DASH-2 Reproducible Stimulus Cards (Print)

Material Type

Stimulus Books

Anna Barnett

Sheila E. Henderson

Beverly Scheib

Detailed Assessment of Speed of Handwriting, Second Edition (DASH-2) is a reliable measure of handwriting speed for children and young adults. DASH-2 helps identify functional handwriting difficulties and provides relevant information for intervention planning.&nbsp;<br />
&nbsp;

Platform Type

Q-global

Manuals

Record Forms

Training Type

On demand

Scoring Type

Digital

Hand/Manual Scoring

Detailed Assessment of Speed of Handwriting, Second Edition (DASH-2) is a reliable measure of handwriting speed for children and young adults. 

Detailed Assessment of Speed of Handwriting, Second Edition

Kits

Booklets, record forms, answer sheets, report usages & subscriptions

Test forms & reports

Manuals, stimulus books, replacement items & other materials

Support materials

Training

All tests and materials offered for DASH-2

All products

Movement Assessment Battery for Children, Third Edition

Once ordered, the digital asset is accessible by logging into Q-global and visiting the Q-global Resource Library. It is a view-only digital file.

DASH-2 Q-Global Administration and Scoring Manual (Digital)

Includes:
<ul>
	<li>Examiner Manual</li>
	<li>25 Record Forms</li>
	<li>Set of Stimulus Cards</li>
</ul>


DASH-2 ANZ Complete Kit (Print)

DASH-2 Administration and Scoring Manual (Print)

DASH-2 Record Form (Print)

DASH-2 Q-global Stimulus Cards (Digital)

Gain clarity in the basics of fine motor assessment. This introductory workshop provides Occupational Therapists and allied health professionals with a structured overview of key considerations for assessing fine motor skills. You&rsquo;ll learn to plan and conduct assessments, identify barriers, and translate findings into functional goals that drive the occupational therapy process.

Introduction to Fine Motor Assessment • On Demand with Verve OT Learning

<table border="1" cellspacing="0" class="grid-layout--67-33" style="border-collapse:collapse; border:1px solid #cccccc; width:500px">
	<tbody>
		<tr>
			<td>
			<h3>Audience</h3>

			<p>This workshop is designed for Occupational Therapists and allied health professionals who want to build a foundational understanding of fine motor assessment. It is ideal for clinicians working with clients in paediatrics, rehabilitation, and disability settings, as well as those new to fine motor evaluation.</p>

			<h3>Course Description</h3>

			<p>Fine motor skills are essential to everyday function&mdash;from feeding and dressing to handwriting and tool use. This workshop introduces therapists to the core principles of fine motor assessment, offering practical guidance on observation, task analysis, and identifying barriers that limit participation.</p>

			<p>Focusing on the biomechanical aspects of fine motor performance, the session demonstrates how assessment findings can be applied throughout the OT process to inform functional, client-centred goals. Participants will also be directed to evidence-based models and specialised training opportunities for further learning.</p>

			<p><strong>Please note:</strong> This workshop does not provide specialised training in fine motor assessment or intervention. It serves as an introduction to key considerations and includes references to additional courses and resources for clinicians wishing to extend their skills.</p>

			<h3>Learning Outcomes</h3>

			<p>By the end of this workshop, you will be able to:</p>

			<ul>
				<li><strong>Develop</strong> a baseline understanding of key considerations in fine motor assessment.</li>
				<li><strong>Build</strong> confidence in planning and conducting fine motor assessments.</li>
				<li><strong>Identify</strong> barriers and limitations revealed through assessment findings.</li>
				<li><strong>Translate</strong> findings into functional, client-centred goals.</li>
				<li><strong>Apply</strong> assessment outcomes across the OT process to inform intervention planning and evaluation with clarity and confidence.</li>
			</ul>

			<h3>Pre-Requisites</h3>

			<p><strong>Confidentiality</strong></p>

			<p>All workshop materials, including recordings, slides, and case examples, must be treated as confidential. By enrolling, you agree to:</p>

			<ul>
				<li>Not copy, record, or distribute any part of the workshop content in any format.</li>
				<li>Keep your login details secure and ensure only you access the provided materials.</li>
				<li>Avoid showing or sharing content with colleagues, peers, or external groups unless they have purchased their own access.</li>
			</ul>

			<p><strong>Intellectual Property</strong></p>

			<p>All training resources, templates, workbooks, and guides are the intellectual property of <strong>Verve OT Learning</strong>. These materials are provided for your personal learning and professional development. You agree to:</p>

