far-ir-feifer-products-par.jpg

This is the third part in a series on the Feifer Assessment of Reading (FAR). Catch up on the first part here and the second part here

The Feifer Assessment of Reading (FAR)  stands out from other reading tests not only because it measures several aspects of reading and identifies likely dyslexic subtypes, but also because it provides targeted interventions based on a student’s strengths, weaknesses, and age.   

“The FAR is able to say, This is what the kid is really good at in the area of reading, so that tells us we can play into their strengths to help them compensate for their weaknesses,” said Angela Hodges, EdS, NCSP, a school psychologist from Aiken, South Carolina. “It gives a much better diagnostic and even research-based assessment of reading than just basic reading comprehension or reading fluencies or word recognition.” 

The FAR features 15 subtests that measure various aspects of reading, from vocabulary and phonological awareness to word memory and reading fluency. Detailed interpretations of index, index discrepancy, and subtest scores are provided in the FAR Interpretive Report, available on PARiConnect, along with targeted reading interventions based on current reading research.  

“It helps me tell the team what to focus on in the special education IEP,” said Angela Hoffer, PsyD, NCSP, a school psychologist. “Sometimes, the recommendations or interventions become so general when you say, It’s a reading disability. … Knowing how they perform qualitatively on specific subtests on the FAR can help me with recommendations.” 

“The big thing about the FAR is it gives so much more information about the different processes in reading,” Hodges said. “The more you know about the deficit, the easier it is to intervene. 

“It helps teachers know where the gaps are and where they need to drill into those developing skills versus a universal screener, which just places a child in a ranking,” she added, “and gives us a clearer picture of the specific areas where the child needs help.” 

A FAR Screening Form and FAR Screening Form Remote are also available. 

  

 

FAR-IR-interview-metrics-part 2_Blog-Social_3200459916_10_22.png

This is the second part in a series on the Feifer Assessment of Reading (FAR). Catch up on the first part here

 

The FAR is a comprehensive assessment of reading and related processes that was developed to fill a gap in student testing. It measures the neurocognitive processes responsible for reading, within the actual context of reading, to explain why a student may struggle.  

Information gleaned from the FAR can be used to determine if a student is likely to have dyslexia. However, it digs deeper than other measures to identify the likely dyslexic subtype as well, which arms educators with the detailed information they need to develop effective interventions.  

“I prefer the FAR over other measures because it gives me more specific dyslexia information,” said Angela Hoffer, PsyD, NCSP, a school psychologist in Aiken, South Carolina. “I like that I can provide more tailored recommendations for students.” 

The FAR is based on the premise that interventions for reading disorders vary by dyslexic subtype. The FAR measures four subtypes of dyslexia:  

  • Dysphonic—an inability to sound out words; these students rely on visual and orthographic cues to identify words in print.  

  • Surface—the opposite of dysphonic dyslexia; students can sound out words but have difficulty recognizing them in print. 

  • Mixed—the most severe type of reading disability; these students have difficulty across the language spectrum.  

  • Reading comprehension—these students struggle to derive meaning from print despite good reading mechanics.  

Recommendations are based on FAR scores and dyslexic subtype, allowing for more tailored—and effective—interventions to help students become better readers.   

The FAR Interpretive Report on PARiConnect also helps explain a student’s reading concerns in ways parents and teachers can readily understand.  

“The FAR does a good job of testing for dyslexia but also explaining to parents exactly what dyslexia is,” said Angela Hodges, EdS, NCSP, a school psychologist from Aiken, South Carolina. “It’s not always the stereotypical flipping of letters. It helps parents understand, Yes, your child might have dyslexia, but it really is a comprehension issue or a phonemic awareness issue. It helps parents and even some teachers understand that there are more functions and operations involved in reading than just sight word recognition, fluency, and comprehension. It helps parents understand where their child’s reading gaps are as opposed to, My child can’t read, or My kid’s below grade level in reading.” 

A FAR Screening Form and FAR Screening Form Remote are also available! 

 

 

FACT Social _ Blog (1).jpg

This week’s blog was contributed by Eric Culqui, MA, PPS, PAR’s educational assessments advisor–regional accounts. Eric is a licensed school psychologist with more than 14 years of experience. He’s a NASP-certified crisis response trainer and first responder. 

Across the nation, many schools have opened their doors to welcome students back for face-to-face instruction. After nearly two years of quarantines, remote learning, and potential health scares, many educators are concerned with the overall health of their students. It’s imperative for educational institutions to have a measurement tool to identify emotionally at-risk children as they transition back to the school environment. 

