One of the essential features of an accurate diagnosis of dysgraphia is a synthesis of the individual’s overall academic capabilities across different domains and throughout time. Because there is so much potential for confounding factors influencing an individual’s academic performance in writing, as much data should be obtained from as many different sources as possible. These sources should likely include the student, parents, teachers, and formal testing. Another important factor to consider is the presence or absence of a marked discrepancy between performance in other subjects and writing. Strong students performing well below their baseline in one subject may be especially likely to benefit from targeted interventions.
It should be noted that given the lack of understanding of the underlying neurologic processes and the many combinations of factors that produce the same result (such as poor academic performance in writing), it is difficult to ensure an accurate diagnosis of dysgraphia.