This section examines the effect of adverse family events from pre-school age onwards,
additional child characteristics related to physical and mental health, and aspects of parenting and family climate.
The second stage considers
some additional child characteristics, aspects of parenting and the family climate from pre-school and school age years, using information from the age 4, 5 and 8 - year interviews, and the age 9 web / telephone survey.
Not exact matches
However,
additional characteristics of a high - quality program include nutritious meals and snacks, a strong foundation in language development, early literacy, and math, and teachers who frequently measure
children's progress.
Yet the label «vulnerable group» somehow sticks throughout the book, although at least an
additional characteristic seems necessary to render a member of a group vulnerable, as in the cases of disabled prisoners, poor refugees, orphan
children, etc..
It seems pretty obvious, but if we are in tune with the
characteristics that make our
child unique, we will have a better understanding of when they may need
additional support, and when and where they will thrive.
This paper explores whether the impacts of the SHM program on marital quality and stability outcomes differ according to six
additional subgroup - defining
characteristics at the 12 - and 30 - month follow - up points: (1) length of marriage at study entry, (2) experience of abuse or neglect in the family of origin, (3) psychological distress at study entry, (4) whether the extended family respects and values the couple's marriage, (5) presence of a stepchild in the household, and (6) presence of a young
child (under 3) in the household.
Additional regression analyses show that compared with their typically developing peers, and after controlling for several
child and family
characteristics, the odds of being suspended or expelled were still more than 14.5 times larger for
children diagnosed with any disability or social - emotional challenge.
While many applications of the model have explored the combination of
child ASD symptomatology and / or behaviour problems with life stress,
child adaptive functioning (i.e. daily living skills), a
characteristic which Hall and Graff [4] identified as demonstrating strong associations with adaptation in families of
children with ASD, has not been investigated as an
additional stressor in this model.