			<ul>
				<li>Use the content solely for your own clinical or educational purposes.</li>
				<li>Not reproduce, adapt, or distribute the materials without written permission from Verve OT Learning.</li>
				<li>Not screenshot, duplicate, or repurpose any part of the workshop materials, including video or text, for sharing with others.</li>
			</ul>
			<strong>Resources and Templates</strong>

			<p>Any templates or guides provided with the training are designed to support your practice. Editable versions may be supplied for you to adapt for your client work. To use these resources within a team or organisation, each professional must hold their own licence or course access.</p>

			<h3>Presenters</h3>

			<p>Hannah Spencer is an experienced Occupational Therapist with over 10 years of practice, underpinned by a strong foundation in Psychology. Her diverse clinical background spans neurology, rehabilitation, orthopaedics, surgery, workplace injury and paediatrics.</p>

			<p>Within the NDIS sector, Hannah has held roles ranging from senior management to clinical supervision, bringing both strategic insight and frontline expertise. She has also contributed to university teaching and is deeply passionate about clinical education, reflective practice and supporting therapists to discover and grow into their areas of interest.</p>
			</td>
			<td>
			<h3>Looking for bespoke group training solutions?</h3>

			<p><a class="button button--primary" href="https://www.pearsonclinical.com.au/forms/contact-us-training.html">Contact us</a></p>
			</td>
		</tr>
	</tbody>
</table>


Training details

Handwriting difficulties can affect a child&rsquo;s learning, confidence, and participation in school and daily activities. This workshop equips allied health professionals with the skills and strategies to assess handwriting, identify functional barriers, and implement practical interventions that achieve meaningful outcomes for children.

From Assessment to Intervention: Handwriting Basics • On Demand with Verve OT Learning

<table border="1" cellspacing="0" class="grid-layout--67-33" style="border-collapse:collapse; border:1px solid #cccccc; width:500px">
	<tbody>
		<tr>
			<td>
			<h3>Audience</h3>

			<p>This session is designed for allied health professionals who work with children and young people experiencing handwriting challenges related to motor coordination difficulties, developmental disorders, learning differences, attention and executive functioning needs, or sensory processing differences. The content will benefit clinicians supporting children in educational, community, and clinical settings where handwriting affects participation, confidence, and access to learning.</p>

			<h3>Course Description</h3>

			<p>Handwriting is a complex task that integrates biomechanical, perceptual, cognitive, and environmental skills. When difficulties arise, they can restrict participation in education and everyday activities, requiring therapists to identify contributing factors and implement effective interventions.</p>

			<p>This workshop offers a structured framework for understanding the foundations of handwriting&mdash;from pencil grasp and posture to visual&ndash;motor and executive functioning skills. Participants will learn to use both standardised and non-standardised tools, including the&nbsp;DASH-2, Beery VMI, and&nbsp;DTVP-3&nbsp;to assess baseline skills, legibility, speed, and functional impact.</p>

			<p>The session explores a broad range of intervention strategies, including multisensory and developmental approaches, environmental modifications, and technology supports. Therapists will leave with practical, evidence-informed methods for planning therapy that balances skill development with functional participation, while also considering alternatives such as typing and dictation when appropriate.</p>

			<h3>Learning Outcomes</h3>

			<p>By the end of this workshop, you will be able to:</p>

			<ul>
				<li>Understand the foundations of handwriting, including biomechanical, visual&ndash;motor, perceptual, cognitive, and environmental factors.</li>
				<li>Identify suitable handwriting assessments, both standardised (e.g. DASH-2, Beery VMI, DTVP-3) and non-standardised, to evaluate baseline skills and functional impacts.</li>
				<li>Analyse handwriting performance across domains such as legibility, speed, memory, copying, and dictation.</li>
				<li>Apply a range of intervention strategies, including pencil grasp development, multisensory methods, and both developmental and top-down approaches.</li>
				<li>Plan interventions that consider the child&rsquo;s abilities, classroom demands, and family or teacher expectations, balancing skill development with participation.</li>
				<li>Explore alternatives to handwriting&mdash;such as typing, dictation, and technology supports&mdash;when appropriate for functional participation.</li>
			</ul>

			<h3>Pre-Requisites</h3>

			<p><strong>Confidentiality</strong></p>

			<p>All workshop materials, including recordings, slides, and case examples, must be treated as confidential. By enrolling, you agree to:</p>

			<ul>
				<li>Not copy, record, or distribute any part of the workshop content in any format.</li>
				<li>Keep your login details secure and ensure only you access the provided materials.</li>
				<li>Avoid showing or sharing content with colleagues, peers, or external groups unless they have purchased their own access.</li>
			</ul>

