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Publications of Kenneth A. Dodge    :chronological  alphabetical  combined  by tags listing:

%% Journal Articles   
@article{fds371229,
   Author = {Goulter, N and Hur, YS and Jones, DE and Godwin, J and McMahon, RJ and Dodge, KA and Lansford, JE and Lochman, JE and Bates, JE and Pettit, GS and Crowley, DM},
   Title = {Kindergarten conduct problems are associated with monetized
             outcomes in adolescence and adulthood.},
   Journal = {Journal of child psychology and psychiatry, and allied
             disciplines},
   Volume = {65},
   Number = {3},
   Pages = {328-339},
   Year = {2024},
   Month = {March},
   url = {http://dx.doi.org/10.1111/jcpp.13837},
   Abstract = {<h4>Background</h4>Across several sites in the United
             States, we examined whether kindergarten conduct problems
             among mostly population-representative samples of children
             were associated with increased criminal and related
             (criminal + lost offender productivity + victim;
             described as criminal + victim hereafter) costs across
             adolescence and adulthood, as well as government and medical
             services costs in adulthood.<h4>Methods</h4>Participants
             (N = 1,339) were from two multisite longitudinal
             studies: Fast Track (n = 754) and the Child Development
             Project (n = 585). Parents and teachers reported on
             kindergarten conduct problems, administrative and national
             database records yielded indexes of criminal offending, and
             participants self-reported their government and medical
             service use. Outcomes were assigned costs, and significant
             associations were adjusted for inflation to determine USD
             2020 costs.<h4>Results</h4>A 1SD increase in kindergarten
             conduct problems was associated with a $21,934 increase in
             adolescent criminal + victim costs, a $63,998 increase in
             adult criminal + victim costs, a $12,753 increase in
             medical services costs, and a $146,279 increase in total
             costs. In the male sample, a 1SD increase in kindergarten
             conduct problems was associated with a $28,530 increase in
             adolescent criminal + victim costs, a $58,872 increase in
             adult criminal + victim costs, and a $144,140 increase
             in total costs. In the female sample, a 1SD increase in
             kindergarten conduct problems was associated with a $15,481
             increase in adolescent criminal + victim costs, a
             $62,916 increase in adult criminal + victim costs, a
             $24,105 increase in medical services costs, and a $144,823
             increase in total costs.<h4>Conclusions</h4>This
             investigation provides evidence of the long-term costs
             associated with early-starting conduct problems, which is
             important information that can be used by policymakers to
             support research and programs investing in a strong start
             for children.},
   Doi = {10.1111/jcpp.13837},
   Key = {fds371229}
}

@article{fds372754,
   Author = {Copeland, WE and Tong, G and Shanahan, L and Rothenberg, WA and Lansford, JE and Godwin, JW and Rybińska, A and Odgers, CL and Dodge,
             KA},
   Title = {Intergenerational Effects of a Family Cash Transfer on the
             Home Environment.},
   Journal = {J Am Acad Child Adolesc Psychiatry},
   Volume = {63},
   Number = {3},
   Pages = {336-344},
   Year = {2024},
   Month = {March},
   url = {http://dx.doi.org/10.1016/j.jaac.2023.08.001},
   Abstract = {OBJECTIVE: A natural experiment that provided income
             supplements to families has been associated with beneficial
             outcomes for children that persisted into adulthood. The
             children in this study are now adults, and many are parents.
             METHOD: The study builds on the longitudinal, representative
             Great Smoky Mountains study conducted from 1993 to 2020. At
             follow-up in their late 30s, 1,094 of the 1,348 living
             participants (81.2%) were assessed. Of these participants
             (67.6%), 739 were parents. A tribe in the area implemented a
             cash transfer program of approximately $5,000 annually per
             person to every tribal member based on the profits received
             from operating a casino. Ten aspects of the home environment
             of participants were assessed (eg, family chaos, substance
             use, and food insecurity) as well as a composite measure
             across all home environment indicators. The proposed
             analyses were preregistered (https://osf.io/ex638). RESULTS:
             Of the 739 parents assessed, 192 (26.0%) were American
             Indians. Parents whose families received cash transfers
             during childhood did not differ from parents whose families
             did not receive cash transfers on any of the home
             environment indicators or the composite measure. At the same
             time, there was little evidence of elevated risk for
             participants in either group in measures of parental mental
             health, substance use, and violence. CONCLUSION: A family
             cash transfer in childhood that had long-term effects on
             individual functioning did not impact the home environment
             of participants who became parents. Rather, parents in both
             groups were providing home environments generally conducive
             to their children's growth and development. STUDY
             PREREGISTRATION INFORMATION: Intergenerational Effects of a
             Family Cash Transfer on the Home Environment;
             https://osf.io/; ex638.},
   Doi = {10.1016/j.jaac.2023.08.001},
   Key = {fds372754}
}

@article{fds375376,
   Author = {Folker, AE and Deater-Deckard, K and Lansford, JE and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli,
             C and Rothenberg, WA and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang,
             L},
   Title = {Intraindividual variability in parental acceptance-rejection
             predicts externalizing and internalizing symptoms across
             childhood/adolescence in nine countries.},
   Journal = {Journal of family psychology : JFP : journal of the Division
             of Family Psychology of the American Psychological
             Association (Division 43)},
   Volume = {38},
   Number = {2},
   Pages = {333-344},
   Year = {2024},
   Month = {March},
   url = {http://dx.doi.org/10.1037/fam0001133},
   Abstract = {Parenting that is high in rejection and low in acceptance is
             associated with higher levels of internalizing (INT) and
             externalizing (EXT) problems in children and adolescents.
             These symptoms develop and can increase in severity to
             negatively impact adolescents' social, academic, and
             emotional functioning. However, there are two major gaps in
             the extant literature: (a) nearly all prior research has
             focused on between-person differences in
             acceptance/rejection at the expense of examining
             intraindividual variability (IIV) across time in
             acceptance/rejection; and (b) no prior studies examine IIV
             in acceptance/rejection in diverse international samples.
             The present study utilized six waves of data with 1,199
             adolescents' families living in nine countries from the
             Parenting Across Cultures study to test the hypotheses that
             (1) higher amounts of youth IIV in mother
             acceptance/rejection predict higher internalizing and (2)
             externalizing symptoms, and (3) that higher youth IIV in
             father acceptance/rejection predict higher internalizing,
             and (4) externalizing symptoms. Meta-analytic techniques
             indicated a significant, positive effect of IIV in
             child-reported mother and father acceptance/rejection on
             adolescent externalizing symptoms, and a significant
             positive effect of IIV in father acceptance/rejection on
             internalizing symptoms. The weighted effect for mother
             acceptance/rejection on internalizing symptoms was not
             statistically significant. Additionally, there was
             significant heterogeneity in all meta-analytic estimates.
             More variability over time in experiences of parental
             acceptance/rejection predicts internalizing and
             externalizing symptoms as children transition into
             adolescence, and this effect is present across multiple
             diverse samples. (PsycInfo Database Record (c) 2024 APA, all
             rights reserved).},
   Doi = {10.1037/fam0001133},
   Key = {fds375376}
}

@article{fds376228,
   Author = {Rothenberg, WA and Lansford, JE and Godwin, JW and Dodge, KA and Copeland, WE and Odgers, CL and McMahon, RJ and Rybinska, A and Conduct
             Problems Prevention Research Group},
   Title = {Intergenerational Effects of the Fast Track Intervention on
             Next-Generation Child Outcomes: A Preregistered Randomized
             Clinical Trial.},
   Journal = {Am J Psychiatry},
   Volume = {181},
   Number = {3},
   Pages = {213-222},
   Year = {2024},
   Month = {March},
   url = {http://dx.doi.org/10.1176/appi.ajp.20220927},
   Abstract = {OBJECTIVE: The authors sought to determine whether the Fast
             Track mental health intervention delivered to individuals in
             childhood decreased mental health problems and the need for
             health services among the children of these individuals.
             METHODS: The authors examined whether Fast Track assignment
             in one generation of children (generation 2; G2) from grades
             1 through 10 reduced parent-reported mental health problems
             and health services use in these children's children
             (generation 3; G3) 18 years later relative to a control
             group. The Fast Track intervention blended parent
             behavior-management training, child social-cognitive skills
             tutoring, home visits, and classroom social-ecology changes
             across grades 1-10 to ameliorate emerging conduct problems
             among the G2 children. For this study, 1,057 G3 children of
             Fast Track participants (N=581 intervention group, N=476
             control group) were evaluated. RESULTS: G3 children of G2
             parents who were randomized to the Fast Track intervention
             group used fewer general inpatient services and fewer
             inpatient or outpatient mental health services compared with
             G3 children of G2 parents randomized to the control group.
             Some of these effects were mediated: randomization to Fast
             Track predicted fewer internalizing problems and less use of
             corporal punishment among G2 adults at age 25, which
             subsequently predicted less general inpatient service use
             and outpatient mental health service use among the G3
             children by the time the G2 parents were 34 years old. There
             were no significant differences between G3 children from
             these two groups on the use of other health services or on
             mental health measures. CONCLUSIONS: Fast Track was
             associated with lower use of general inpatient services and
             inpatient and outpatient mental health services
             intergenerationally, but effects on parent-reported mental
             health of the children were not apparent across generations.
             Investing in interventions for the mental health of children
             could reduce service use burdens across generations.},
   Doi = {10.1176/appi.ajp.20220927},
   Key = {fds376228}
}

@article{fds376229,
   Author = {Bustos, B and Lopez, M and Dodge, KA and Lansford, JE and Copeland, WE and Odgers, CL and Bruckner, TA},
   Title = {Family cash transfers in childhood and birthing persons and
             birth outcomes later in life.},
   Journal = {SSM Popul Health},
   Volume = {25},
   Pages = {101623},
   Year = {2024},
   Month = {March},
   url = {http://dx.doi.org/10.1016/j.ssmph.2024.101623},
   Abstract = {Much literature in the US documents an intergenerational
             transmission of birthing person and perinatal morbidity in
             socioeconomically disadvantaged groups. A separate line of
             work indicates that family cash transfers may improve life
             chances of low-income families well into adulthood. By
             exploiting a quasi-random natural experiment of a large
             family cash transfer among a southeastern American Indian
             (AI) tribe in rural North Carolina, we examine whether a
             "perturbation" in socioeconomic status during childhood
             improves birthing person/perinatal outcomes when they become
             parents themselves. We acquired birth records on 6805 AI and
             non-AI infants born from 1995 to 2018. Regression methods to
             examine effect modification tested whether the birthing
             person's American Indian (AI) status and exposure to the
             family cash transfer during their childhood years
             corresponds with improvements in birthing person and
             perinatal outcomes. Findings show an increase in age at
             childbearing (coef: 0.15 years, 95% confidence interval
             [CI]: 0.05, 0.25) and a decrease in pre-pregnancy body mass
             index (BMI; coef: -0.42, 95% CI: -0.76, -0.09) with
             increased duration of cash transfer exposure during
             childhood. The odds of large-for-gestational age at
             delivery, as well as mean infant birthweight, is also
             reduced among AI births whose birthing person had relatively
             longer duration of exposure to the cash transfer. We,
             however, observe no relation with other birthing
             person/perinatal outcomes (e.g., tobacco use during
             pregnancy, preterm birth). In this rural AI population, cash
             transfers in one generation correspond with improved
             birthing person and infant health in the next
             generation.},
   Doi = {10.1016/j.ssmph.2024.101623},
   Key = {fds376229}
}