The Feifer Assessment of Childhood Trauma (FACT) Teacher Form is a multipurpose rating scale designed to convey how stress and trauma impact children (ages 4–18 years) in a school-based setting. This edition allows for immediate use of the instrument by educators while data collection and normative development of the full instrument, which will include a Parent Form and Self-Report Form, continues through the current school year. 

Designed for use by educational diagnosticians, school counselors, school psychologists, school nurses, community mental health providers, school administrators, and pediatricians, the FACT Teacher Form is completed by a classroom teacher or other educator familiar with the student’s typical behavior and day-to-day functioning. It’s designed to quantify the impact of traumatic experiences on school-based functioning to generate specific interventions, not to identify a particular source or subtype of trauma. 

The FACT Teacher Form consists of 79 items and is administered and scored on PARiConnect, PAR’s online assessment platform. It takes approximately 10 minutes to complete. Higher scores on the clinical scales indicate increasing symptoms of stress and trauma—information critical for triage and intervention. 

Items were written based on the behavioral, emotional, and academic difficulties that arise when students are in a state of physiological and/or psychological dysregulation due to trauma and stress. 

Understanding the struggles and trauma of our school-age children is critical to providing them appropriate supports and interventions. The FACT Teacher Form (and upcoming Parent Form and Self-Report Form) provide educators with the tools necessary to identify and assist students most in need. 

Learn more about the FACT Teacher Form.  

 

Specify Alternate Text

This week’s blog was written by Teri Lyon. Teri is a Senior Technical Support Specialist at PAR. She has been with PAR for more than 20 years. She enjoys punk music and painting.

I like to watch CBS Sunday Morning every weekend. Recently, I watched a segment on the prevalence of dyslexia in the prison population, which immediately caught my attention. Working at PAR and knowing Dr. Steven Feifer, I know how important it is to diagnose dyslexia and other learning disabilities early so a student can achieve his or her full potential. What I did not realize are the numbers behind this issue.

The segment told of a study that shows almost 50% of the prison population in Texas has dyslexia. In addition, approximately 80% of inmates are functionally illiterate. The segment went on to talk about how prisons are addressing this issue with more funding and prison reform. Although these things certainly help people in prison lead better lives, this does not prevent these individuals from ending up there in the first place.

Although this is not a case where you can throw money at a problem, we do know that schools in more affluent communities have higher test scores and graduation rates. While the parents and students may have more resources and may not have concerns like how to study while hungry, you can’t ignore how much better they do. Recently, the thinking on spending in education has changed. Studies show significant long-term gains for students when educational spending increased. The issue is that districts need to determine the best way to use their money.

Currently, the U.S. spends more on prisons than we do on education. California alone spends $53,147 more per year on a prisoner than it does a student. Overall, there are 15 states that spend more than $27,000 a year more per prisoner than they do per student.

Even with the Every Student Succeeds Act (ESSA), there are kids who fall between the cracks of education and into the justice system. It’s clear that this issue is multifaceted and complicated. From starting mandatory schooling at an earlier age, to better training for teachers, there are many ways this issue can be addressed. One thing is clear, though, we have to start somewhere.

I think it’s important to take a step back and realize how PAR instruments can help with greater societal issues. Because this is such an important topic, I immediately sent letters to both my congressman and senator letting them know my thoughts. Hopefully, this will get a very important subject the attention that it deserves.  



During the next month, PAR will be offering free Webinars on many of our newest products. Whether you have already begun using these assessments and are seeking a deeper understanding of the science behind the test or you are considering adding the assessment to your professional library, these Webinars will offer insight into the measure, explain administration and scoring details, and assist in interpretation. Each Webinar will give you the opportunity to ask questions and interact with knowledgeable PAR staff.

If you’ve been wondering about PAR’s newest assessments, take this opportunity to learn more!

Space is limited, so register today!

Introduction to the Academic Achievement Battery (AAB)–Screening Form
Wednesday, September 28, 2016
2:30 to 3 P.M. ET
Register here
Assess four areas of achievement throughout the life span

Introduction to the Academic Achievement Battery (AAB) –Comprehensive Version
Thursday, September 29, 2016
1 to 2 P.M. ET
Register here
Assess seven areas of achievement throughout the life span

Introduction to the Reynolds Intellectual Assessment Scales, 2nd Edition (RIAS-2)
Wednesday, September 28, 2016
1 to 2 P.M. ET
Register here
Assess intelligence and its major components

Introduction to the Child and Adolescent Memory Profile (ChAMP)
Tuesday, September 27, 2016
1 to 2 P.M. ET
Register here
Assess visual and verbal memory in children, adolescents, and young adults

Overview of the Feifer Assessment of Reading
Tuesday, August 30, 2016
1 to 2 P.M. ET
Register here
Examine the underlying cognitive and linguistic processes that support proficient reading skills

Introduction to DBR Connect
Thursday, September 15, 2016
12 to 1 P.M. ET
Register here
Rate student behavior in minutes

Register today! Space is limited!
Interested in learning more about the new Feifer Assessment of Mathematics (FAM)? Now you can enroll in a free training course on the FAM through PAR’s Training Portal. Whether you have already purchased the FAM and want to learn more about it or are looking for more information to help you make your purchase decision, this training course will give you a quick overview of the product, explain how the test was developed, and provide insight into scoring and administration. And, best of all, the Training Portal is always available, so you can get training on your schedule.

