Written output

The student knows the content but produces far less written work than peers within the same time.

• Distinguish volume from legibility — they have different contributors and different interventions.
• Sample output with and without a visual model to see how much of the cost is visual.
• Consider executive function alongside visual performance; both can throttle output.

• Level 5: Functional Integration

  Sustained visual work across a task is the limiting demand.

• Level 4: Visual-Motor Integration

  Each letter costs more, so fewer letters get produced.

Nothing tagged for this step yet.

Nothing tagged for this step yet.

• Reduce copying load; provide the prompt in print at the desk.
• Offer dictation or keyboarding for content-heavy tasks.
• Set a time expectation rather than a length expectation.

• Homework by timer, not by page count.
• Let the child dictate a first draft, then write a shortened version.

• Words produced in a timed 5-minute writing probe.
• Percentage of assignments completed within class time.

Re-screen the limiting level after 6–8 weeks of consistent intervention. If the occupational problem has not changed while the contributing level has, look upstream for a different limiting factor. If neither has changed, or symptoms are worsening, refer out rather than continuing to treat.