@article{fds376272,
   Author = {Dodge, KA},
   Title = {How a defensive mindset develops from early adverse
             experiences and guides antisocial outcomes.},
   Journal = {Development and psychopathology},
   Pages = {1-7},
   Year = {2024},
   Month = {March},
   url = {http://dx.doi.org/10.1017/s0954579424000348},
   Abstract = {Dante Cicchetti has had a lasting impact on our
             understanding of the development of externalizing
             psychopathology through at least two seminal contributions,
             including establishment of the field of developmental
             psychopathology and assertion of the hypothesis that early
             physical abuse and neglect trigger a cascade of maladaptive
             outcomes across the life course. These ideas have guided a
             program of research on children's deviant social information
             processing and defensive mindset as the psychological
             mechanisms through which early physical abuse leads to
             long-term psychopathology. Longitudinal studies following
             children from early life through mid-adulthood show that
             physical abuse in the first five years of life leads
             children to adopt a defensive mindset that, in turn,
             cascades into long-term outcomes of externalizing
             psychopathology, incarceration, and dysfunction. Cicchetti's
             ideas have also guided the development of preventive
             interventions to interrupt this life course.},
   Doi = {10.1017/s0954579424000348},
   Key = {fds376272}
}

@article{fds364192,
   Author = {Lansford, JE and Rothenberg, WA and Yotanyamaneewong, S and Alampay,
             LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu,
             Q and Long, Q and Morgenstern, G and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L and Uribe
             Tirado, LM},
   Title = {Compliance with Health Recommendations and Vaccine Hesitancy
             During the COVID Pandemic in Nine Countries.},
   Journal = {Prevention science : the official journal of the Society for
             Prevention Research},
   Volume = {25},
   Number = {2},
   Pages = {230-244},
   Year = {2024},
   Month = {February},
   url = {http://dx.doi.org/10.1007/s11121-022-01399-9},
   Abstract = {Longitudinal data from the Parenting Across Cultures study
             of children, mothers, and fathers in 12 cultural groups in
             nine countries (China, Colombia, Italy, Jordan, Kenya, the
             Philippines, Sweden, Thailand, and the USA; N = 1331
             families) were used to understand predictors of compliance
             with COVID-19 mitigation strategies and vaccine hesitancy.
             Confidence in government responses to the COVID pandemic was
             also examined as a potential moderator of links between
             pre-COVID risk factors and compliance with COVID mitigation
             strategies and vaccine hesitancy. Greater confidence in
             government responses to the COVID pandemic was associated
             with greater compliance with COVID mitigation strategies and
             less vaccine hesitancy across cultures and reporters.
             Pre-COVID financial strain and family stress were less
             consistent predictors of compliance with COVID mitigation
             strategies and vaccine hesitancy than confidence in
             government responses to the pandemic. Findings suggest the
             importance of bolstering confidence in government responses
             to future human ecosystem disruptions, perhaps through
             consistent, clear, non-partisan messaging and transparency
             in acknowledging limitations and admitting mistakes to
             inspire compliance with government and public health
             recommendations.},
   Doi = {10.1007/s11121-022-01399-9},
   Key = {fds364192}
}

@article{fds375832,
   Author = {Carr, RC and Jenkins, JM and Watts, TW and Peisner-Feinberg, ES and Dodge, KA},
   Title = {Investigating if high-quality kindergarten teachers sustain
             the pre-K boost to children's emergent literacy skill
             development in North Carolina.},
   Journal = {Child development},
   Year = {2024},
   Month = {February},
   url = {http://dx.doi.org/10.1111/cdev.14076},
   Abstract = {This study tested the hypothesis that high-quality
             kindergarten teachers sustain and amplify the skill
             development of children who participated in North Carolina's
             NC Pre-K program during the previous year, compared to
             matched non-participants (N = 17,330; 42% African
             American, 40% Non-Hispanic White, 15% Hispanic; 51% male;
             M<sub>age</sub>  = 4.5 years at fall of pre-K).
             Kindergarten teacher quality was measured using a
             "value-added" approach. NC Pre-K participants outperformed
             non-participants in the fall of kindergarten (β = .22)
             and 11% of this boost remained evident by the spring of
             kindergarten. Higher value-added teachers promoted the skill
             development of all children (β = .30 in the spring) but
             did not differentially benefit the skill development of
             former NC Pre-K participants compared to
             non-participants.},
   Doi = {10.1111/cdev.14076},
   Key = {fds375832}
}

@article{fds376107,
   Author = {Gorla, L and Rothenberg, WA and Lansford, JE and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Junla, D and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan,
             SM},
   Title = {Adolescents' relationships with parents and romantic
             partners in eight countries.},
   Journal = {Journal of adolescence},
   Year = {2024},
   Month = {February},
   url = {http://dx.doi.org/10.1002/jad.12306},
   Abstract = {<h4>Introduction</h4>Creating romantic relationships
             characterized by high-quality, satisfaction, few conflicts,
             and reasoning strategies to handle conflicts is an important
             developmental task for adolescents connected to the
             relational models they receive from their parents. This
             study examines how parent-adolescent conflicts, attachment,
             positive parenting, and communication are related to
             adolescents' romantic relationship quality, satisfaction,
             conflicts, and management.<h4>Method</h4>We interviewed 311
             adolescents at two time points (females = 52%, ages 15
             and 17) in eight countries (China, Colombia, Italy, Kenya,
             the Philippines, Sweden, Thailand, and the United States).
             Generalized and linear mixed models were run considering the
             participants' nesting within countries.<h4>Results</h4>Adolescents
             with negative conflicts with their parents reported low
             romantic relationship quality and satisfaction and high
             conflicts with their romantic partners. Adolescents
             experiencing an anxious attachment to their parents reported
             low romantic relationship quality, while adolescents with
             positive parenting showed high romantic relationship
             satisfaction. However, no association between
             parent-adolescent relationships and conflict management
             skills involving reasoning with the partner was found. No
             associations of parent-adolescent communication with
             romantic relationship dimensions emerged, nor was there any
             effect of the country on romantic relationship quality or
             satisfaction.<h4>Conclusion</h4>These results stress the
             relevance of parent-adolescent conflicts and attachment as
             factors connected to how adolescents experience romantic
             relationships.},
   Doi = {10.1002/jad.12306},
   Key = {fds376107}
}

@article{fds375374,
   Author = {Rothenberg, WA and Skinner, AT and Lansford, JE and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Junla, D and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Steinberg, L and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan,
             SM},
   Title = {How adolescents' lives were disrupted over the course of the
             COVID-19 pandemic: A longitudinal investigation in 12
             cultural groups in 9 nations from March 2020 to July
             2022.},
   Journal = {Development and psychopathology},
   Pages = {1-17},
   Year = {2024},
   Month = {January},
   url = {http://dx.doi.org/10.1017/s0954579423001621},
   Abstract = {It is unclear how much adolescents' lives were disrupted
             throughout the COVID-19 pandemic or what risk factors
             predicted such disruption. To answer these questions, 1,080
             adolescents in 9 nations were surveyed 5 times from March
             2020 to July 2022. Rates of adolescent COVID-19 life
             disruption were stable and high. Adolescents who, compared
             to their peers, lived in nations with higher national
             COVID-19 death rates, lived in nations with less stringent
             COVID-19 mitigation strategies, had less confidence in their
             government's response to COVID-19, complied at higher rates
             with COVID-19 control measures, experienced the death of
             someone they knew due to COVID-19, or experienced more
             internalizing, externalizing, and smoking problems reported
             more life disruption due to COVID-19 during part or all of
             the pandemic. Additionally, when, compared to their typical
             levels of functioning, adolescents experienced spikes in
             national death rates, experienced less stringent COVID-19
             mitigation measures, experienced less confidence in
             government response to the COVID-19 pandemic, complied at
             higher rates with COVID-19 control measures, experienced
             more internalizing problems, or smoked more at various
             periods during the pandemic, they also experienced more
             COVID-19 life disruption. Collectively, these findings
             provide new insights that policymakers can use to prevent
             the disruption of adolescents' lives in future
             pandemics.},
   Doi = {10.1017/s0954579423001621},
   Key = {fds375374}
}

@article{fds375349,
   Author = {Botvin, C and Jenkins, JM and Carr, RC and Dodge, KA and Clements, D and Sarama, J and Watts, TW},
   Title = {Can Peers Help Sustain the Positive Effects of an Early
             Childhood Mathematics Intervention?},
   Journal = {Early childhood research quarterly},
   Volume = {67},
   Pages = {159-169},
   Year = {2024},
   Month = {January},
   url = {http://dx.doi.org/10.1016/j.ecresq.2023.11.001},
   Abstract = {Our study assessed whether the peer environment in
             kindergarten and first grade affected student learning
             following an early mathematics intervention. We leveraged
             longitudinal data from a cluster-RCT to examine whether math
             achievement in kindergarten (<i>n</i> = 1,218) and first
             grade (<i>n</i> = 1,126) was affected by either the share of
             high-achieving classmates or the proportion of classroom
             peers who received a preschool math curriculum intervention.
             Analyses indicated that exposure to treated peers in first
             grade, but not kindergarten, was significantly associated
             with small gains in end-of-year achievement. Some analyses
             also suggested that average peer math achievement was
             generally positively related to children's kindergarten and
             first-grade achievement across conditions, though these
             results were less robust. We did not find consistent
             evidence to suggest that the proportion of treated peers
             coincided with better teaching practices. Taken together,
             these findings suggest that classroom peer effects may play
             only a limited role in sustaining early intervention
             effects.},
   Doi = {10.1016/j.ecresq.2023.11.001},
   Key = {fds375349}
}