The FAM examines the underlying neurodevelopmental processes that support proficient math skills.

To access the Training Portal, use your parinc.com username and password to log in. Don’t have a free account? Register now. Training courses are also available on the Vocabulary Assessment Scales™ (VAS™), the Test of General Reasoning Ability™ (TOGRA™), the Reynolds Adaptable Intelligence Test™ (RAIT™), the Academic Achievement Battery™ (AAB™), and many more!
We recently sat down with Steven G. Feifer, DEd, author of the Feifer Assessment of Reading™ (FAR™) and Feifer Assessment of Mathematics™ (FAM™) for an interview to discuss how to use cognitive neuroscience to better understand why students struggle in school. This is the second part of a two-part interview. Did you miss Part 1? Catch up here.

How do the FAR and FAM go beyond just using an aptitude/achievement discrepancy perspective?

SF: The FAR and FAM represent a more ecologically valid way to understand the core psychological processes involved with both reading and mathematics. Many psychologists are used to measuring executive functioning, working memory, visual perception, and processing speed using stand-alone instruments, and then must clinically bridge these results into the worlds of reading and math. In other words, how does poor performance on executive functioning tasks impact the ability to read on grade level? These can be very difficult questions to answer.

The FAR and the FAM seek to measure these psychological constructs while the student is actually engaged in the academic skill itself, allowing the examiner to directly determine the impact of each neurocognitive process on the academic skill itself. Typical achievement tests are important to determine where a student is functioning with respect to a nationally normed sample, but the FAR and FAM were designed to explain why. This is the key to really bringing back the “I” into an “IEP,” so practitioners can more readily inform intervention decision making.

Do the instruments give you a reading/math level?

SF: Both the FAR and FAM give you an overall composite score, but the true value of these instruments lies within the factor scores. We chose grade-based norms due to the variability of ages in each grade and thought it was only fair to compare a student’s performance with students in the same grade-level curriculum. In other words, it did not seem fair to compare a 10-year-old in the 3rd grade with a 10 year-old in the 5th grade with two more years of formal instruction.

Academic skills should be based upon the current grade level of the child, especially when we have an educational system where 43 of 50 states follow a common core curriculum. If practitioners are uncomfortable with grade-based norms, there is a conversion by age proxy table included.

Do you need a neuropsychology background to administer and/or interpret any of these instruments?

SF: I think you need a reading or math background to administer and interpret these instruments, which is why these are B-level qualification instruments.  This means most teachers can readily administer the FAR and the FAM. It is not necessary to understand the neuroscience behind each learning disorder subtype, but it is necessary to understand the learning dynamics involved with each skill. For instance, most educators readily understand the role of phonics, fluency, orthography, and comprehension in reading. The FAR can catalogue the relative strengths and weaknesses within each of these processing areas to best inform intervention decision making.

To learn more about the FAR or the FAM, visit their product pages.
The term dyslexia has been a part of the education lexicon for decades. When it was first “discovered” in the 1970s, there were no technological processes yet in place to prove it was a brain-based condition.

However, writes Martha Burns, PhD, in a Science of Learning blog, “psychologists, neurologists, and special educators …. assumed dyslexia [had] a neurological basis. In fact, the term ‘dyslexia’ actually stems from the Greek ‘alexia,’ which literally means ‘loss of the word’ and was the diagnostic term used when adults lost the ability to read after suffering a brain injury.”

At the time, the cause, “was deemed not important,” continues Burns. “Rather, the goal was to develop and test interventions and measure their outcomes without an effort to relate the interventions to the underlying causation.”

However, using neuroscience to pinpoint exactly why a student struggles in reading or math can help educators come up with specific and effective interventions.

School psychologist Steven G. Feifer, DEd, ABSNP, became interested in neuroscience as it relates to reading when, early in his career, he had an opportunity to evaluate a very impaired student named Jason.

“His IQ was 36,” recalls Dr. Feifer, “but he was an incredible reader.   This was pretty difficult to explain using a discrepancy model paradigm, which falsely implies that an IQ score represents a student’s potential.  I made a concerted paradigm shift, and tried to find a more scientifically rigorous explanation for Jason’s amazing skills.  This quickly led me to the research library at the National Institutes of Health (NIH).

