Dysgraphia vs. Motivation Assessment Protocol

Created: 2025-05-09 20:13:23 | Last updated: 2025-05-09 20:13:23 | Status: Public

Overview

This protocol provides a structured approach to determine whether a student’s writing difficulties stem primarily from a specific learning disability (dysgraphia) or from motivational factors. The assessment can be completed in approximately 60-90 minutes.

Materials Needed

  • Stopwatch/timer
  • Recording device (optional)
  • Student’s regular writing tools
  • Lined and unlined paper
  • Computer with word processor

Assessment Components

1. Writing Sample Comparison (15 minutes)

Purpose: Compare writing under different conditions to identify patterns.

Task A: Timed Standard Prompt (5 minutes)

Instructions: “Write a paragraph about what you did last weekend. You have 5 minutes.”

Task B: Untimed Interest-Based Writing (10 minutes)

Instructions: “Write about [topic of high interest to student]. Take as much time as you need, but let me know when you’re finished.”

Documentation Form:

Student Name: ______________ Date: ______________

TIMED STANDARD PROMPT
Time used: _____ minutes
Word count: _____
Error count: _____
□ Organized structure   □ Clear ideas   □ Legible handwriting
□ Proper capitalization   □ Correct punctuation   □ Correct spelling
Notes on engagement: _________________________________

UNTIMED INTEREST-BASED WRITING
Time used: _____ minutes
Word count: _____
Error count: _____
□ Organized structure   □ Clear ideas   □ Legible handwriting
□ Proper capitalization   □ Correct punctuation   □ Correct spelling
Notes on engagement: _________________________________

2. Modality Comparison (15 minutes)

Purpose: Compare performance across different response formats.

Task A: Written Response (5 minutes)

Instructions: “Read this short paragraph and answer the questions in writing.”
[Include a 1-paragraph story with 3-4 comprehension questions]

Task B: Oral Response (5 minutes)

Instructions: “Read this short paragraph and answer the questions out loud.”
[Include a similar 1-paragraph story with 3-4 comprehension questions]

Task C: Typed Response (5 minutes)

Instructions: “Read this short paragraph and type your answers.”
[Include a similar 1-paragraph story with 3-4 comprehension questions]

Documentation Form:

Student Name: ______________ Date: ______________

WRITTEN RESPONSE
□ Complete sentences   □ Accurate answers   □ Detailed responses
Errors observed: _________________________________
Engagement level (1-5): _____

ORAL RESPONSE
□ Complete sentences   □ Accurate answers   □ Detailed responses
Errors observed: _________________________________
Engagement level (1-5): _____

TYPED RESPONSE
□ Complete sentences   □ Accurate answers   □ Detailed responses
Errors observed: _________________________________
Engagement level (1-5): _____

3. Scaffolded Writing Task (15 minutes)

Purpose: Assess impact of organizational supports.

Instructions: “Write a short story about this picture. First, use this graphic organizer to plan your story.”
[Include a simple picture prompt and basic graphic organizer with beginning/middle/end sections]

Documentation Form:

Student Name: ______________ Date: ______________

PLANNING PHASE
Time spent planning: _____ minutes
□ Used organizer effectively   □ Created logical sequence   □ Generated ideas easily
Notes: _________________________________

WRITING PHASE
Time spent writing: _____ minutes
□ Followed plan   □ Maintained organization   □ Complete sentences
□ Proper capitalization   □ Correct punctuation   □ Correct spelling
Errors observed: _________________________________
Engagement level (1-5): _____

4. Copying Task (5 minutes)

Purpose: Assess basic transcription skills.

Instructions: “Copy this paragraph exactly as it appears.”
[Include a grade-level appropriate paragraph of 5-6 sentences]

Documentation Form:

Student Name: ______________ Date: ______________

COPYING TASK
Time to complete: _____ minutes
□ Maintained spacing   □ Preserved capitalization   □ Preserved punctuation
Number of copying errors: _____
Writing speed (words per minute): _____
Signs of physical fatigue or discomfort: _________________________________

5. Error Pattern Analysis (10 minutes)

Purpose: Identify consistent patterns in spelling errors.