@article{fds373882,
   Author = {Synergy for the Influence of the Month of Birth in ADHD
             (SIMBA) study group},
   Title = {Association between relative age at school and persistence
             of ADHD in prospective studies: an individual participant
             data meta-analysis.},
   Journal = {Lancet Psychiatry},
   Volume = {10},
   Number = {12},
   Pages = {922-933},
   Year = {2023},
   Month = {December},
   url = {http://dx.doi.org/10.1016/S2215-0366(23)00272-9},
   Abstract = {BACKGROUND: The youngest children in a school class are more
             likely than the oldest to be diagnosed with ADHD, but this
             relative age effect is less frequent in older than in
             younger school-grade children. However, no study has
             explored the association between relative age and the
             persistence of ADHD diagnosis at older ages. We aimed to
             quantify the association between relative age and
             persistence of ADHD at older ages. METHODS: For this
             meta-analysis, we searched MEDLINE, Embase, CINAHL,
             PsycINFO, and PubPsych up to April 1, 2022, with terms
             related to "cohort" and "ADHD" with no date, publication
             type, or language restrictions. We gathered individual
             participant data from prospective cohorts that included at
             least ten children identified with ADHD before age 10 years.
             ADHD was defined by either a clinical diagnosis or symptoms
             exceeding clinical cutoffs. Relative age was recorded as the
             month of birth in relation to the school-entry cutoff date.
             Study authors were invited to share raw data or to apply a
             script to analyse data locally and generate anonymised
             results. Our outcome was ADHD status at a diagnostic
             reassessment, conducted at least 4 years after the initial
             assessment and after age 10 years. No information on sex,
             gender, or ethnicity was collected. We did a two-stage
             random-effects individual participant data meta-analysis to
             assess the association of relative age with persistence of
             ADHD at follow-up. This study was registered with PROSPERO,
             CRD42020212650. FINDINGS: Of 33 119 studies generated by
             our search, we identified 130 eligible unique studies and
             were able to gather individual participant data from 57
             prospective studies following up 6504 children with ADHD.
             After exclusion of 16 studies in regions with a flexible
             school entry system that did not allow confident linkage of
             birthdate to relative age, the primary analysis included 41
             studies in 15 countries following up 4708 children for a
             period of 4 to 33 years. We found that younger relative age
             was not statistically significantly associated with ADHD
             persistence at follow-up (odds ratio 1·02, 95% CI
             0·99-1·06; p=0·19). We observed statistically significant
             heterogeneity in our model (Q=75·82, p=0·0011, I2=45%).
             Participant-level sensitivity analyses showed similar
             results in cohorts with a robust relative age effect at
             baseline and when restricting to cohorts involving children
             with a clinical diagnosis of ADHD or with a follow-up
             duration of more than 10 years. INTERPRETATION: The
             diagnosis of ADHD in younger children in a class is no more
             likely to be disconfirmed over time than that of older
             children in the class. One interpretation is that the
             relative age effect decreases the likelihood of children of
             older relative age receiving a diagnosis of ADHD, and
             another is that assigning a diagnostic label of ADHD leads
             to unexplored carryover effects of the initial diagnosis
             that persist over time. Future studies should be conducted
             to explore these interpretations further. FUNDING:
             None.},
   Doi = {10.1016/S2215-0366(23)00272-9},
   Key = {fds373882}
}

@article{fds375375,
   Author = {Lansford, JE and Kerry, N and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Junla, D and Oburu, P and Pastorelli, C and Rothenberg, WA and Skinner, AT and Sorbring, E and Steinberg, L and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay,
             LP},
   Title = {Development of Primal World Beliefs},
   Journal = {Human Development},
   Pages = {1-10},
   Publisher = {S. Karger AG},
   Year = {2023},
   Month = {November},
   url = {http://dx.doi.org/10.1159/000534964},
   Abstract = {<jats:p>Primal world beliefs (“primals”) capture
             individuals’ basic understanding of what sort of world
             this is. How do children develop beliefs about the nature of
             the world? Is the world a good place? Safe or dangerous?
             Enticing or dull? Primals were initially introduced in
             social and personality psychology to understand beliefs
             about the world as a whole that may influence well-being and
             personality. This article introduces the concept of primals
             to developmental scientists and reviews preliminary research
             examining how primals relate to sociodemographic and
             well-being indicators. The article then situates the concept
             of primals in some classic developmental theories to
             illustrate testable hypotheses these theories suggest
             regarding how primals develop. Understanding how individuals
             develop basic beliefs about the nature of the world deepens
             insights into the human experience, including how malleable
             these beliefs might be and how they may be influenced by,
             and in turn influence, other domains of development.
             </jats:p>},
   Doi = {10.1159/000534964},
   Key = {fds375375}
}

@article{fds374184,
   Author = {Buchanan, CM and Glatz, T and Selçuk, Ş and Skinner, AT and Lansford,
             JE and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu,
             Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Tapanya,
             S and Steinberg, L and Tirado, LMU and Yotanyamaneewong, S and Alampay,
             LP},
   Title = {Developmental Trajectories of Parental Self-Efficacy as
             Children Transition to Adolescence in Nine Countries: Latent
             Growth Curve Analyses.},
   Journal = {Journal of youth and adolescence},
   Year = {2023},
   Month = {November},
   url = {http://dx.doi.org/10.1007/s10964-023-01899-z},
   Abstract = {Little is known about the developmental trajectories of
             parental self-efficacy as children transition into
             adolescence. This study examined parental self-efficacy
             among mothers and fathers over 3 1/2 years representing this
             transition, and whether the level and developmental
             trajectory of parental self-efficacy varied by cultural
             group. Data were drawn from three waves of the Parenting
             Across Cultures (PAC) project, a large-scale longitudinal,
             cross-cultural study, and included 1178 mothers and 1041
             fathers of children who averaged 9.72 years of age at T1
             (51.2% girls). Parents were from nine countries (12
             ethnic/cultural groups), which were categorized into those
             with a predominant collectivistic (i.e., China, Kenya,
             Philippines, Thailand, Colombia, and Jordan) or
             individualistic (i.e., Italy, Sweden, and USA) cultural
             orientation based on Hofstede's Individualism Index
             (Hofstede Insights, 2021). Latent growth curve analyses
             supported the hypothesis that parental self-efficacy would
             decline as children transition into adolescence only for
             parents from more individualistic countries; parental
             self-efficacy increased over the same years among parents
             from more collectivistic countries. Secondary exploratory
             analyses showed that some demographic characteristics
             predicted the level and trajectory of parental self-efficacy
             differently for parents in more individualistic and more
             collectivistic countries. Results suggest that declines in
             parental self-efficacy documented in previous research are
             culturally influenced.},
   Doi = {10.1007/s10964-023-01899-z},
   Key = {fds374184}
}

@article{fds374379,
   Author = {Musci, RJ and Kush, JM and Masyn, KE and Esmaeili, MA and Susukida, R and Goulter, N and McMahon, R and Eddy, JM and Ialongo, NS and Tolan, P and Godwin, J and Conduct Problems Prevention Research Group6, and Wilcox, HC},
   Title = {Psychosis Symptom Trajectories Across Childhood and
             Adolescence in Three Longitudinal Studies: An Integrative
             Data Analysis with Mixture Modeling.},
   Journal = {Prevention science : the official journal of the Society for
             Prevention Research},
   Volume = {24},
   Number = {8},
   Pages = {1636-1647},
   Year = {2023},
   Month = {November},
   url = {http://dx.doi.org/10.1007/s11121-023-01581-7},
   Abstract = {Psychotic-like experiences (PLEs) are common throughout
             childhood, and the presence of these experiences is a
             significant risk factor for poor mental health later in
             development. Given the association of PLEs with a broad
             number of mental health diagnoses, these experiences serve
             as an important malleable target for early preventive
             interventions. However, little is known about these
             experiences across childhood. While these experiences may be
             common, longitudinal measurement in non-clinical settings is
             not. Therefore, in order to explore longitudinal
             trajectories of PLEs in childhood, we harmonized three
             school-based randomized control trials with longitudinal
             follow-up to identify heterogeneity in trajectories of these
             experiences. In an integrative data analysis (IDA) using
             growth mixture modeling, we identified three latent
             trajectory classes. One trajectory class was characterized
             by persistent PLEs, one was characterized by high initial
             probabilities but improving across the analytic period, and
             one was characterized by no reports of PLEs. Compared to the
             class without PLEs, those in the improving class were more
             likely to be male and have higher levels of aggressive and
             disruptive behavior at baseline. In addition to the
             substantive impact this work has on PLE research, we also
             discuss the methodological innovation as it relates to IDA.
             This IDA demonstrates the complexity of pooling data across
             multiple studies to estimate longitudinal mixture
             models.},
   Doi = {10.1007/s11121-023-01581-7},
   Key = {fds374379}
}

@article{fds362430,
   Author = {Goulter, N and Oberth, C and McMahon, RJ and Lansford, JE and Dodge, KA and Crowley, DM and Bates, JE and Pettit, GS},
   Title = {Predictive Validity of Adolescent Callous-Unemotional Traits
             and Conduct Problems with Respect to Adult Outcomes: High-
             and Low-Risk Samples.},
   Journal = {Child psychiatry and human development},
   Volume = {54},
   Number = {5},
   Pages = {1321-1335},
   Year = {2023},
   Month = {October},
   url = {http://dx.doi.org/10.1007/s10578-022-01334-7},
   Abstract = {Current understanding of the predictive validity of
             callous-unemotional (CU) traits is limited by (a) the focus
             on externalizing psychopathology and antisocial behaviors,
             (b) a lack of long-term prospective longitudinal data, (c)
             samples comprised of high-risk or low-risk individuals. We
             tested whether adolescent CU traits and conduct problems
             were associated with theoretically relevant adult outcomes
             12-18 years later. Participants were drawn from two studies:
             higher-risk Fast Track (FT; n = 754) and lower-risk
             Child Development Project (CDP; n = 585). FT: conduct
             problems positively predicted externalizing and
             internalizing psychopathology and partner violence, and
             negatively predicted health, wellbeing, and education. Three
             conduct problems × CU traits interaction effects were also
             found. CDP: CU traits positively predicted depression and
             negatively predicted health and education; conduct problems
             positively predicted externalizing and internalizing
             psychopathology and substance use, and negatively predicted
             wellbeing. CU traits did not provide incremental predictive
             validity for multiple adult outcomes relative to conduct
             problems.},
   Doi = {10.1007/s10578-022-01334-7},
   Key = {fds362430}
}

