The following, of course, is being documented, but I'm not sure what to do in the meantime. My morning work is very simple as we don't have much time before specials. We practice handwriting. Two sentences, the odd focus on specific letters/numbers, nothing outrageous and nothing that really grows over the course of the year. It's... handwriting practice and is pretty much the same skill level all year. Yet... I have two students backsliding in, not exactly their handwriting, but simply getting this task done. At the beginning of the year, it was fine. They could come in, sit down, be on task, reasonably get a half-sheet of handwriting practice done. Now... they can't. It doesn't get done. They can't focus, the most they can do is doodle on the paper. Now, half of the paper is tracing. Even the tracing has become "too difficult". Yet... it's not like this handwriting is really advancing. It's merely a time to practice handwriting, no more , no less. While other students are becoming faster and neater at handwriting, these two do nothing. Now, with other skills, one would tend to take them back a step. And I have done this the past two weeks. Yet, I'm not sure sure how I feel about that. Both of these kids are, while not penmanship artists, certainly capable of legible handwriting. If it were a case of, oh, this handwriting truly does seem more than your current skill, I'd feel better about just asking them to trace or significantly shortening the assignment. But in this case, is doing so just teaching them to do... less? I do suspect both of them of having attention disabilities, but one is at the point where it can take her all week to write a single word. I give consequeneces, but they don't seem to affect them.