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FAM

Feifer Assessment of Mathematics

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

Purpose:
Examines the underlying neurodevelopmental processes that support proficient math skills
Format:
Paper and pencil, Online scoring via PARiConnect
Age range:
4 years to 22 years
Time:
35 minutes for PK; 50 minutes for K-Grade 2; 60 minutes for Grade 3+; 15 minutes for Screening Form
Qualification level:
B
B
A degree from an accredited 4-year college or university in psychology, counseling, speech-language pathology, or a closely related field plus satisfactory completion of coursework in test interpretation, psychometrics and measurement theory, educational statistics, or a closely related area; or license or certification from an agency that requires appropriate training and experience in the ethical and competent use of psychological tests. Close

New white paper available! Learn more about using built-in skills, error, and behavior analyses with the FAR and the FAM to help you develop even more effective reading and math interventions! Click the Resources tab above or here to view or download. 

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 (e.g., the AAB) 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. Learn more about the FAM Screening Form.

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 (M = 100; SD = 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.