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Feifer Assessment of Writing

Assessments, Handwriting,
Feifer Assessment of Writing logo

The Feifer Assessment of Writing (FAW) goes beyond standard handwriting measures to help practitioners truly understand the factors contributing to handwriting difficulty. The FAW allows practitioners to answer the “why”!   By understanding the factors contributing to handwriting difficulty, practitioners are better equipped to develop treatment plans that are efficient and that adequately address the underlying cause of difficulty.

Feifer Assessment of Writing: What’s Measured?

The FAW is comprised of ten subtests (and two additional, optional, subtests) designed to identify and differentiate among the three subtypes of dysgraphia.  The subsets are: (*indicates subtest used in the Feifer Assessment of Writing Screening Form (FAW-SF))

  • Alphabet Tracing Fluency*
  • Motor Sequencing*
  • Copying Speed
  • Motor Planning
  • Executive Working Memory*
  • Isolated Spelling*
  • Retrieval Fluency
  • Sentence Scaffolding
  • Homophone Spelling
  • Expository Writing
  • Copy Editing (optional)
  • Story Mapping (optional)

FAW vs. FAW-SF

FWFAW-SF
PurposeA diagnostic achievement test used to examine the underlying processes that support written language skills in order to identify the presence of a written language disorder and to identify the specific subtype of dysgraphia.Identify children at risk for developmental dysgraphia Can be used as progress monitoring tool
Key Areas of FocusThree subtypes of written language disorder: Graphomotor dysgraphiaDyslexia dysgraphiaExecutive dysgraphiaK-1st grade: Graphomotor demands of the writing process  Grade 2 & above: Cognitive-linguistic demands of the writing process
Age RangePre-K- CollegeGrades kindergarten through college 
TimePre-Kindergarten: 15 minutesGrades K- 1: 20 minutes Grades 2+: 55-65 minutes K-1st grade:15-20 minuteGrades 2 and above: 20 minutes
Scores YieldedProvides an overall Total Index & three target index scoresGraphomotor IndexDyslexic IndexExecutive IndexProves a single index score that indicates the risk for dysgraphia or a written language learning disability and the need for further assessment. 

Transition Planning Inventory-3 Overview & Review

Assessments, Life Skills and Transition Planning, ,
The Transition Planning Inventory - Third Edition

The Individuals with Disabilities Act (IDEA) of 1990 instituted a transition mandate for students receiving special education services.  IDEA 2004 expanded on this to include planning across all areas including community participation, independent living, and continuing education. The Transition Planning Inventory, now in its 3rd edition, was designed to address these mandates. As described in the TPI-3 Administration and Resource Guide, the primary purpose of the TPI-3 is “to assess the transition needs, strengths, preferences, and interest of students at the secondary level” (Patton & Clark, 2021, 14*)   The domains covered within the TPI-3 are working, learning, & living. 

Information is gathered from:

Core Rating Forms 

  • Three forms (Student, Home, and School) Each form contains 57 statements related to transition planning.
  • Each form is organized according to 11 planning areas; Career Choice & Planning, Employment Knowledge & Skills, Post Secondary Training/ Education, Functional Communication, Self Determination, Independent Living, Personal Money Management, Community Involvement & Usage, Leisure and Recreation, Health, & Social/Interpersonal Relationships.

Preference &  Interest Forms

  • Intended to gather information about a students preference and interest
  • Two versions available; basic (intended to be used early in the transition process) and advanced (intendended to be administered when a student is close to leaving school).
  • An optional Home Preference and Interest Form is also available.

Information is compiled through:

Profile & Further Assessment Recommendation Form

  • All information is summarized on this form consisting of 6 sections; 1.) general information, 2.) likely setting for postsecondary outcomes, 3.) student’s preference, interests, and strengths, 4.) results of other assessments, 5.) student profile, 6.) further assessment and information.

Summary of Performance Data

  • The purpose of this form is to give users a quick and easy way to compile the information required by IDEA into a Summary of Performance (SOP) document.  

Overall, the TPI-3 provides a comprehensive means to gather key information from all major players in order to create and implement a meaningful transition plan.

Quick Facts

Age Range: 14-21

Administration Time:
Student Rating Form:

  • 15-20 minutes to complete independently
  • 25-30 minutes if administered orally and/or with support.

The Home Core Rating:

  • 15-20 minutes to complete independently
  • 25-30 minutes if administered orally and/or with support.
  • The School Rating Form 10-12 minutes

Student Performance & Interest Form:

  • 10 to 15 minutes to complete independently
  • 20-25 minutes if administered orally and/or with guidance.

Profile & Further Assessment Recommendation Form

  • 10-15 minutes

Publication Year: 2021

Authors:
James R. Patton
Gary M. Clark

Administration Type: Individual

Scoring: Inventory rated on a scale from 0 (strongly disagree) to 5 (strongly agree)

*Patton, J. R., & Clark, G. M. (2021). Transition Planning Inventory Administration and Resource Guide (3rd ed.). Pro-Ed.

Trunks motor memory game for Working Memory, cognitive and motor skill development - available at Therapro

Recap and Review of Working Memory: A Refresher!

Events & Conferences,

On November 17, Therapro was excited to host yet another successful webinar on the topic of working memory. Dr.  Diane Long, creator of the game Trunks, presented the webinar Working Memory: A Refresher.  Her webinar was full of resources, research, and strategies for this very complex topic.  

Dr. Long started the night off by defining what working memory is thought to be and reviewing brain structures related to the processes associated with working memory.  She did a great job illustrating these concepts by engaging audience members in various memory tasks.  

Next, Dr. Long jumped into the research. Audience members had great things to say about the wide breath of research she covered. Not only did Dr. Long cover the theoretical research, she also reviewed research related to ADHD and working memory.

Some of the best takeaways from the night were the intervention strategies and tips that Dr. Long shared with audience members. Dr. Long covered ADHD specific strategies as well as some very useful strategies to use within a classroom setting. Audience members had great things to say about the way that Dr. Long presented these strategies as they related to developmental appropriateness.  Dr. Long ended the night by reviewing games that are available to help develop working memory, including her own game Trunks! 

Check out the recording of this webinar here.  For more information on Trunks!, check out this great video!