@article{fds367702,
   Author = {Lansford, JE and Goulter, N and Godwin, J and McMahon, RJ and Dodge, KA and Crowley, M and Pettit, GS and Bates, JE and Lochman,
             JE},
   Title = {Predictors of problematic adult alcohol, cannabis, and other
             substance use: A longitudinal study of two
             samples.},
   Journal = {Development and psychopathology},
   Volume = {35},
   Number = {4},
   Pages = {2028-2043},
   Year = {2023},
   Month = {October},
   url = {http://dx.doi.org/10.1017/s0954579422000670},
   Abstract = {This study examined whether a key set of adolescent and
             early adulthood risk factors predicts problematic alcohol,
             cannabis, and other substance use in established adulthood.
             Two independent samples from the Child Development Project
             (CDP; <i>n</i> = 585; 48% girls; 81% White, 17% Black, 2%
             other race/ethnicity) and Fast Track (FT; <i>n</i> = 463;
             45% girls; 52% White, 43% Black, 5% other race/ethnicity)
             were recruited in childhood and followed through age 34
             (CDP) or 32 (FT). Predictors of substance use were assessed
             in adolescence based on adolescent and parent reports and in
             early adulthood based on adult self-reports. Adults reported
             their own problematic substance use in established
             adulthood. In both samples, more risk factors from
             adolescence and early adulthood predicted problematic
             alcohol use in established adulthood (compared to
             problematic cannabis use and other substance use).
             Externalizing behaviors and prior substance use in early
             adulthood were consistent predictors of problematic alcohol
             and cannabis misuse in established adulthood across samples;
             other predictors were specific to the sample and type of
             substance misuse. Prevention efforts might benefit from
             tailoring to address risk factors for specific substances,
             but prioritizing prevention of externalizing behaviors holds
             promise for preventing both alcohol and cannabis misuse in
             established adulthood.},
   Doi = {10.1017/s0954579422000670},
   Key = {fds367702}
}

@article{fds361176,
   Author = {Lansford, JE and Skinner, AT and Godwin, J and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu,
             Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Steinberg,
             L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein,
             MH},
   Title = {Pre-pandemic psychological and behavioral predictors of
             responses to the COVID-19 pandemic in nine
             countries.},
   Journal = {Development and psychopathology},
   Volume = {35},
   Number = {3},
   Pages = {1203-1218},
   Year = {2023},
   Month = {August},
   url = {http://dx.doi.org/10.1017/s0954579421001139},
   Abstract = {Prior to the COVID-19 pandemic, adolescents (<i>N</i> =
             1,330; <i>M</i><sub>ages</sub> = 15 and 16; 50% female),
             mothers, and fathers from nine countries (China, Colombia,
             Italy, Jordan, Kenya, Philippines, Sweden, Thailand, United
             States) reported on adolescents' internalizing and
             externalizing problems, adolescents completed a lab-based
             task to assess tendency for risk-taking, and adolescents
             reported on their well-being. During the pandemic,
             participants (<i>M</i><sub>age</sub> = 20) reported on
             changes in their internalizing, externalizing, and substance
             use compared to before the pandemic. Across countries,
             adolescents' internalizing problems pre-pandemic predicted
             increased internalizing during the pandemic, and poorer
             well-being pre-pandemic predicted increased externalizing
             and substance use during the pandemic. Other relations
             varied across countries, and some were moderated by
             confidence in the government's handling of the pandemic,
             gender, and parents' education.},
   Doi = {10.1017/s0954579421001139},
   Key = {fds361176}
}

@article{fds370389,
   Author = {Rothenberg, WA and Bizzego, A and Esposito, G and Lansford, JE and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu,
             Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
             E and Tapanya, S and Steinberg, L and Tirado, LMU and Yotanyamaneewong,
             S and Alampay, LP},
   Title = {Predicting Adolescent Mental Health Outcomes Across
             Cultures: A Machine Learning Approach.},
   Journal = {Journal of youth and adolescence},
   Volume = {52},
   Number = {8},
   Pages = {1595-1619},
   Year = {2023},
   Month = {August},
   url = {http://dx.doi.org/10.1007/s10964-023-01767-w},
   Abstract = {Adolescent mental health problems are rising rapidly around
             the world. To combat this rise, clinicians and policymakers
             need to know which risk factors matter most in predicting
             poor adolescent mental health. Theory-driven research has
             identified numerous risk factors that predict adolescent
             mental health problems but has difficulty distilling and
             replicating these findings. Data-driven machine learning
             methods can distill risk factors and replicate findings but
             have difficulty interpreting findings because these methods
             are atheoretical. This study demonstrates how data- and
             theory-driven methods can be integrated to identify the most
             important preadolescent risk factors in predicting
             adolescent mental health. Machine learning models examined
             which of 79 variables assessed at age 10 were the most
             important predictors of adolescent mental health at ages 13
             and 17. These models were examined in a sample of 1176
             families with adolescents from nine nations. Machine
             learning models accurately classified 78% of adolescents who
             were above-median in age 13 internalizing behavior, 77.3%
             who were above-median in age 13 externalizing behavior,
             73.2% who were above-median in age 17 externalizing
             behavior, and 60.6% who were above-median in age 17
             internalizing behavior. Age 10 measures of youth
             externalizing and internalizing behavior were the most
             important predictors of age 13 and 17 externalizing/internalizing
             behavior, followed by family context variables, parenting
             behaviors, individual child characteristics, and finally
             neighborhood and cultural variables. The combination of
             theoretical and machine-learning models strengthens both
             approaches and accurately predicts which adolescents
             demonstrate above average mental health difficulties in
             approximately 7 of 10 adolescents 3-7 years after the data
             used in machine learning models were collected.},
   Doi = {10.1007/s10964-023-01767-w},
   Key = {fds370389}
}

@article{fds367705,
   Author = {Rothenberg, WA and Lansford, JE and Tirado, LMU and Yotanyamaneewong,
             S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu,
             Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
             E and Tapanya, S and Steinberg, L and Bornstein, MH},
   Title = {The Intergenerational Transmission of Maladaptive Parenting
             and its Impact on Child Mental Health: Examining
             Cross-Cultural Mediating Pathways and Moderating Protective
             Factors.},
   Journal = {Child psychiatry and human development},
   Volume = {54},
   Number = {3},
   Pages = {870-890},
   Year = {2023},
   Month = {June},
   url = {http://dx.doi.org/10.1007/s10578-021-01311-6},
   Abstract = {Using a sample of 1338 families from 12 cultural groups in 9
             nations, we examined whether retrospectively remembered
             Generation 1 (G1) parent rejecting behaviors were passed to
             Generation 2 (G2 parents), whether such intergenerational
             transmission led to higher Generation 3 (G3 child)
             externalizing and internalizing behavior at age 13, and
             whether such intergenerational transmission could be
             interrupted by parent participation in parenting programs or
             family income increases of > 5%. Utilizing structural
             equation modeling, we found that the intergenerational
             transmission of parent rejection that is linked with higher
             child externalizing and internalizing problems occurs across
             cultural contexts. However, the magnitude of transmission is
             greater in cultures with higher normative levels of parent
             rejection. Parenting program participation broke this
             intergenerational cycle in fathers from cultures high in
             normative parent rejection. Income increases appear to break
             this intergenerational cycle in mothers from most cultures,
             regardless of normative levels of parent rejection. These
             results tentatively suggest that bolstering protective
             factors such as parenting program participation, income
             supplementation, and (in cultures high in normative parent
             rejection) legislative changes and other population-wide
             positive parenting information campaigns aimed at changing
             cultural parenting norms may be effective in breaking
             intergenerational cycles of maladaptive parenting and
             improving child mental health across multiple
             generations.},
   Doi = {10.1007/s10578-021-01311-6},
   Key = {fds367705}
}

@article{fds370018,
   Author = {Baziyants, GA and Dodge, KA and Bai, Y and Goodman, WB and O'Donnell, K and Murphy, RA},
   Title = {The effects of a universal short-term home visiting program:
             Two-year impact on parenting behavior and parent mental
             health.},
   Journal = {Child Abuse Negl},
   Volume = {140},
   Pages = {106140},
   Year = {2023},
   Month = {June},
   url = {http://dx.doi.org/10.1016/j.chiabu.2023.106140},
   Abstract = {BACKGROUND: At the time of childbirth, families face
             heightened levels of unmet need. These needs, if left unmet,
             can lead parents to engage in less positive parenting
             practices, which in turn, increase the risk of child
             maltreatment. Family Connects (FC) is a universal postnatal
             nurse home-visiting program designed to prevent child
             maltreatment by supporting all families in a community
             through one to three visits to improve parent mental health
             and parenting behaviors. A randomized controlled trial of FC
             demonstrated improving positive parenting and reducing
             postpartum depression through age 6 months. OBJECTIVE: To
             determine sustained (2-year) impact of random assignment to
             FC on parenting behavior and parent mental health and
             identify heterogeneity of effects. PARTICIPANTS AND SETTING:
             A representative subsample of 496 families that had been
             randomized to FC (255 treatment; 241 control) of infants
             born between July 1, 2009, and December 31, 2010, in Durham
             County, North Carolina. METHODS: Demographic characteristics
             were collected through hospital discharge data.
             Treatment-blinded interviewers collected maternal reports of
             parenting behavior and mental health at infant age two
             years. Moderation and subgroup analyses were conducted to
             estimate heterogeneity in impact of FC. RESULTS: Mothers
             assigned to FC engaged in more self-reported positive
             parenting relative to control mothers (B = 0.21;
             p < 0.05). Hispanic mothers assigned to FC reported
             greater sense of parenting competence (B = 1.28;
             p < 0.05). No significant main effect differences were
             identified for negative parenting, maternal depression, or
             father involvement. CONCLUSIONS: Assignment to FC was
             associated with improvements in population-level
             self-reported scores of positive parenting 2 years
             post-intervention.},
   Doi = {10.1016/j.chiabu.2023.106140},
   Key = {fds370018}
}

@article{fds370019,
   Author = {Kapetanovic, S and Zietz, S and Lansford, JE and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Oburu, P and Junla, D and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L and Tirado,
             LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan,
             SM},
   Title = {Parenting, Adolescent Sensation Seeking, and Subsequent
             Substance Use: Moderation by Adolescent Temperament.},
   Journal = {Journal of youth and adolescence},
   Volume = {52},
   Number = {6},
   Pages = {1235-1254},
   Year = {2023},
   Month = {June},
   url = {http://dx.doi.org/10.1007/s10964-023-01765-y},
   Abstract = {Although previous research has identified links between
             parenting and adolescent substance use, little is known
             about the role of adolescent individual processes, such as
             sensation seeking, and temperamental tendencies for such
             links. To test tenets from biopsychosocial models of
             adolescent risk behavior and differential susceptibility
             theory, this study investigated longitudinal associations
             among positive and harsh parenting, adolescent sensation
             seeking, and substance use and tested whether the indirect
             associations were moderated by adolescent temperament,
             including activation control, frustration, sadness, and
             positive emotions. Longitudinal data reported by adolescents
             (n = 892; 49.66% girls) and their mothers from eight
             cultural groups when adolescents were ages 12, 13, and 14
             were used. A moderated mediation model showed that parenting
             was related to adolescent substance use, both directly and
             indirectly, through sensation seeking. Indirect associations
             were moderated by adolescent temperament. This study
             advances understanding of the developmental paths between
             the contextual and individual factors critical for
             adolescent substance use across a wide range of cultural
             contexts.},
   Doi = {10.1007/s10964-023-01765-y},
   Key = {fds370019}
}

