicates risk for dyscalculia or an MLD.
  • Intended to assist users in deciding whether the risk of dyscalculia or an MLD is high enough to warrant further assessment.

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