Dysgraphia vs. Motivation Observation Form
Created: 2025-05-09 20:12:55 | Last updated: 2025-05-09 20:12:55 | Status: Public
Student Information
Student Name: ____ Date: _ Observer: __
Task Observation Checklist
Physical Observations During Writing
| Observation | Yes | No | Notes |
|---|---|---|---|
| Awkward pencil grip | □ | □ | |
| Excessive pressure when writing | □ | □ | |
| Hand fatigue/shaking after brief writing | □ | □ | |
| Inconsistent letter size/spacing | □ | □ | |
| Unusual wrist/arm/body position | □ | □ | |
| Slow writing speed | □ | □ | |
| Complains of physical discomfort | □ | □ |
Task Engagement (Rate 1-5, where 1=low, 5=high)
| Task Type | Engagement | Persistence | Frustration | Notes |
|---|---|---|---|---|
| Standard writing task | ||||
| High-interest topic | ||||
| Oral response task | ||||
| Structured writing task | ||||
| Technology-assisted |
Behavioral Indicators
| Behavior | Never | Sometimes | Often | Always | Notes |
|---|---|---|---|---|---|
| Avoids writing tasks | □ | □ | □ | □ | |
| Rushes to complete writing | □ | □ | □ | □ | |
| Gives up easily | □ | □ | □ | □ | |
| Expresses frustration/negative self-talk | □ | □ | □ | □ | |
| Stares at paper before beginning | □ | □ | □ | □ | |
| Erases excessively | □ | □ | □ | □ | |
| Distracted during writing | □ | □ | □ | □ | |
| Shows pride in content (not mechanics) | □ | □ | □ | □ | |
| Shows interest in topic but not in writing | □ | □ | □ | □ |
Error Patterns (Check all that apply)
□ Consistent letter reversals
□ Inconsistent spacing between words/letters
□ Mixture of upper/lowercase letters
□ Inconsistent spelling of the same word
□ Phonetically accurate spelling attempts
□ Random/careless spelling errors
□ Punctuation consistently omitted
□ Grammar errors in writing but not speech
□ Missing words or incomplete sentences
□ Ideas seem “trapped” (better expressed orally)
Comparative Observations
Motivation Indicators
| Indicator | Yes | No | Notes |
|---|---|---|---|
| Performance improves with incentives | □ | □ | |
| Writing quality varies significantly by interest | □ | □ | |
| Can produce quality work when motivated | □ | □ | |
| Writing improves with teacher proximity | □ | □ | |
| More engaged with typing than handwriting | □ | □ | |
| Shows selective effort based on audience | □ | □ |
Dysgraphia Indicators
| Indicator | Yes | No | Notes |
|---|---|---|---|
| Consistent difficulties across settings | □ | □ | |
| Error patterns consistent across tasks | □ | □ | |
| Significant oral vs. written discrepancy | □ | □ | |
| Difficulty with basic copying tasks | □ | □ | |
| Shows effort but poor results | □ | □ | |
| Writing fatigue occurs quickly | □ | □ | |
| Technology significantly improves output | □ | □ |
Contextual Information
Student Self-Assessment
Ask the student: “On a scale of 1 to 10, how would you rate…”
- Your enjoyment of writing: _
- Your ability as a writer:
- How difficult writing is for you: __
- How tired your hand gets when writing: _____
Student’s explanation of difficulties: _______
Sample Comparison
Untimed vs. Timed:
High-interest vs. Required Topic:
Handwritten vs. Technology-assisted:
Summary and Analysis
Primary patterns observed:
Evidence suggesting dysgraphia:
Evidence suggesting motivational factors:
Recommendations for further assessment or intervention:
Observer Signature: _____ Date: ___