@article{fds371228,
   Author = {Watts, TW and Jenkins, JM and Dodge, KA and Carr, RC and Sauval, M and Bai,
             Y and Escueta, M and Duer, J and Ladd, H and Muschkin, C and Peisner-Feinberg, E and Ananat, E},
   Title = {Understanding Heterogeneity in the Impact of Public
             Preschool Programs.},
   Journal = {Monographs of the Society for Research in Child
             Development},
   Volume = {88},
   Number = {1},
   Pages = {7-182},
   Year = {2023},
   Month = {June},
   url = {http://dx.doi.org/10.1111/mono.12463},
   Abstract = {We examine the North Carolina Pre-K (NC Pre-K) program to
             test the hypothesis that observed variation in effects
             resulting from exposure to the program can be attributed to
             interactions with other environmental factors that occur
             before, during, or after the pre-k year. We examine student
             outcomes in 5th grade and test interaction effects between
             NC's level of investment in public pre-k and moderating
             factors. Our main sample includes the population of children
             born in North Carolina between 1987 and 2005 who later
             attended a public school in that state, had valid
             achievement data in 5th grade, and could be matched by
             administrative record review (n = 1,207,576; 58% White
             non-Hispanic, 29% Black non-Hispanic, 7% Hispanic, 6%
             multiracial and Other race/ethnicity). Analyses were based
             on a natural experiment leveraging variation in county-level
             funding for NC Pre-K across NC counties during each of the
             years the state scaled up the program. Exposure to NC Pre-K
             funding was defined as the per-4-year-old-child state
             allocation of funds to a county in a year. Regression models
             included child-level and county-level covariates and county
             and year fixed effects. Estimates indicate that a child's
             exposure to higher NC Pre-K funding was positively
             associated with that child's academic achievement 6 years
             later. We found no effect on special education placement or
             grade retention. NC Pre-K funding effects on achievement
             were positive for all subgroups tested, and statistically
             significant for most. However, they were larger for children
             exposed to more disadvantaged environments either before or
             after the pre-k experience, consistent with a compensatory
             model where pre-k provides a buffer against the adverse
             effects of prior negative environmental experiences and
             protection against the effects of future adverse
             experiences. In addition, the effect of NC Pre-K funding on
             achievement remained positive across most environments,
             supporting an additive effects model. In contrast, few
             findings supported a dynamic complementarity model.
             Instrumental variables analyses incorporating a child's NC
             Pre-K enrollment status indicate that program attendance
             increased average 5th grade achievement by approximately 20%
             of a standard deviation, and impacts were largest for
             children who were Hispanic or whose mothers had less than a
             high school education. Implications for the future of pre-k
             scale-up and developmental theory are discussed.},
   Doi = {10.1111/mono.12463},
   Key = {fds371228}
}

@article{fds363824,
   Author = {Rothenberg, WA and Lansford, JE and Godwin, JW and Dodge, KA and Copeland, WE and Odgers, CL and McMahon, RJ and Goulter, N and Conduct
             Problems Prevention Research Group},
   Title = {Intergenerational effects of the Fast Track intervention on
             the home environment: A randomized control
             trial.},
   Journal = {J Child Psychol Psychiatry},
   Volume = {64},
   Number = {5},
   Pages = {820-830},
   Year = {2023},
   Month = {May},
   url = {http://dx.doi.org/10.1111/jcpp.13648},
   Abstract = {BACKGROUND: Maladaptive family environments harm child
             development and are passed across generations. Childhood
             interventions may break this intergenerational cycle by
             improving the family environments children form as adults.
             The present study investigates this hypothesis by examining
             follow-up data collected 18 years after the end of the
             childhood Fast Track intervention designed to prevent
             externalizing problems. METHODS: We examined whether Fast
             Track assignment from grades 1 to 10 prevented the emergence
             of maladaptive family environments at age 34. A total of 400
             (n = 206 in intervention condition, n = 194
             controls) Fast Track participants who were parents at age 34
             were surveyed about 11 aspects of their current family
             environment. The hypotheses and analytic plan were
             preregistered at https://osf.io/dz9t5 and the Fast Track
             trial was registered at clinicaltrials.gov (NCT01653535).
             RESULTS: Multiple group linear regression models revealed
             that mothers who participated in the Fast Track intervention
             as children had lower depression symptoms, alcohol problems,
             drug problems, corporal punishment use, and food insecurity
             compared to control group mothers. All effects were modest
             in magnitude. However, for these same mothers, the Fast
             Track intervention had no effect on cannabis problems,
             experiences of romantic partner violence, or maternal use of
             physical aggression or warmth with their children.
             Additionally, mothers in the Fast Track intervention group
             reported higher levels of family chaos than those in the
             control group, but this effect may be a byproduct of the
             higher number of children per household in the intervention
             group. No intervention effects were found for fathers who
             participated in the Fast Track intervention as children.
             CONCLUSIONS: Childhood assignment to Fast Track has some
             beneficial effects for girls, but not boys, on the family
             environments these individuals formed as adults 18 years
             later.},
   Doi = {10.1111/jcpp.13648},
   Key = {fds363824}
}

@article{fds368801,
   Author = {Rothenberg, WA and Sorbring, E and Lansford, JE and Peña Alampay and L and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Giunta, LD and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Tapanya, S and Steinberg, L and Maria Uribe Tirado and L and Yotanyamaneewong,
             S},
   Title = {Predicting child aggression: The role of parent and child
             endorsement of reactive aggression across 13 cultural groups
             in 9 nations.},
   Journal = {Aggressive behavior},
   Volume = {49},
   Number = {3},
   Pages = {183-197},
   Year = {2023},
   Month = {May},
   url = {http://dx.doi.org/10.1002/ab.22067},
   Abstract = {Parent and child endorsement of reactive aggression both
             predict the emergence of child aggression, but they are
             rarely studied together and in longitudinal contexts. The
             present study does so by examining the unique predictive
             effects of parent and child endorsement of reactive
             aggression at age 8 on child aggression at age 9 in 1456
             children from 13 cultural groups in 9 nations. Multiple
             group structural equation models explored whether age 8
             child and parent endorsement of reactive aggression
             predicted subsequent age 9 child endorsement of reactive
             aggression and child aggression, after accounting for prior
             child aggression and parent education. Results revealed that
             greater parent endorsement of reactive aggression at age 8
             predicted greater child endorsement of aggression at age 9,
             that greater parent endorsement of reactive aggression at
             age 8 uniquely predicted greater aggression at age 9 in
             girls, and that greater child endorsement of reactive
             aggression at age 8 uniquely predicted greater aggression at
             age 9 in boys. All three of these associations emerged
             across cultures. Implications of, and explanations for,
             study findings are discussed.},
   Doi = {10.1002/ab.22067},
   Key = {fds368801}
}

@article{fds371490,
   Author = {Rybińska, A and Bai, Y and Goodman, WB and Dodge,
             KA},
   Title = {Birth Spacing and Child Maltreatment: Population-Level
             Estimates for North Carolina.},
   Journal = {Child maltreatment},
   Pages = {10775595231171879},
   Year = {2023},
   Month = {April},
   url = {http://dx.doi.org/10.1177/10775595231171879},
   Abstract = {We examine population-level associations between birth
             spacing and child maltreatment using birth records and child
             welfare records for 1,099,230 second or higher parity
             children born in North Carolina between 1997 and 2013.
             Building upon previous research, administrative data
             linkages were used to address out-of-state migration and
             family-level heterogeneity in birth spacing and child
             maltreatment risk factors. Findings provide the strongest
             evidence to date that very short birth spacing of zero
             through 6 months from last birth to the index child's
             conception is a prenatal predictor of child maltreatment
             (indexed as child welfare involvement) throughout early
             childhood. Consequently, information about optimal family
             planning during the postpartum period should become a
             standard component of universal and targeted child
             maltreatment prevention programs. However, challenging
             previous empirical evidence, this study reports inconsistent
             results for benefits of additional spacing delay beyond
             6 months with regard to child maltreatment risk reduction,
             especially for children of racial and ethnic minorities.
             These findings call for further inquiry about the mechanisms
             driving the connections between birth spacing and Child
             Protective Services assessments.},
   Doi = {10.1177/10775595231171879},
   Key = {fds371490}
}

@article{fds371820,
   Author = {Guryan, J and Ludwig, J and Bhatt, MP and Cook, PJ and Davis, JMV and Dodge, K and Farkas, G and Fryer, RG and Mayer, S and Pollack, H and Steinberg, L and Stoddard, G},
   Title = {Not Too Late: Improving Academic Outcomes among
             Adolescents},
   Journal = {American Economic Review},
   Volume = {113},
   Number = {3},
   Pages = {738-765},
   Year = {2023},
   Month = {March},
   url = {http://dx.doi.org/10.1257/aer.20210434},
   Abstract = {Improving academic outcomes for economically disadvantaged
             students has proven challenging, particularly for children
             at older ages. We present two large-scale randomized
             controlled trials of a high-dosage tutoring program
             delivered to secondary school students in Chicago. One
             innovation is to use paraprofessional tutors to hold down
             cost, thereby increasing scalability. Participating in math
             tutoring increases math test scores by 0.18 to 0.40 standard
             deviations and increases math and nonmath course grades.
             These effects persist into future years. The data are
             consistent with increased personalization of instruction as
             a mechanism. The benefit- cost ratio is comparable to many
             successful early childhood programs.(JEL H75, I21, I24, I26,
             I32, J13, J15).},
   Doi = {10.1257/aer.20210434},
   Key = {fds371820}
}

@article{fds367845,
   Author = {Lansford, JE and Godwin, J and Copeland, WE and Dodge, KA and Odgers,
             CL and Rothenberg, WA and Rybińska, A and Conduct Problems
             Prevention Research Group},
   Title = {Fast Track intervention effects on family
             formation.},
   Journal = {J Fam Psychol},
   Volume = {37},
   Number = {1},
   Pages = {54-64},
   Year = {2023},
   Month = {February},
   url = {http://dx.doi.org/10.1037/fam0001039},
   Abstract = {The present study examines whether the Fast Track (FT)
             intervention, a 10-year randomized controlled trial with
             children at risk for conduct problems, affects family
             formation in adulthood, as indexed by partnerships,
             parenthood, and family structure, and whether the
             intervention effect differs across participants' gender and
             race/ethnicity. Participants included 891 children
             (intervention n = 445; control n = 446; 69% male; 51% Black,
             47% White) who were recruited in kindergarten and followed
             to age 32 or 34 (80% participation of still-living
             participants), when they reported on their romantic
             partnerships, parenthood, and family structure. Controlling
             for numerous covariates that are related to family
             formation, intervention participants were more likely than
             those in the control group to be married rather than single
             and to have a larger number of children; the intervention
             and control groups did not differ on cohabitation status,
             age at first marriage, whether they had ever been divorced,
             their likelihood of being a parent, the age at which they
             first became a parent, the spacing of births, family
             structure (partnered or not, with or without children), or
             in whether they were residentially independent of their
             parents and grandparents. Intervention effects were not
             moderated by gender, but race/ethnicity moderated the effect
             of the intervention on the probability of having any
             children and the number of children. These findings suggest
             that several elements of family formation may remain
             unchanged by an intervention that changes many other
             behavioral and psychological trajectories of participants.
             (PsycInfo Database Record (c) 2023 APA, all rights
             reserved).},
   Doi = {10.1037/fam0001039},
   Key = {fds367845}
}