“As it turned out, Jason was quite easy to explain,” he continues. “He had a condition called hyperlexia. After much research, I presented information about the neural mechanisms underscoring hyperlexia at Jason’s IEP meeting.  The IEP team was incredibly receptive to the information and immediately amended Jason’s IEP so he received inclusionary services in a regular fifth-grade classroom.

“Jason turned out to be the single highest speller in fifth grade. I was convinced that discussing how a child learns from a brain-based educational perspective, and not solely an IQ perspective, was the best way to understanding the dynamics of learning and inform intervention decision making.

“The following year, I enrolled in a neuropsychology training program and was fortunate enough to study with the top neuropsychologists in the country.”

Dr. Feifer, who has 19 years of experience as a school psychologist, was voted the Maryland School Psychologist of the Year in 2008 and the National School Psychologist of the Year in 2009. He is a diplomate in school neuropsychology and currently works as a faculty instructor in the American Board of School Neuropsychology (ABSNP) school neuropsychology training program.  He continues to evaluate children in private practice at the Monocacy Neurodevelopmental Center in Frederick, Maryland, and consults with numerous school districts throughout the country.

Dr. Feifer has written several books and two assessments that examine learning disabilities from a neurodevelopmental perspective—the Feifer Assessment of Reading (FAR) and the Feifer Assessment of Mathematics (FAM).
Identifying and addressing characteristics of a math learning disability gives clinicians and educators the tools they need to develop appropriate interventions specific to the individual child, so he or she can succeed in math.

The Feifer Assessment of Mathematics™ (FAM™) isolates, measures, and quantifies three subtypes of developmental dyscalculia to explain—from a neurodevelopmental perspective—why a child may have difficulty in math.

The 19 subtests of the FAM help determine not only if a child has the characteristics of a general math learning disability (MLD), but also his or her specific subtype of dyscalculia:

  • Procedural: A deficit in the ability to count, order, or sequence numbers or mathematical procedures.

  • Verbal: An inability to use language-based procedures to assist with arithmetic skills.

  • Semantic: A core deficit in both visual-spatial and conceptual components.


Created by Steven G. Feifer, DEd, author of the Feifer Assessment of Reading™ (FAR™), the FAM is:

  • Unique: It’s the only math assessment that identifies specifically WHY a student is struggling in math by identifying his or her specific type of dyscalculia.

  • Fast: The available Screening Form takes just 15 minutes, and comprehensive testing can be completed in less than an hour.

  • Easy: Administration and scoring are straightforward and streamlined.


Take advantage of introductory pricing! Order now and get the FAM Comprehensive Kit for only $445 or the FAM Screening Form Kit for just $235!

To learn more or to order your FAM kit, visit www.parinc.com or call 1.800.331.8378.
Are you headed to New Orleans for NASP? Be sure to stop by booth #306. PAR will be there to demonstrate PARiConnect, show you how to access our free online Training Portal, and give you a hands-on look at our latest products.  The following PAR authors will be at the booth to answer your questions:

The following PAR authors will be presenting at the conference. Make sure to check out these can't-miss sessions:

  • Reynolds Intellectual Assessment Scales™ (RIAS™-2): Development, Psychometrics, Applications, and Interpretation (MS061), Cecil R. Reynolds, PhD, Wednesday, February 10, 12:30 p.m. to 2:20 p.m.

  • The Neuropsychology of Mathematics: Diagnosis and Intervention (MS057), Steven G. Feifer, DEd, Thursday, February 11, 8 a.m. to 9:50 a.m.

  • Unstuck and on Target: An Elementary School Executive Function Curriculum (MS155), Lauren Kenworthy, PhD, Friday, February 12, 8 a.m. to 9:50 a.m

  • DBR Connect™: Using Technology to Facilitate Assessment and Intervention (MS140), Lindsey M. O’Brennan, PhD, and T. Chris Riley-Tillman, PhD, Friday, February 12, 4 p.m. to 5:50 p.m.

  • Concussion Management Skill Development for School-Based Professionals (DS006), Gerard A. Gioia, PhD, Friday, February 12, 1 p.m. to 2:20 p.m.

  • Introducing the BRIEF®2: Enhancing Evidence-Based Executive Function Assessment (WS038), Peter K. Isquith, PhD, and Gerard A. Gioia, PhD, Saturday, February 13, 9 a.m. to 12 p.m.


Plus, all orders placed at the PAR booth during NASP will receive 15% off as well as free shipping and handling!

Follow PAR on Facebook and Twitter for updates throughout the conference!

Archives