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• Now available: The FAW!

  

  The newest member of the Feifer Family is now available! The Feifer Assessment of Writing (FAW) is a diagnostic achievement test designed to examine the underlying cognitive, motoric, and linguistic processes that support proficient written language skills. It is the third and final member of the Feifer family of diagnostic achievement test batteries, joining the Feifer Assessment of Reading (FAR) and the Feifer Assessment of Mathematics (FAM). Results of the FAW help specify, from a neuropsychological perspective, exactly why a student struggles with written language so clinicians can develop appropriate, customized interventions. It also provides additional information about a student’s writing skills that allow users to dig deeper into a student’s abilities. Unlike other writing tests, the FAW provides an Administration and Scoring Guide that helps to clarify the qualitative aspects of assessing writing and serves as a go-to resource throughout scoring. The FAW can be administered to individuals from prekindergarten through college. Depending on a student’s grade level, administration can take between 20 and 65 minutes. A screening version is also available for individuals in kindergarten through college, which can be ...

• Now available: Identi-Fi

  

  When you need to measure visual organizational ability in patients or clients with traumatic brain damage or central nervous system compromise, you need a tool that’s not only reliable and valid but also one that uses clear and realistic illustrations, one with up-to-date normative data, and one that requires low motor demand. Identi-Fi is a new measure of visual organizational ability that can be used to assess the effects of traumatic brain injury or central nervous system compromise, monitor recovery following a brain injury, evaluate visual perceptual or processing skills deficits (as seen in some reading disorders), determine right hemisphere dysfunction, and measure visual attention. It was conormed with the Trails-X, a measure of adaptive planning and executive function, and standardized with individuals ages 5 to 79 years. Normative data is representative of 2017 U.S. Census statistics, and percentile ranks, T scores, z scores, normal curve equivalents, and stanines are available. Unlike similar measures, Identi-Fi features two subtests. The Visual Organization subtest requires the examinee to view a series of cut-up, puzzle-like images and identify what each would be if ...

• Now available: Postconcussion Symptom Inventory-2!

  

  While jumping on a trampoline after school, 12-year-old Keira collided with her sister and hit her head on the back of her sister’s kneecap. She didn’t lose consciousness, but Keira developed a headache, had trouble with her balance, and her speech was slowed – all symptoms consistent with concussion. Though commonly thought of a sports injury, concussion can result from everyday play (on trampolines, playgrounds, and even in the home), too. In 2014, individuals ages 15-24 had the highest number of TBI-related emergency department visits. From 2006 to 2014, there was an 80% increase in emergency department visits due to falls and a 58% increase due to being struck by or against an object. According to the Centers for Disease Control, concussion “is a type of traumatic brain injury—or TBI—caused by a bump, blow, or jolt to the head or hit to the body that causes the head and brain to move rapidly back and forth.”  Symptoms include appearing dazed or stunned, not being able to recall events prior to or after a fall, moving clumsily, headache, nausea, confusion, being bothered ...

• Now available: RIAS-2 Record Form with Spanish Responses

  

  Lack of understanding about language acquisition. Inadequate or inappropriate psychoeducational assessment practices. Restricted access to effective understanding. The National Association of School Psychologists (NASP) position lists these as some of the reasons why English language learners (ELL) are overrepresented in special education and underrepresented in gifted programs. In U.S. schools, more than 77% of ELL students speak Spanish. Based on their educational history and exposure to the language and the culture, these students will exhibit different degrees of acculturation and English-language proficiency. Cognitive assessment that relies on verbal interaction and response in English is naturally unfair for individuals who are still learning the language. Nonverbal assessment is not free from cultural bias, either, and using translations or interpreters is not ideal. The Reynolds Intellectual Assessment Scales, Second Edition (RIAS-2) evaluates verbal intelligence, nonverbal intelligence, memory, and speeded processing and provides an estimate of general intelligence in under an hour. The new RIAS-2 Spanish Form with Spanish Responses provides correct Spanish-language responses for the RIAS-2 Guess What, Verbal Reasoning, and What’s Missing subtests. Designed for use with Spanish bilingual and ELL ...

• Now available: Language Acculturation Meter and White Paper

  

  As of 2018, there were nearly 60 million Hispanic people living in the U.S., and about 41 million of those people speak Spanish in the home. Students who take part in language assistance programs are often referred to as English language learners (ELL). Language acculturation is a process that occurs over a period of time, and it will be different for everyone due to age, education, length of time in the U.S., and adaptation to prevailing social, linguistic, psychological, and cultural norms. In U.S. schools, more than 77% of ELL students speak Spanish, and these students will exhibit different degrees of acculturation. When these students need psychological assessment to address academic concerns, to determine appropriate classroom placement, or for any other reason, their level of language acculturation could have an effect on test results—and decisions based on those results could have lasting consequences. The National Association of School Psychologists (NASP) position notes “inadequate or inappropriate psychoeducational assessment practices, restricted access to effective instruction, [and] lack of understanding about language acquisition” as reasons for overrepresentation of ELL students in special education ...

• Now available: Mendeley bibliographies for the PAI!

  

  In order to facilitate research using the Personality Assessment Inventory (PAI), we are now offering comprehensive bibliographies through Mendeley, a free reference management tool. In addition, a white paper describing this research repository and explaining its creation and use has been created. After accessing the Mendeley link, you will be prompted to create an account. Mendeley includes a desktop application and a cloud-based system for ease of use when finding references and citing them within a document. Use of this free resource is encouraged to facilitate research on the topics related to the PAI. Individuals who do not wish to create an online account may visit the Resources tab on the PAI product page to view Word documents of these bibliographies. In addition to the PAI, PAR offers Mendeley bibliographies for the PDD Behavior Inventory (PDDBI), the Standard SDS, and the Student SDS. More will be added to the website soon!