@article{fds367583,
   Author = {Lansford, JE and Odgers, CL and Bradley, RH and Godwin, J and Copeland,
             WE and Rothenberg, WA and Dodge, KA},
   Title = {The HOME-21: A revised measure of the home environment for
             the 21st century tested in two independent
             samples.},
   Journal = {Psychol Assess},
   Volume = {35},
   Number = {1},
   Pages = {1-11},
   Year = {2023},
   Month = {January},
   url = {http://dx.doi.org/10.1037/pas0001183},
   Abstract = {For decades, the Home Observation for Measurement of the
             Environment (HOME) has been the most widely used measure of
             children's home environments. This report provides a revised
             version of the HOME-Short Form, the HOME-21, reflecting
             historical changes in family composition and caregiver
             roles, norms about the acceptability of different forms of
             discipline, and children's digital environments. Using data
             from two samples of parents of children ages 0-17 (Fast
             Track [FT], N = 553, age = 33.8, 49.2% female, 48.1% Black,
             51.9% White/other; Great Smoky Mountains Study [GSMS], N =
             722, age = 37.2, 54.7% female, 67.6% White, 6.6% Black,
             25.8% American Indian), we assess the utility of the HOME-21
             with descriptive statistics and correlations with a range of
             demographic, family context, parenting, and child adjustment
             measures. Higher HOME-21 scores were correlated with
             obtaining a high school diploma or equivalency diploma (in
             GSMS only), having 4 or more years of college, and household
             income. HOME-21 was also correlated with having a more
             favorable family context indexed by fewer stressful life
             events (in FT only), less household food insecurity, lower
             household chaos, and more perceived social support. Higher
             HOME-21 scores were correlated with better parenting in the
             form of parental acceptance, positive parenting, warm
             involvement, appropriate and consistent discipline, verbal
             discussion, less physical aggression, and greater parental
             self-efficacy. Higher HOME-21 scores were correlated with
             better child adjustment in terms of fewer emotional and
             conduct problems, less hyperactivity, and more prosocial
             behavior. The HOME-21 has utility for use in future studies
             of children's home environments in the 21st century.
             (PsycInfo Database Record (c) 2023 APA, all rights
             reserved).},
   Doi = {10.1037/pas0001183},
   Key = {fds367583}
}

@article{fds374185,
   Author = {Remondi, C and Gerbino, M and Zuffianò, A and Pastorelli, C and Thartori, E and Bacchini, D and Di Giunta and L and Lunetti, C and Favini,
             A and Lansford, JE and Dodge, KA},
   Title = {The developmental trends of parental self-efficacy and
             adolescents' rule-breaking behaviors in the Italian context:
             A 7-wave latent growth curve study.},
   Journal = {PloS one},
   Volume = {18},
   Number = {11},
   Pages = {e0293911},
   Year = {2023},
   Month = {January},
   url = {http://dx.doi.org/10.1371/journal.pone.0293911},
   Abstract = {Parental self-efficacy (PSE) captures parents' beliefs in
             their ability to perform the parenting role successfully and
             to handle pivotal issues of specific developmental periods.
             Although previous studies have shown that, across the
             transition to adolescence, parents show decreasing levels of
             PSE while adolescents exhibit increasing engagement in
             rule-breaking (RB) behaviors, there is a paucity of studies
             investigating whether and how changes in PSE are related to
             late adolescents' RB behaviors across development. The
             present study examined the developmental trends of PSE among
             Italian mothers and fathers over seven waves (representing
             children's transition from late childhood to late
             adolescence; approximately from 9 to 18 years old) as well
             as the longitudinal associations between PSE and RB
             behaviors during late adolescence. Data were drawn from
             seven waves of the Parenting Across Cultures (PAC) project,
             a large-scale longitudinal, cross-cultural study, and
             included 200 Italian children (MAgeAtTime1 = 9.80, SD =
             0.65; 50.5% girls) and their parents (200 mothers; 190
             fathers). PSE was measured across all seven time-points
             (from T1 to T7), while adolescents' RB behaviors were
             measured at the first and last assessment (T1 and T7).
             Results of univariate latent growth models showed a cubic
             trend of mothers' PSE, which revealed a decreasing pattern
             characterized initially by a slight decline, followed by a
             rebound before continuously decreasing. By contrast,
             fathers' PSE followed a linear decrease over time. Finally,
             our findings evidenced that only the slope of mothers' PSE
             negatively predicted adolescents' RB behaviors at T7,
             implying that mothers who maintained higher levels of PSE
             over time had children who later engaged in lower RB
             behaviors. The study implications are discussed.},
   Doi = {10.1371/journal.pone.0293911},
   Key = {fds374185}
}

@article{fds367203,
   Author = {Zietz, S and Lansford, JE and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Skinner, AT and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal,
             S},
   Title = {A Longitudinal Examination of the Family Stress Model of
             Economic Hardship in Seven Countries.},
   Journal = {Children and youth services review},
   Volume = {143},
   Pages = {106661},
   Year = {2022},
   Month = {December},
   url = {http://dx.doi.org/10.1016/j.childyouth.2022.106661},
   Abstract = {The Family Stress Model of Economic Hardship (FSM) posits
             that economic situations create differences in psychosocial
             outcomes for parents and developmental outcomes for their
             adolescent children. However, prior studies guided by the
             FSM have been mostly in high-income countries and have
             included only mother report or have not disaggregated mother
             and father report. Our focal research questions were whether
             the indirect effect of economic hardship on adolescent
             mental health was mediated by economic pressure, parental
             depression, dysfunctional dyadic coping, and parenting, and
             whether these relations differed by culture and mother
             versus father report. We conducted multiple group serial
             mediation path models using longitudinal data from
             adolescents ages 12-15 in 2008-2012 from 1,082 families in
             10 cultural groups in seven countries (Colombia, Italy,
             Jordan, Kenya, the Philippines, Thailand, and the United
             States). Taken together, the indirect effect findings
             suggest partial support for the FSM in most cultural groups
             across study countries. We found associations among economic
             hardship, parental depression, parenting, and adolescent
             internalizing and externalizing. Findings support polices
             and interventions aimed at disrupting each path in the model
             to mitigate the effects of economic hardship on parental
             depression, harsh parenting, and adolescents' externalizing
             and internalizing problems.},
   Doi = {10.1016/j.childyouth.2022.106661},
   Key = {fds367203}
}

@article{fds367204,
   Author = {Zietz, S and Cheng, E and Lansford, JE and Deater-Deckard, K and Di
             Giunta, L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Chang, L and Bornstein,
             MH},
   Title = {Positive parenting, adolescent adjustment, and quality of
             adolescent diet in nine countries.},
   Journal = {Journal of adolescence},
   Volume = {94},
   Number = {8},
   Pages = {1130-1141},
   Year = {2022},
   Month = {December},
   url = {http://dx.doi.org/10.1002/jad.12089},
   Abstract = {<h4>Introduction</h4>We sought to understand the relation
             between positive parenting and adolescent diet, whether
             adolescents' internalizing and externalizing behaviors
             mediate relations between positive parenting and adolescent
             diet, and whether the same associations hold for both boys
             and girls and across cultural groups.<h4>Methods</h4>Adolescents
             (N = 1334) in 12 cultural groups in nine countries were
             followed longitudinally from age 12 to 15. We estimated two
             sets of multiple group structural equation models, one by
             gender and one by cultural group.<h4>Results</h4>Modeling by
             gender, our findings suggest a direct effect of positive
             parenting at age 12 on a higher quality diet at age 15 for
             males (β = .140; 95% CI: 0.057, 0.229), but an indirect
             effect of positive parenting at age 12 on a higher quality
             diet at age 15 by decreasing externalizing behaviors at age
             14 for females (β = .011; 95% CI: 0.002, 0.029).
             Modeling by cultural group, we found no significant direct
             effect of positive parenting at age 12 on the quality of
             adolescent diet at age 15. There was a significant negative
             effect of positive parenting at age 12 on internalizing
             (β = -.065; 95% CI: -0.119, -0.009) and externalizing
             at age 14 (β = -.033; 95% CI: -0.086,
             -0.018).<h4>Conclusions</h4>We founder gender differences in
             the relations among positive parenting, adolescents'
             externalizing and internalizing behaviors, and adolescent
             diet. Our findings indicate that quality of parenting is
             important not only in promoting adolescent mental health but
             potentially also in promoting the quality of adolescents'
             diet.},
   Doi = {10.1002/jad.12089},
   Key = {fds367204}
}

@article{fds358474,
   Author = {Alampay, LP and Godwin, J and Lansford, JE and Oburu, P and Bornstein,
             MH and Chang, L and Deater-Deckard, K and Rothenberg, WA and Malone, PS and Skinner, AT and Pastorelli, C and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Al-Hassan, SM and Bacchini, D and Di Giunta and L and Dodge, KA and Gurdal,
             S},
   Title = {Change in Caregivers' Attitudes and Use of Corporal
             Punishment Following a Legal Ban: A Multi-Country
             Longitudinal Comparison.},
   Journal = {Child maltreatment},
   Volume = {27},
   Number = {4},
   Pages = {561-571},
   Year = {2022},
   Month = {November},
   url = {http://dx.doi.org/10.1177/10775595211036401},
   Abstract = {We examined whether a policy banning corporal punishment
             enacted in Kenya in 2010 is associated with changes in
             Kenyan caregivers' use of corporal punishment and beliefs in
             its effectiveness and normativeness, and compared to
             caregivers in six countries without bans in the same period.
             Using a longitudinal study with six waves of panel data
             (2008-2016), mothers (<i>N</i> = 1086) in Colombia, Italy,
             Jordan, Kenya, Philippines, Thailand, and United States
             reported household use of corporal punishment and beliefs
             about its effectiveness and normativeness. Random intercept
             models and multi-group piecewise growth curve models
             indicated that the proportion of corporal punishment
             behaviors used by the Kenyan caregivers decreased post-ban
             at a significantly different rate compared to the caregivers
             in other countries in the same period. Beliefs of
             effectiveness of corporal punishment were declining among
             the caregivers in all sites, whereas the Kenyan mothers
             reported increasing perceptions of normativeness of corporal
             punishment post-ban, different from the other sites. While
             other contributing factors cannot be ruled out, our natural
             experiment suggests that corporal punishment decreased after
             a national ban, a shift that was not evident in sites
             without bans in the same period.},
   Doi = {10.1177/10775595211036401},
   Key = {fds358474}
}