			<p><strong>Intellectual Property</strong></p>

			<p>All training resources, templates, workbooks, and guides are the intellectual property of <strong>Verve OT Learning</strong>. These materials are provided for your personal learning and professional development. You agree to:</p>

			<ul>
				<li>Use the content solely for your own clinical or educational purposes.</li>
				<li>Not reproduce, adapt, or distribute the materials without written permission from Verve OT Learning.</li>
				<li>Not screenshot, duplicate, or repurpose any part of the workshop materials, including video or text, for sharing with others.</li>
			</ul>

			<h3>Resources and Templates</h3>

			<p>Any templates or guides provided with the training are designed to support your practice. Editable versions may be supplied for you to adapt for your client work. To use these resources within a team or organisation, each professional must hold their own licence or course access.</p>

			<h3>Presenters</h3>

			<p><strong>Alyce Svensk</strong><br />
			<br />
			Alyce Svensk is a Paediatric Occupational Therapist, educator, and mentor with more than 14 years of experience. She founded and led <em>Sensational Start OT</em>, a paediatric private practice, from 2017 to 2024 before launching <em>The OT Coach Australia</em>.</p>

			<p>Through supervision, mentoring, clinical education, and business support, Alyce helps occupational therapists feel confident in their practice and clear in their career direction. She offers practical, down-to-earth workshops, supervision, and mentoring programs for therapists at every stage of their career.</p>

			<p>Alyce also hosts two podcasts: <em>OT Coaching Confidential</em>, featuring real-life mentoring conversations, and <em>OT Unplugged</em>, co-hosted with Sarah Collison and Nikki Cousins, which explores the future of occupational therapy. Across all her work, Alyce is passionate about helping therapists bridge the gap between theory and practice while building sustainable, meaningful careers.</p>
			</td>
			<td>
			<h3>Looking for bespoke group training solutions?</h3>

			<p><a class="button button--primary" href="https://www.pearsonclinical.com.au/forms/contact-us-training.html">Contact us</a></p>
			</td>
		</tr>
	</tbody>
</table>


<p><b>Qualification Level</b></p>
<p><b>Level A</b></p>
<p>This approval level enables you to buy our assessments that require no professional degree, accreditation, organization membership, or license/certificate.</p>
<p><b>Level B</b></p>
<p>This approval level enables you to buy our assessments requiring A or B qualification levels.</p>
<p><b>Level C</b></p>
<p>This approval level enables you to buy all our assessments.</p>

<p>Get instructions and help on ordering online or from our product catalog.</p>

<p><a href="/forms/contact-us-support.html" target="_blank">Contact Us</a></p>

<p><a href="/ordering.html" target="_blank">Ordering</a></p>

<p><strong>From Australia:</strong> 1300 473 277<br />
<strong>From New Zealand:</strong> +64 9886 9536</p>


<table border="0" cellpadding="0" cellspacing="0" style="width:500px">
	<tbody>
		<tr>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>

<table border="1" cellpadding="1" cellspacing="1" class="bgcolor--grey-95 grid-layout--100 has-padding-horizontal--15 has-padding-vertical--20" style="width:500px">
	<tbody>
		<tr>
			<td>
			<h3>Case Study: Kai found aspects of literacy challenging throughout his education</h3>

			<p>With extra help from a private tutor, Kai achieved the necessary grades for entry to college on a course in Animal Care</p>

			<p><a class="button button--tertiary" href="https://www.pearsonclinical.com.au/content/dam/school/global/clinical/au/assets/dash-2/DASH-2-Case-Study.pdf">Read story</a></p>
			</td>
		</tr>
	</tbody>
</table>

Overview

<table class="grid-layout--67-33" style="width:500px">
	<tbody>
		<tr>
			<td>
			<h3>Benefits</h3>

			<ul>
				<li>Provides standardised subtest scores for a variety of different handwriting tasks.</li>
				<li>Offers objective evidence on which to base applications for special accommodations in education settings.</li>
				<li>Suitable for both individual and group administration.</li>
				<li>Offers reliability, based on nationally stratified normative samples of over 1000 children and young adults collected across the UK, Australia, and New Zealand between 2021 and 2023.</li>
			</ul>

			<h3>Features</h3>

			<p>DASH-2 includes 5 subtests that are administered and scored by hand and allow comparison of handwriting performance during written tasks with varying demands.</p>

			<p>The DASH-2 subtests:</p>

			<ul>
				<li>Copy Best</li>
				<li>Alphabet Writing</li>
				<li>Copy Fast</li>
				<li>Free Writing</li>
				<li>Graphic Speed</li>
			</ul>

