Horizon 2025 - Flipbook - Page 11
SHELTON EVALUATION CENTER
Laure Ames, Ph.D., Director of Shelton Evaluation Center
The Shelton Evaluation Center stands out in the Dallas
area for its highly experienced team, which provides
a wide range of evaluations and integrates findings
across assessments to develop a complete picture
of each client. Services include psychoeducational
evaluations and specialized assessments for ADHD and
Autism Spectrum Disorder. We serve individuals from
age 3 through adulthood.
We frequently diagnose dysgraphia at the Shelton
Evaluation Center. It is a disorder that often occurs
with learning disabilities and/or ADHD. According to
the latest Texas Dyslexia Handbook (TDH) published
in August 2024 (tea.texas.gov), “dysgraphia is best
defined as a neurodevelopmental disorder manifested
by illegible and/or inefficient handwriting due to
difficulty with letter formation. This difficulty is the
result of deficits in graphomotor function (hand
movements used for writing) and/or storing and
retrieving orthographic codes (letter forms) (Berninger,
2015). Secondary consequences may include problems
with spelling and written expression.”
When evaluating for dysgraphia, our
battery of tests may include measures
of visual motor integration, visual
perception, motor coordination,
orthographic processing, writing
samples, writing fluency and spelling.
To make a diagnosis, we assess pencil
grip, pencil control, letter formation,
handwriting, timed and untimed writing
and fluency in the writing samples we
obtain.
The treatment for dysgraphia is occupational therapy (OT).
However, OT may not be as beneficial for older students.
Accommodations are usually very helpful. According to the TDH,
these accommodations may include:
• Allow more time for written tasks including note taking,
copying and tests
• Reduce the length requirements of written assignments
• Provide copies of notes or assign a note-taking buddy to
assist with filling in missing information
• Allow the student to audio record important assignments
and/or take oral tests
• Assist the student with developing logical steps to complete
a writing assignment instead of doing it all at once
• Allow the use of technology
(e.g., speech-to-text software, etc.)
• Allow the student to use cursive or manuscript, whichever
is most legible and efficient
• Allow the student to use graph paper for math, or to turn lined
paper sideways, to help with lining up columns of numbers
• Offer an alternative to a written project such as an oral report,
dramatic presentation or visual media project
Prior to the diagnostic characteristics listed in the TDH,
we usually only diagnosed dysgraphia if handwriting
was illegible. But the TDH expanded the diagnostic
criteria. These criteria now include:
If you have any questions about our Evaluation Center, please
call 972-774-1772, Extension 2243. We look forward to working
with you to help your child.
• Variably shaped and poorly formed letters
• Excessive erasures and cross-outs
• Poor spacing between letters and words
• Letter and number reversals beyond early
stages of writing
• Awkward, inconsistent pencil grip
• Heavy pressure and hand fatigue
• Slow writing and copying with legible or illegible
handwriting (Andrews & Lombardino, 2014)
Additional consequences of dysgraphia may include:
• Difficulty with unedited written spelling
• Low volume of written output as well as problems
with other aspects of written expression
Shelton Evaluation Center team members Debbie Ripchick, Joni Williams,
Dr. Laure Ames, Stephanie McCain and Stacie Soto continue a legacy of
excellence in assessment, carrying forward a tradition that has served
clients since 1976.
SHELTON SCHOOL
THE HORIZON
NOVEMBER 2025
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