@article{fds362959,
   Author = {Barry, KR and Hanson, JL and Calma-Birling, D and Lansford, JE and Bates, JE and Dodge, KA},
   Title = {Developmental connections between socioeconomic status,
             self-regulation, and adult externalizing
             problems.},
   Journal = {Developmental science},
   Volume = {25},
   Number = {6},
   Pages = {e13260},
   Year = {2022},
   Month = {November},
   url = {http://dx.doi.org/10.1111/desc.13260},
   Abstract = {Children from low socioeconomic status (SES) backgrounds are
             at particularly heightened risk for developing later
             externalizing problems. A large body of research has
             suggested an important role for self-regulation in this
             developmental linkage. Self-regulation has been
             conceptualized as a mediator as well as a moderator of these
             connections. Using data from the Child Development Project
             (CDP, N = 585), we probe these contrasting
             (mediating/moderating) conceptualizations, using both
             Frequentist and Bayesian statistical approaches, in the
             linkage between early SES and later externalizing problems
             in a multi-decade longitudinal study. Connecting early SES,
             physiology (i.e., heart rate reactivity) and inhibitory
             control (a Stroop task) in adolescence, and externalizing
             symptomatology in early adulthood, we found the relation
             between SES and externalizing problems was moderated by
             multiple facets of self-regulation. Participants from lower
             early SES backgrounds, who also had high heart rate
             reactivity and lower inhibitory control, had elevated levels
             of externalizing problems in adulthood relative to those
             with low heart rate reactivity and better inhibitory
             control. Such patterns persisted after controlling for
             externalizing problems earlier in life. The present results
             may aid in understanding the combinations of factors that
             contribute to the development of externalizing
             psychopathology in economically marginalized
             youth.},
   Doi = {10.1111/desc.13260},
   Key = {fds362959}
}

@article{fds365741,
   Author = {Dodge, KA and Goodman, WB and Bai, Y and Best, DL and Rehder, P and Hill,
             S},
   Title = {Impact of a universal perinatal home-visiting program on
             reduction in race disparities in maternal and child health:
             Two randomised controlled trials and a field
             quasi-experiment.},
   Journal = {Lancet Reg Health Am},
   Volume = {15},
   Pages = {100356},
   Year = {2022},
   Month = {November},
   url = {http://dx.doi.org/10.1016/j.lana.2022.100356},
   Abstract = {BACKGROUND: Public health interventions must become
             accountable for reduction of race disparities, particularly
             among Black, Hispanic, and Non-Hispanic White families in
             the United States. Family Connects (FC) is a universal
             perinatal home-visiting program that assesses
             family-specific needs, offers support, and provides
             connections to community resources to address identified
             needs. Two previously-published randomised controlled trials
             and a field quasi-experiment have shown positive impact on
             maternal mental health, infant emergency medical care
             utilization, and government investigations for child
             maltreatment; however, these reports have not tested impact
             on reducing race disparities in these outcomes. The current
             report examined three questions in these trials: 1) the
             extent of race disparities in maternal and infant health and
             well-being, absent intervention; 2) whether intervention can
             be implemented with high reach and fidelity among all race
             groups; and 3) whether assignment to intervention reduces
             race disparities in important outcomes. METHODS: Data were
             re-examined from: 1) a randomised controlled trial of 4777
             birthing families in Durham, NC, USA; 2) a replication
             randomised controlled trial of 923 birthing families in
             Durham, NC, USA; and 3) a quasi-experiment of 988 birthing
             families in rural NC, USA. Families were classified as
             Black, Hispanic, Non-Hispanic White, or Other. Disparity
             reduction was tested by the interaction effect between
             treatment assignment and race. FINDINGS: 1) In the absence
             of intervention, large and statistically significant
             differences between Black familes and Non-Hispanic White
             families were found in maternal anxiety, maternal
             depression, father non-support, child emergency medical
             care, and child maltreatment investigations. Few differences
             were found between Non-Hispanic White familes and Hispanic
             families.2) High rates of participation in treatment were
             found for each race group.3) Across studies, assignment to
             FC was associated with statistically significant reductions
             in 7 of 12 disparities, in maternal anxiety and depression,
             father non-support, infant emergency medical care, and child
             maltreatment investigations. INTERPRETATION: This study
             provides a method, metric, and mandate to prioritise testing
             of whether public health interventions reduce race
             disparities in family outcomes. FUNDING: This research was
             supported by grant R01HD069981 from the Eunice Kennedy
             Shriver National Institute of Child Health and Human
             Development and a grant from The Duke Endowment.},
   Doi = {10.1016/j.lana.2022.100356},
   Key = {fds365741}
}

@article{fds367205,
   Author = {Goulter, N and McMahon, RJ and Lansford, JE and Bates, JE and Dodge, KA and Max Crowley and D and Pettit, GS},
   Title = {Externalizing psychopathology from childhood to early
             adolescence: Psychometric evaluation using latent variable
             and network modeling.},
   Journal = {Psychological assessment},
   Volume = {34},
   Number = {11},
   Pages = {1008-1021},
   Year = {2022},
   Month = {November},
   url = {http://dx.doi.org/10.1037/pas0001163},
   Abstract = {Applying both latent variable and network frameworks, we
             conducted a comprehensive psychometric evaluation of the
             diverse array of symptoms from three externalizing
             dimensions, including attention problems, aggressive
             behavior, and delinquency/rule-breaking of the Child
             Behavior Checklist (Achenbach, 1991) across six time points
             from childhood to early adolescence. We also examined sex
             differences. Participants (<i>N</i> = 1,339) were drawn from
             two multisite longitudinal studies: Fast Track and the Child
             Development Project. Parents reported on externalizing
             psychopathology in kindergarten and Grades 1, 2, 4, 5, and
             7. Using exploratory structural equation modeling, we found
             almost uniformly excellent fit across time and samples.
             However, we also observed multiple cross-loadings and
             heterogeneity in terms of which symptoms cross-loaded across
             time points. Alternatively, using network modeling, we
             observed that symptoms of attention problems and aggressive
             behavior had stronger connections, relative to
             delinquency/rule-breaking, across time and samples.
             Significant differences in overall connectivity were found
             at early (kindergarten vs. Grade 1, Grade 1 vs. Grade 2) and
             late (Grade 5 vs. Grade 7) time points for the combined
             sample and only late time points for the male sample. In
             addition, the items <i>impulsive</i> and <i>lies or
             cheats</i> consistently displayed the greatest bridge
             strength, that is, symptom from one dimension that connects
             to symptoms from another dimension, across time and samples.
             Our results illustrate how two methods-latent variable and
             network modeling-provide important and complementary
             information on multidimensional constructs. Findings also
             inform understanding of externalizing psychopathology
             through childhood to early adolescence by identifying key
             symptoms, critical transition points, and possible
             transdiagnostic liabilities. (PsycInfo Database Record (c)
             2022 APA, all rights reserved).},
   Doi = {10.1037/pas0001163},
   Key = {fds367205}
}

@article{fds365096,
   Author = {Iselin, A-MR and DiGiunta, L and Lunetti, C and Lansford, JE and Eisenberg, N and Dodge, KA and Pastorelli, C and Tirado, LMU and Bacchini, D and Thartori, E and Fiasconaro, I and Gliozzo, G and Favini,
             A and Basili, E and Cirimele, F and Remondi, C and Skinner,
             AT},
   Title = {Pathways from Maternal Harsh Discipline Through Rumination
             to Anxiety and Depression Symptoms: Gender and Normativeness
             of Harsh Discipline as Moderators.},
   Journal = {Research on child and adolescent psychopathology},
   Volume = {50},
   Number = {10},
   Pages = {1313-1326},
   Year = {2022},
   Month = {October},
   url = {http://dx.doi.org/10.1007/s10802-022-00951-z},
   Abstract = {This study examined gender-specific longitudinal pathways
             from harsh parenting through rumination to anxiety and
             depression symptoms among early adolescents from three
             countries and six subgroups. Participants were 567 mothers,
             428 fathers, and 566 children (T1: M<sub>age</sub> = 10.89;
             50% girls) from Medellín, Colombia (n = 100); Naples,
             Italy (n = 95); Rome, Italy (n = 99); Durham, North
             Carolina, United States (Black n = 92, Latinx
             n = 80, and White n = 100). Parent reported maternal
             and paternal harsh parenting were measured at T1. Adolescent
             reported rumination was measured at T2 (M<sub>age</sub> = 12.58)
             and anxiety and depression symptoms were measured at T1 and
             T3 (M<sub>age</sub> = 13.71). Rumination mediated the
             pathway from maternal harsh discipline to girls' anxiety and
             depression symptoms, controlling for baseline anxiety and
             depression symptoms. The more harsh discipline mothers used,
             the more their daughters ruminated, which in turn was
             associated with increased anxiety and depression symptoms.
             Exploratory moderated mediation analyses indicated that the
             strength of the mediational pathway from maternal harsh
             discipline through girls' rumination to anxiety and
             depression symptoms decreased as the normativeness of harsh
             parenting increased. Mediational pathways for boys and for
             paternal harsh discipline were not significant. Our findings
             expand knowledge on specific contexts in which rumination is
             a mechanism for understanding pathways to anxiety and
             depression symptoms.},
   Doi = {10.1007/s10802-022-00951-z},
   Key = {fds365096}
}

@article{fds375377,
   Author = {Rothenberg, WA and Odgers, CL and Lansford, JE and Dodge, KA and Godwin,
             J and Copeland, WE},
   Title = {Disentangling the "who" and "when" of parents' depressive
             symptoms: A daily diary study analysis.},
   Journal = {J Psychopathol Clin Sci},
   Volume = {131},
   Number = {7},
   Pages = {733-740},
   Year = {2022},
   Month = {October},
   url = {http://dx.doi.org/10.1037/abn0000766},
   Abstract = {Parents' depressive symptoms vary across days, but factors
             predicting this fluctuation are not well understood. The
             present study utilized ecological momentary assessments to
             capture 1620 days of parents' lived experience in a diverse
             sample of 146 mothers and fathers from Appalachia who
             reported on daily fluctuation in family chaos, family
             financial hardship, and lack of social support, as well as
             depressive symptoms every day for 14 consecutive days. Data
             were analyzed using a multilevel modeling framework. Results
             reveal that on days when parents experience higher family
             chaos, higher family financial hardship, and lower social
             support than they typically do, they also experience greater
             depressive symptoms. Daily linkages between low social
             support and depressive symptoms were uniform across
             families. In contrast, daily linkages between depressive
             symptoms and family financial hardship and chaos were
             strongest among families who experienced chronic levels of
             adversity. (PsycInfo Database Record (c) 2022 APA, all
             rights reserved).},
   Doi = {10.1037/abn0000766},
   Key = {fds375377}
}