Instructions: “Please spell these words as best you can.”
[Include 20 words with various spelling patterns appropriate for grade level]

Documentation Form:

Student Name: ______________ Date: ______________

SPELLING ANALYSIS
Total correct: _____/20
Error patterns observed:
□ Phonological errors (sound-based)   □ Orthographic errors (letter pattern-based)
□ Morphological errors (meaning units)   □ Random/inconsistent errors
□ Letter reversals or inversions   □ Omissions
Notes on specific error patterns: _________________________________

6. Behavior Observation Form (Throughout Assessment)

Purpose: Document behaviors that may indicate motivation versus processing issues.

Student Name: ______________ Date: ______________

BEHAVIOR OBSERVATION
                           Low                 High
Engagement level:         1    2    3    4    5
Frustration level:        1    2    3    4    5
Physical tension:         1    2    3    4    5
Persistence:              1    2    3    4    5
Self-correction attempts: 1    2    3    4    5

□ Avoidance behaviors   □ Negative self-talk   □ Physical complaints
□ Asks for help/clarification   □ Erases excessively   □ Slow writing pace
□ Different posture during writing   □ Hand fatigue   □ Inconsistent letter formation

Notes on specific behaviors observed: _________________________________

Summary Analysis Form

Student Name: ______________ Date: ______________
Examiner: ______________

SUMMARY OF FINDINGS

Performance Comparison Across Tasks:
_________________________________________________________________
_________________________________________________________________

Skill Areas                  Strength    Inconsistent    Weakness
Organization/Planning        □           □               □
Idea Generation              □           □               □
Spelling                     □           □               □
Punctuation                  □           □               □
Capitalization               □           □               □
Handwriting                  □           □               □
Typing                       □           □               □
Sentence Structure           □           □               □
Effort/Engagement            □           □               □

Evidence for Dysgraphia:
_________________________________________________________________
_________________________________________________________________

Evidence for Motivational Factors:
_________________________________________________________________
_________________________________________________________________

Recommended Next Steps:
_________________________________________________________________
_________________________________________________________________

Short Stories for Modality Comparison

Written Response Story

The old lighthouse stood on the rocky shore. It had been there for over one hundred years. Every night, the lighthouse keeper would climb the spiral staircase to light the lamp. Ships at sea depended on the bright beam to stay safe. One stormy night, the keeper noticed that the light was not working properly.

Questions:
1. Where was the lighthouse located?
2. How old was the lighthouse?
3. Why was the lighthouse important?
4. What problem occurred in the story?

Oral Response Story

The forest was quiet early in the morning. A family of deer moved silently between the tall trees. They stopped at a small stream to drink the cool water. Suddenly, the sound of a branch breaking made them all look up. A bear was watching them from across the stream. The deer quickly disappeared into the dense woods.

Questions:
1. What time of day is described in the story?
2. What were the deer doing at the stream?
3. What sound did the deer hear?
4. What animal was watching the deer?

Typed Response Story

The space station orbited high above Earth. Six astronauts lived and worked there, conducting important experiments. Each day, they watched sixteen sunrises and sunsets as they circled the planet. Communication with mission control was constant. Yesterday, one of the astronauts spotted a small meteorite passing close to the station.

Questions:
1. How many astronauts were on the space station?
2. What did the astronauts do on the space station?
3. How many sunrises did they see each day?
4. What did one astronaut spot yesterday?

Copying Paragraph

The garden was full of colorful flowers. Butterflies flew from plant to plant, collecting nectar. A small rabbit hopped along the stone path, looking for vegetables to eat. Near the fence, tall sunflowers reached toward the sky. The gardener was proud of all the hard work that made this beautiful place possible.

Spelling Word List

  1. friend
  2. because
  3. enough
  4. through
  5. catch
  6. surprise
  7. neighbor
  8. science
  9. beautiful
  10. different
  11. believed
  12. thought
  13. special
  14. library
  15. stretch
  16. knowledge
  17. vacation
  18. language
  19. together
  20. disappear

Download Options

Choose your download format: