The FAM is a comprehensive assessment of mathematics designed to examine the underlying neurodevelopmental processes that support the acquisition of proficient maths skills. It not only helps determine if an examinee has a maths learning disability (MLD) but also identifies the specific subtype of dyscalculia, which better informs decisions about appropriate interventions.
Individuals aged 4 to 21 years
Features and benefits
- Comprises 19 individual subtests measuring various aspects of maths fact retrieval, numeric and spatial memory, perceptual estimation skills, linguistic maths concepts, and core number sense development.
- Assists practitioners in not only determining the presence of a general maths learning disability (MLD) but also in determing 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 maths 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.
- 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 maths.
- 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 visualmdash;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 reception take nine subtests, examinees in Year 1 to Year 3 take 14 subtests, and examinees in Year 4 to university take 18 subtests.
- 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.
- Standardised on a sample of 1,061 examinees 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 subtestsmdash;one from each indexmdash;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.
Qualification level required:
Level 2. Please see our Test User Qualifications page for guidance
35-60 minutes depending on child's age; 15 minutes for Screening Form