Date Presented 03/28/20 This qualitative study explored the converging and diverging needs of biological and adoptive parents raising young children with or at risk for fetal alcohol spectrum disorders. Findings from this study advocate for early interventions that prioritize and promote social-emotional development of young children, are family-centered, and provide concrete assistance for family circumstances and parent well-being. Primary Author and Speaker: Misty Pruner Contributing Authors: Tracy Jirikowic, Kathryn Yorkston, Heather Carmichael Olson

Handwriting is a critical skill for school success. Children with fetal alcohol spectrum disorders (FASD) often present with fine motor and visual–motor impairments that can affect handwriting performance, yet handwriting skills have not been systematically investigated in this clinical group. This study aimed to comprehensively describe handwriting skills in 20 school-age children with FASD. Children were tested with the Process Assessment of the Learner, 2nd Edition (PAL–II), and the Visuomotor Precision subtest of NEPSY, a developmental neuropsychological assessment. Participants performed below average on PAL–II measures of handwriting legibility and speed and on NEPSY visual–motor precision tasks. In contrast, PAL–II measures of sensorimotor skills were broadly within the average range. Results provide evidence of functional handwriting challenges for children with FASD and suggest diminished visual–motor skills and increased difficulty as task complexity increases. Future research is needed to further describe the prevalence and nature of handwriting challenges in this population.