Handwriting Assessment

Instructions

This assessment can be used when an in-depth look at the components of handwriting is required. It is
intended to be a quick assessment of typical performance of students, first grade through high school.
Following a review of student records (psychoeducational and/or academic) and work samples, observe
the student during a typical activity that is appropriate for his/her age and/or developmental level.
For young students appropriate activities may include coloring, tracing, drawing in paths, dot-to-dot,
pictures, etc. (Asher, 2006; Beery, Buktenica, & Beery, 2006; Graham, 2009; Olsen, 2005).

Administering the assessment:

• Observe the student during a handwriting activity within the classroom, scoring as many items as
possible.
• Indicate whether the student’s performance is functional or nonfunctional.
• Use the Comments section to record the difficulties noted in the student’s performance. Those
items not observed within the classroom will be assessed in an individual testing environment.
• Record any significant differences in performance or behavior between the two environments
(classroom and individual testing session).

Definitions:

Functional performance: The student’s performance is considered functional when it is appropriate for
his/her developmental age, physical limitations, or cognitive ability.

Nonfunctional performance: The student’s performance is considered nonfunctional when it is below

his/her developmental age, physical limitations, or cognitive ability.

Examples:

o A sixth grade student whose developmental level is at third grade would be expected to
complete third grade work. If this student completed work at a first grade level, his/her
performance would be scored as nonfunctional.
o The performance of a student with decreased motor control and/or endurance would be
considered functional if he/she completed a majority of his/her modified assignments. This
student’s performance would be nonfunctional if so much effort went into the actual writing
that he/she was unable to complete assignments per the teacher’s requirements.
o A student with learning disabilities with an average IQ would be expected to perform
at or close to his/her chronological age. However, this student’s performance would be
nonfunctional if the majority of the work he/she completed was below grade level.

Summarize each component by indicating whether the student’s performance is functional or non­
functional in that area.

• Note how the student’s handwriting skills are interfering with the ability to access the learning
environment and how occupational therapy services can address the difficulties.
• Document any suggestions provided to the student’s teacher(s) and/or parent or guardian.

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 Handwriting Assessment

Name: Student Number:

Date of Assessment: D.O.B.: Age:

Grade:

School: ESE Services:

Check to indicate whether the student’s performance is functional or non-functional:

FUNCTIONAL

FUNCTIONAL
POSTURAL COMPONENTS COMMENTS

NON­
Chair size appropriate (feet fully supported and hips
at back of chair)
Desk height/writing surface distance (1–2” above
bent elbow)
Upright sitting posture
Posture maintained for duration of activity
Posture maintained with increased activity demands
Posture adjusted during activity

Component summary:  Functional  Nonfunctional

FUNCTIONAL

FUNCTIONAL

FINE MOTOR COMPONENTS COMMENTS

NON­

Demonstrates a skilled hand

Stabilizes paper with nondominant hand
Positions the writing instrument in preparation for
drawing, coloring, or writing
Demonstrates functional pencil grasp (dynamic
grasp of any style)
Stabilizes side of hand, wrist, and forearm on
writing surface
Maintains grasp with adequate strength for duration
of the activity
Maintains functional grasp with increased activity
demands
Turns pencil around to erase without assistance from
the other hand or another surface
Demonstrates adequate control of the writing
instrument (dot-to-dot activities, mazes/pathways)
Moves an object from palm to fingers

Component summary:  Functional  Nonfunctional

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 FUNCTIONAL

FUNCTIONAL
VISUAL-PERCEPTUAL COMPONENTS COMMENTS

NON­
Recognizes strokes (l, —, O, +, /, \, X, ) and
forms (, ◊)
Recognizes numbers
Recognizes letters
Stays within the boundaries of the paper for
activity
Stays within the boundaries of the coloring/
drawing area or writing line for activity
Uses uniform sizing of shapes, numbers, letters,
or words
Uses uniform spacing between shapes, numbers,
letters, or words
Orients and places written information per
teacher requirements
Maintains place when copying
Copies entire word or multiple words without
frequent glancing at model
Positions ascenders properly above the writing
line
Positions descenders properly below the writing
line
Uses capital and lower case letters appropriately
(not secondary to academic level)
Aligns math work adequately

Component summary:  Functional  Nonfunctional

FUNCTIONAL

FUNCTIONAL

SENSORY PROCESSING COMPONENTS COMMENTS

NON­

Focuses on task
Completes task (independently or with minimal
cuing)
Completes task within the allotted time
Utilizes appropriate crayon, pencil, or eraser
pressure
Draws shapes, numbers, letters, or words with
vision
Draws shapes, numbers, letters, or words with
vision and then with vision occluded
Knows right from left and top from bottom

Component summary:  Functional  Nonfunctional

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FUNCTIONAL

FUNCTIONAL
VISUAL MOTOR COMPONENTS COMMENTS

NON­
Tracks/scans smoothly horizontally and
vertically
Imitates basic strokes/forms
Draws recognizable pictures
Copies basic strokes/forms, numbers, letters
or words from near point
Copies basic strokes/forms, numbers, letters
or words from far point
Writes numbers or letters sequentially from
memory
Writes numbers or letters upon request
(sequentially or randomly)
Draws/writes without reversing direction or
order
Draws or writes smoothly (without frequent
stops and starts within a form, number,
letter, or word)
Demonstrates legibility representative of
speed of performance
Demonstrates adequate signature

Component summary:  Functional  Nonfunctional

Summarize how the student’s handwriting skills are interfering with his/her ability to access the learning
environment. List any suggestions provided to teacher(s) and/or parent/guardian:
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Therapist’s Signature: Date:

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