Dysgraphia Explained

Dysgraphia
Dysgraphia (or agraphia) is a deficiency in the ability to write, regardless of the ability to read, not due to intellectual impairment. People with dysgraphia often can write on some level, but often lack co-ordination, and may find other fine motor tasks such as tying shoes difficult. It often does not affect all fine motor skills. They can also lack basic spelling skills (having difficulties with p,q,b,d), and often will write the wrong word when trying to formulate thoughts (on paper). In childhood, the disorder generally emerges when they are first introduced to writing. They make inappropriately sized and spaced letters, or write wrong or misspelled words despite thorough instruction. Children with the disorder may have other learning disabilities; however, they usually have no social or other academic problems.

Dyslexic Dysgraphia
With dyslexic dysgraphia, spontaneously written work is illegible, copied work is fairly good, and spelling is bad. Finger tapping speed (a method for identifying fine motor problems) is normal, indicating the deficit does not likely stem from cerebellar damage. A dyslexic dysgraphic does not necessarily have dyslexia. (Dyslexia and dysgraphia appear to be unrelated but are often co morbid.)

Motor Dysgraphia
Motor dysgraphia is due to deficient fine motor skills, poor dexterity, poor muscle tone, and/or unspecified motor clumsiness. Generally, written work is poor to illegible, even if copied by sight from another document. Letter formation may be acceptable in very short samples of writing, but this requires extreme effort and an unreasonable amount of time to accomplish, and cannot be sustained for a significant length of time. Writing is often slanted due to holding a pen or pencil incorrectly. Spelling skills are not impaired. Finger tapping speed results are below normal.

Spatial Dysgraphia
Dysgraphia due to a defect in the understanding of space has illegible spontaneously written work, illegible copied work, but normal spelling and normal tapping speed.
Some children may have a combination of any two or all three of these. Symptoms in actuality may vary in presentation from what is listed here.

Symptoms of Dysgraphia
A mixture of upper/lower case letters, irregular letter sizes and shapes, unfinished letters, struggle to use writing as a communications tool, odd writing grip, many spelling mistakes (sometimes), pain when writing, decreased or increased speed of writing and copying, talks to self while writing, muscle spasms in the arm and shoulder (sometimes in the rest of the body), inability to flex (sometimes move) the arm (creating an L like shape), and general illegibility.

Lesser known symptoms of Dysgraphia
Many people who are dysgraphic will experience pain while writing. The pain usually starts in the center of the forearm and then spreads along the nervous system to the entire body. This pain can get worse or even appear when a dysgraphic is stressed. Few people who do not have dysgraphia know about this, because many with dysgraphia will not mention it to anyone. There are a few reasons why pain while writing is rarely mentioned:
Sufferers do not know that it is unusual to experience this type of pain with writing.
If they know that it is different from how others experience writing, they know that few will believe them. Those who do not believe that the pain while writing is real will often not understand it. It will usually be attributed to muscle ache or cramping, and it will often be considered only a minor inconvenience.

Asperger - Autism (high functioning) Communication Checklist

Communication Effectiveness Index

Answer: Appropriate or Inappropriate Journal of Speech and Hearing Disorders 1989; 54:113-124

1. Getting someone’s attention
2. Getting involved in group conversations that are about him/her
3. Giving yes and no answers appropriately
4. Communicating his/her emotions
5. Indicating that he/she understands what is being said to him/her
6. Having coffee time visits and conversations with friends and neighbors
7. Having a one-to-one conversation with you
8. Saying the name of someone whose face is put in front of him/her
9. Communicating physical problems such as aches and pains
10. Having a spontaneous conversation (starting a conversation or changing the subject)
11. Responding to or communicating anything (including yes or no) without words
12. Starting a conversation with people who are not close family
13. Understanding writing
14. Being a part of a conversation when it is fast and there are a number of people involved
15. Participating in a conversation with strangers
16. Describing or discussing something in depth