Related Posts

• Opportunity in assessment: Benefits of therapeutic assessment

  

  This week’s blog was contributed by Sierra Iwanicki, PhD. Sierra is a clinical psychologist and project director in the research and development department at PAR.  In the mid-20th century, humanistic psychology emerged in direct response to perceived limitations of psychoanalysis and behaviorism. Contrary to those earlier theories, humanism focused on the individual as a whole person, with the cardinal belief that perceived experiences fundamentally shaped us as human beings. In the 1940s and 1950s, clinicians began to encourage the collaborative use of projective instruments (e.g., drawings, Rorschach, TAT) to develop insight with clients.  A few decades later, clinicians began to write about the use of psychological assessment within a humanistic frame. Ray A. Craddick criticized the approach of treating a “person primarily as a series of building blocks of traits, factors, habits, etc. [calling] the separation of man into parts…antithetical to both the humanistic tradition and to personality assessment.” Drawing from a phenomenological perspective, researchers like Constance Fischer first wrote about the “testee as a co-evaluator,” and later articulated a model of collaborative, individualized psychological assessment. In subsequent years, clinicians continued ...

• Now Available! The Feifer Assessment of Mathematics!

  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 ...

• The Feifer Assessment of Mathematics™ (FAM™) is now available on PARiConnect!

  Learning WHY a student struggles in math so you can determine HOW to intervene just got easier! The FAM is a comprehensive assessment of mathematics designed to examine the underlying neurodevelopmental processes that support the acquisition of proficient math skills. It not only helps determine if an examinee has a math learning disability, but also identifies the specific subtype of dyscalculia, which better informs decisions about appropriate interventions. With the FAM on PARiConnect, you can: Receive Score Reports instantly for the FAM battery and FAM Screening Form after entering scale-level data. Obtain brief interpretive statements available only through PARiConnect. Generate Reliable Change Reports to track performance after multiple administrations of the FAM. Try the FAM on PARiConnect today! Free 24/7 training on the FAM is available on the PAR Training Portal!

• Brain-Based Assessment: An Interview with Steven G. Feifer (Part 1)

  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 first part of a two-part interview. Come back next week for the conclusion.   What influence did neuroscience and research in this area have on your work in test development? Steven Feifer: I have spent most of my career as a school psychologist trying to coalesce the fields of neuropsychology and education. I suppose it stemmed from my utter frustration in trying to explain learning simply through the lens of an IQ test score. After all, when was the last time somebody wrote a meaningful goal and objective on an IEP because a psychologist said a child’s Full Scale IQ was 94? Why was an instrument like the FAR needed? SF: The FAR was created for a number of reasons. First, I am especially grateful to PAR for recognizing the need for an educational assessment tool based upon a ...

• Brain-Based Assessment: An Interview with Steven G. Feifer (Part 2)

  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 ...

• Ten ethical teleassessment considerations for practitioners

  

  This week’s blog was contributed by Carrie Champ Morera, PsyD, NCSP, LP. Carrie is a licensed school psychologist and the lead project and content director at PAR.    The increased use of telehealth—including teleassessment—has changed psychological assessment practices. Although many of us have adjusted our assessment practices to keep up with the times, we have to keep in mind that, when engaging in teleassessment, our practices must be ethical—just as if we were providing in-person assessment services.  Here are 10 ethical considerations for practitioners to consider when providing services via teleassessment.  1. Obtain informed consent. Just as you would do with in-person assessment practices, obtain informed consent prior to providing telehealth services. Informed consent is more than a form—it’s a process.  2. Train and practice. Carefully review standardization procedures for the assessment. Practice the assessments several times using the technology and platforms with which you plan to administer them.  3. Consult with colleagues. Talk about ethical dilemmas with colleagues, consult the literature, and continue to update your ethical guidelines. It’s important to lean on one another for practice, support, and guidance.  4. Follow the publisher’s guidelines. ...