			<h3>DASH/DASH 17+ vs DASH-2&nbsp;Comparison</h3>

			<table border="1" cellpadding="1" cellspacing="1" style="table-layout:fixed; width:100%">
				<tbody>
					<tr>
						<td style="background-color:#d5f4f6; border-color:black; border-style:solid; border-width:1px; width:50%">DASH / DASH 17+</td>
						<td style="background-color:#d5f4f6; border-color:black; border-style:solid; border-width:1px; width:50%">DASH-2</td>
					</tr>
					<tr>
						<td style="border-color:black; border-style:solid; border-width:1px; width:50%"><strong>Age range</strong><br />
						<strong>DASH:</strong>&nbsp;9:0 &ndash; 16:11 years<br />
						<strong>DASH 17+:</strong>&nbsp;- 17:0 &ndash; 25:11 years</td>
						<td style="border-color:black; border-style:solid; border-width:1px; width:50%"><strong>Age range</strong><br />
						8:0 &ndash; 25:11 years</td>
					</tr>
					<tr>
						<td style="border-color:black; border-style:solid; border-width:1px; width:50%"><strong>5 subtests</strong>
						<ul>
							<li>Copy Best</li>
							<li>Alphabet Writing</li>
							<li>Copy Fast</li>
							<li>Free Writing</li>
							<li>Graphic Speed</li>
						</ul>
						</td>
						<td style="border-color:black; border-style:solid; border-width:1px; width:50%"><strong>5 subtests</strong>
						<ul>
							<li>Copy Best</li>
							<li>Alphabet Writing</li>
							<li>Copy Fast</li>
							<li>Free Writing</li>
							<li>Graphic Speed</li>
						</ul>
						</td>
					</tr>
					<tr>
						<td style="border-color:black; border-style:solid; border-width:1px; width:50%">Single topic for Free Writing task (&lsquo;My Life&rsquo;)</td>
						<td style="border-color:black; border-style:solid; border-width:1px; width:50%">Addition of a second, more demanding topic option for Free Writing task:
						<ul>
							<li>My Life</li>
							<li>Past, Present, Future</li>
						</ul>
						</td>
					</tr>
					<tr>
						<td style="border-color:black; border-style:solid; border-width:1px; width:50%">Scoring
						<ul>
							<li>Task-level Standard Scores</li>
							<li>Total Standard Score</li>
							<li>Percentile ranks</li>
							<li>Confidence intervals</li>
							<li>Copy speed difference</li>
							<li>WPM profile (Free Writing)</li>
							<li>Percent illegible</li>
						</ul>
						</td>
						<td style="border-color:black; border-style:solid; border-width:1px; width:50%">Scoring
						<ul>
							<li>Task-level Standard Scores</li>
							<li>Total Standard Score</li>
							<li>Percentile ranks</li>
							<li>Confidence intervals</li>
							<li>Copy speed difference</li>
							<li>WPM profile (Free Writing)</li>
							<li>Percent illegible</li>
						</ul>
						</td>
					</tr>
					<tr>
						<td style="border-color:black; border-style:solid; border-width:1px; width:50%">UK norms</td>
						<td style="border-color:black; border-style:solid; border-width:1px; width:50%">Normative data co-collected between UK, Australia, and New Zealand</td>
					</tr>
					<tr>
						<td style="border-color:black; border-style:solid; border-width:1px; width:50%">Paper and pencil administration</td>
						<td style="border-color:black; border-style:solid; border-width:1px; width:50%">Paper and pencil administration</td>
					</tr>
				</tbody>
			</table>

			<p>&nbsp;</p>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>


Product Details

<table border="1" cellpadding="1" cellspacing="1" class="accordion-component" style="width:500px">
	<tbody>
		<tr>
			<td>
			<p>Can I photocopy the DASH-2 materials onto coloured paper (or use a coloured overlay) if that is the student&rsquo;s usual way of working?</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>For the DASH-2 standardisation, all test materials were printed on white paper. As any changes made to the materials may affect the examinee&rsquo;s results, these types of modifications are not generally recommended. However, when a student uses coloured paper or overlays for their usual way of working, you may decide that adapting the test in this way is appropriate. When reporting and interpreting the test results, the change<strong> must </strong>be noted and commented on.</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>How do I decide which sentence to use on the Copying tasks?</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>Sentences A1 (for ages 8-16) and A3 (for ages 17-25) should be used the first time an individual is being assessed. When you are re-assessing, check the previous Record Form and confirm that the correct sentence was used. Then use the alternate form when repeating the test.</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>What should I do if making the time mark seems to disrupt the flow of the student&rsquo;s writing - can I omit this?</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>No; do not omit the time marks as this would change the way the tasks are administered and reduce the amount of useful information gained from the test (e.g. the profile of wpm during the 10-minute free writing task). If you feel making the time mark has had an effect on the student&rsquo;s result, the disruption should be noted and commented on in your report.</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>Do I need to administer all five tasks in the DASH-2?</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>Handwriting speed may vary across different writing tasks. DASH-2 was designed to be a comprehensive measure of legible handwriting speed, therefore it includes a range of tasks involving different writing demands. <em>Ideally</em> all tasks should be completed, however parts of DASH/DASH 17+ have been used successfully for different purposes. For example, the Copy Best and Copy Fast tasks have been used outside of the DASH as part of a broader writing/dysgraphia assessment.</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>Is DASH-2 suitable for use with students with English as an additional language?</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>Yes. The standardisation sample included those with English as their primary language and those with English as an additional language (EAL). However, any student who was unable to understand English (i.e. follow instructions, interact with the examiner, attempt all tasks) was excluded from the sample. Examiners should always use their professional judgement to ascertain whether a slow handwriting speed may be associated with language issues.</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>Can I use DASH-2 to look at response to intervention?</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>Yes, you can. The fact that DASH-2 includes both an overall measure of handwriting speed as well as scaled scores for a variety of tasks with differing demands makes it ideal for assessing progress in this area. Also, the supplementary scores can be used as measures of change.</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>Can I use DASH-2 in telepractice?</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>Yes, you can. Guidelines are provided to help you prepare for and administer a remote assessment. See this link for further information on telepractice, DASH-2 and further resources <a href="/content/dam/school/global/clinical/au/assets/dash-2/telepractice-and-the-dash-and-dash-17plus.pdf" rel="nofollow noreferrer noopener" target="_blank"><u>Telepractice and the DASH and DASH 17+</u></a>&nbsp;</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>What if the student writes for less than 10 minutes on the Free Writing task, how do I score this?</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>The formal scoring instructions in the manual should be followed as if the student wrote for the full 10 minutes. Take the total number of words written, divide by 10 to calculate an average wpm score and find the appropriate standard score from table B1. However, it may also be useful to calculate a wpm score which is based on the total amount of time that the examinee actually wrote (e.g. a student who wrote X words then stopped after 3 minutes would have a formal score of X/10 and an &ldquo;informal&rdquo; score of X/3. A comparison of these two scores may be helpful in your interpretation of the formal test results.</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>What proportion of students with dyslexia were included in the standardisation sample?</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>All standardised tests aim to include a representative proportion of individuals with various educational/clinical characteristics in the sample. The DASH-2 sample included some individuals with dyslexia. In addition, a separate validation study was undertaken which compared a group of individuals with a diagnosis of dyslexia to a typically developing group matched on age, sex and parent/caregiver educational level. The results confirmed that DASH-2 was suitable for students with dyslexia.</p>
			</td>
		</tr>
		
		<tr>
			<td>
			<p>Can I use DASH-2 tasks to assess typing speed?</p>
			</td>
		</tr>
		<tr>
			<td>
			<p>Some assessors have used the DASH-2 tasks informally to gather information on typing speed. However, these tasks were not designed for this purpose, and no normative data exists on typing for the DASH-2 tasks. Additionally, assessors should consider the potential implications of repeated use of the tasks when interpreting their findings, such as:</p>

			<ul>
				<li>If the same sentence is copied for both handwriting and typing, the material will be more familiar on the second testing occasion. This familiarity may result in the sentence being retrieved from memory rather than actively copied.</li>
				<li>If the same Free Writing topic is used to assess both handwriting and typing speed, the examinee may recall previously generated ideas, words, and phrases. This recall could make their writing flow more easily and influence performance, particularly if the time interval between completing the two versions of the task is short.</li>
				<li>The order of testing (handwriting first or typing first) and the time interval between the handwriting and typing assessments may affect the outcome and should be considered when interpreting the obtained scores.</li>
			</ul>

			<p>If, after considering these factors, assessors decide to use the DASH-2 to compare handwriting and typing speed, it would be preferable to use an alternative Free Writing topic and different sentences for copying during the second administration. Even then, results must be interpreted with caution, as no research has been conducted on using these tasks as a typing assessment, and additional factors may need to be considered.</p>
			</td>
		</tr>
	</tbody>
</table>

Detailed Assessment of Speed of Handwriting, Second Edition

DASH-2

Related Items

You may also be interested in...