Types of Dysgraphia Assessment
Child Success Center offers both formal and informal Dysgraphia assessments, and are recommended for children in their final year of pre-school through middle school ages.
A formal assessment includes the use of standardized assessment tools that will provide objective information in the underlying processing skill areas that support handwriting. It will provide greater detail into the reasons for the handwriting challenge enabling the therapist to develop and individualize an approach to sessions and ultimately, greater and faster success.
This form of assessment is recommended if your child:
- was born pematurely
- has a history of developmental struggles
- is currently struggling with focus/attention
- has trouble with letter identification by name of sound
- has difficulties with global motor coordination
- has avoided table-top color/cut/paste/draw activities in the pre-school years
If your child has never shown any challenges with development or learning, and is not showing any challenge with learning letter names/sounds or reading, an informal dysgraphia assessment may be an appropriate first step.
Both types of Dysgraphia assessments include:
- assessment of sitting posture
- endurance to maintain whole body attention at the table
- assessment of child’s fine motor and in-hand manipulation skills
- ocular motor screening
- assessment of visual motor integration skills
- a partial or full visual perceptual assessment when deemed appropriate
- assessment of letter formation and analysis of letter construction, sizing, spacing and orientation
- assessment of pencil grip, paper placement,
- observation of the use of the “helper hand”
Individualized, one-on-one handwriting coaching sessions can follow either type of assessment. When appropriate small groups can be formed – the assessing occupational therapist will provide recommendations for either, depending on which will provide opportunity for the best outcomes based on each child’s needs.
Dysgraphia assessment reports will not be provided in written form for informal assessment- all feedback with be verbal. For formal assessment a written treatment plan will be provided.
The occupational therapist is available on request to consult with both parents and teachers following the assessment and therapy sessions, to support carry over at home and in the classroom. This additional consultation often results in faster and increased success with the generalizing of newly developed handwriting skills at school.