This paper examines the factors associated with the tempo of low-income couples’ relationship progression into sexual involvement and coresidence. Data come from a recently-collected survey, the Marital and Relationship Survey (MARS) that obtained information from low- to moderate-income married and cohabiting couples. Over one-fifth of male and female respondents reported becoming sexually involved with their current partner within the first week of dating. Entrance into shared living was also quite rapid; about one-third of respondents moved in with their partner within 6 months. Furthermore, about two-thirds of married respondents initially cohabited with their partners. Indicators of family disadvantage accelerated entrance into sexual involvement and coresidence; these effects are more pronounced for women than men. Our results also suggest that the pace of relationship progression, into sexual involvement as well as shared living, has accelerated among unions formed more recently.
Narrative abilities have been identified as a link to successful school achievement and, in particular, to the acquisition of literacy. Children who use AAC may be at risk of impaired narrative facility due to the differences in their language learning experiences, limitation of their AAC systems, and limitations from constrained access to physical and social environments. In this study, the elements of narrative that emerged in the interactions between an 8-year-old child who used an AAC device and her teacher are described. This assessment was achieved through use of the Narrative Assessment Profile (Bliss, McCabe, & Miranda, 1998) in the context of five tasks designed to elicit a spectrum of narrative features. Results indicate that the interactions between the child and her teacher made it difficult to assess whether or not the child had control of certain features of narrative. From a purely structural analysis, most narrative discourse dimensions appeared to be severely compromised and therefore in need of immediate intervention. Discussion includes aspects of narrative intervention and suggested topics for further research.
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