@article{fds362429,
   Author = {Yazgan, I and Hanson, JL and Bates, JE and Lansford, JE and Pettit, GS and Dodge, KA},
   Title = {Cumulative early childhood adversity and later antisocial
             behavior: The mediating role of passive avoidance -
             ERRATUM.},
   Journal = {Development and psychopathology},
   Volume = {34},
   Number = {3},
   Pages = {1203},
   Year = {2022},
   Month = {August},
   url = {http://dx.doi.org/10.1017/s0954579422000086},
   Doi = {10.1017/s0954579422000086},
   Key = {fds362429}
}

@article{fds362960,
   Author = {Dodge, KA and Bai, Y and Godwin, J and Lansford, JE and Bates, JE and Pettit, GS and Jones, D},
   Title = {A defensive mindset: A pattern of social information
             processing that develops early and predicts life course
             outcomes.},
   Journal = {Child development},
   Volume = {93},
   Number = {4},
   Pages = {e357-e378},
   Year = {2022},
   Month = {July},
   url = {http://dx.doi.org/10.1111/cdev.13751},
   Abstract = {The hypothesis was tested that some children develop a
             defensive mindset that subsumes individual social
             information processing (SIP) steps, grows from early
             experiences, and guides long-term outcomes. In Study 1 (Fast
             Track [FT]), 463 age-5 children (45% girls; 43% Black) were
             first assessed in 1991 and followed through age 32 (83%
             retention). In Study 2 (Child Development Project [CDP]),
             585 age-5 children (48% girls, 17% Black) were first
             assessed in 1987 and followed through age 34 (78%
             retention). In both studies, measures were collected of
             early adverse experiences, defensive mindset and SIP, and
             adult outcomes. Across both studies, a robust latent
             construct of school-age defensive mindset was validated
             empirically (comparative fit index = .99 in each study)
             and found to mediate the impact of early child abuse (38% in
             FT and 29% in CDP of total effect) and peer social rejection
             (14% in FT and 7% in CDP of total effect) on adult
             incarceration.},
   Doi = {10.1111/cdev.13751},
   Key = {fds362960}
}

@article{fds367703,
   Author = {Goodman, WB and Dodge, KA and Bai, Y and Murphy, RA and O'Donnell,
             K},
   Title = {Evaluation of a Family Connects Dissemination to Four
             High-Poverty Rural Counties.},
   Journal = {Matern Child Health J},
   Volume = {26},
   Number = {5},
   Pages = {1067-1076},
   Year = {2022},
   Month = {May},
   url = {http://dx.doi.org/10.1007/s10995-021-03297-y},
   Abstract = {OBJECTIVES: Home visiting is a popular approach to improving
             the health and well-being of families with infants and young
             children in the United States; but, to date, no home
             visiting program has achieved population impact for families
             in rural communities. The current report includes evaluation
             results from the dissemination of a brief, universal
             postpartum home visiting program to four high-poverty rural
             counties. METHODS: The study utilized a quasi-experimental
             design. From Sept. 1, 2014-Dec. 31, 2015, families of all
             994 resident births in four rural eastern North Carolina
             counties were assigned to receive Family Connects (FC;
             intervention group). A representative subsample of families
             participated in impact evaluation when the infants were
             6 months old: 392 intervention group families and 126
             families with infants born between Feb. 1, 2014-July 31,
             2014 (natural comparison group). Data were analyzed
             preliminarily for reporting to funders in 2016 and, more
             comprehensively, using propensity score matching in 2020.
             RESULTS: Of FC-eligible families, 78% initiated
             participation; 83% of participating families completed the
             program (net completion = 65%). At age 6 months,
             intervention parents reported more community connections,
             more frequent use of community services, greater social
             support, and greater success with infants sleeping on their
             backs. Intervention infants had fewer total emergency
             department and urgent care visits. Intervention parents had
             more total emergency department and urgent care visits and
             (marginally) fewer overnights in the hospital. CONCLUSIONS
             FOR PRACTICE: FC can be implemented successfully in
             high-poverty rural communities with broad reach and positive
             benefits for infants and families.},
   Doi = {10.1007/s10995-021-03297-y},
   Key = {fds367703}
}

@article{fds362467,
   Author = {Dodge, KA},
   Title = {Presidential Address: Forging a developmental science
             mission to improve population outcomes and eliminate
             disparities for young children.},
   Journal = {Child development},
   Volume = {93},
   Number = {2},
   Pages = {313-325},
   Year = {2022},
   Month = {March},
   url = {http://dx.doi.org/10.1111/cdev.13732},
   Abstract = {Child development science has not fully realized its mission
             to improve population outcomes for children and eliminate
             disparities across race and income groups. One domain with
             great need but also great potential is the challenge parents
             face in raising a young child. A system of universal primary
             psychosocial care is proposed, with three components: a
             comprehensive infrastructure of community resources, such as
             North Carolina's Smart Start; financial supports for
             specific interventions, such as pre-kindergarten; and a way
             to help families identify and address family-specific needs,
             such as Family Connects. Empirical studies demonstrate the
             promise of each component for population impact and
             disparity elimination but also the need for continued
             improvement. Developmental scientists are called upon to
             fulfill their mission.},
   Doi = {10.1111/cdev.13732},
   Key = {fds362467}
}

@article{fds362333,
   Author = {Skinner, AT and Çiftçi, L and Jones, S and Klotz, E and Ondrušková,
             T and Lansford, JE and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli,
             C and Sorbring, E and Tapanya, S and Steinberg, L and Uribe Tirado and LM and Yotanyamaneewong, S},
   Title = {Adolescent Positivity and Future Orientation, Parental
             Psychological Control, and Young Adult Internalising
             Behaviours during COVID-19 in Nine Countries.},
   Journal = {Social sciences (Basel, Switzerland)},
   Volume = {11},
   Number = {2},
   Pages = {75},
   Year = {2022},
   Month = {February},
   url = {http://dx.doi.org/10.3390/socsci11020075},
   Abstract = {The COVID-19 pandemic disrupted many young adults' lives
             educationally, economically, and personally. This study
             investigated associations between COVID-19-related
             disruption and perception of increases in internalising
             symptoms among young adults and whether these associations
             were moderated by earlier measures of adolescent positivity
             and future orientation and parental psychological control.
             Participants included 1329 adolescents at Time 1, and 810 of
             those participants as young adults (<i>M</i> age = 20, 50.4%
             female) at Time 2 from 9 countries (China, Colombia, Italy,
             Jordan, Kenya, the Philippines, Sweden, Thailand, and the
             United States). Drawing from a larger longitudinal study of
             adolescent risk taking and young adult competence, this
             study controlled for earlier levels of internalising
             symptoms during adolescence in examining these associations.
             Higher levels of adolescent positivity and future
             orientation as well as parent psychological control during
             late adolescence helped protect young adults from sharper
             perceived increases in anxiety and depression during the
             first nine months of widespread pandemic lockdowns in all
             nine countries. Findings are discussed in terms of how
             families in the 21st century can foster greater resilience
             during and after adolescence when faced with community-wide
             stressors, and the results provide new information about how
             psychological control may play a protective role during
             times of significant community-wide threats to personal
             health and welfare.},
   Doi = {10.3390/socsci11020075},
   Key = {fds362333}
}

@article{fds361753,
   Author = {Rybińska, A and Best, DL and Goodman, WB and Weindling, W and Dodge,
             KA},
   Title = {Home Visiting Services During the COVID-19 Pandemic: Program
             Activity Analysis for Family Connects.},
   Journal = {Matern Child Health J},
   Volume = {26},
   Number = {1},
   Pages = {70-78},
   Year = {2022},
   Month = {January},
   url = {http://dx.doi.org/10.1007/s10995-021-03337-7},
   Abstract = {PURPOSE: Early reports highlighted challenges in delivering
             home visiting programs virtually during the COVID-19
             pandemic but the extent of the changes in program
             implementation and their implications remains unknown. We
             examine program activity and families' perceptions of
             virtual home visiting during the first nine months of the
             pandemic using implementation data for Family Connects (FC),
             an evidence-based and MIECHV-eligible, postpartum nurse home
             visiting program. DESCRIPTION: Aggregate program
             implementation data for five FC sites for January-November
             of 2019 and 2020 are compared. The COVID-19 Modification
             Survey is used to analyze families' reactions to virtual
             program delivery. ASSESSMENT: Post-pandemic onset, FC's
             program completion rates amounted to 86% of the pre-pandemic
             activity level. Activity in key components of the
             intervention-home-visitor education and referrals to
             community agencies-was maintained at 98% and 87% of the
             pre-pandemic level respectively. However, education and
             referrals rates declined among families of color and
             low-income families. Finally, families reported a positive
             response to the program, with declines in feelings of
             isolation and increases in positive attitudes toward
             in-person medical care-seeking due to FC visits.
             CONCLUSIONS: During the first nine months of the COVID-19
             pandemic, families' interest in home visiting remained
             strong, performance metrics were maintained at high levels,
             and families responded positively to the virtual delivery of
             home visiting. Home visiting programs should continue
             implementation with virtual modifications during the
             remainder of the pandemic but attention is needed to address
             growing disparities in access to home visiting benefits
             among marginalized communities.},
   Doi = {10.1007/s10995-021-03337-7},
   Key = {fds361753}
}

@article{fds359864,
   Author = {Rothenberg, WA and Ali, S and Rohner, RP and Lansford, JE and Britner,
             PA and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K},
   Title = {Correction to: Effects of Parental Acceptance-Rejection on
             Children’s Internalizing and Externalizing Behaviors: A
             Longitudinal, Multicultural Study (Journal of Child and
             Family Studies, (2022), 31, 1, (29-47), 10.1007/s10826-021-02072-5)},
   Journal = {Journal of Child and Family Studies},
   Volume = {31},
   Number = {1},
   Pages = {335},
   Year = {2022},
   Month = {January},
   url = {http://dx.doi.org/10.1007/s10826-021-02152-6},
   Abstract = {for author Sumbleen Ali should have been. “The State
             University of New York College at Oneonta, Oneonta, USA”
             and “University of Connecticut, Storrs, USA”; authors
             Ronald P. Rohner and Preston A. Britner “University of
             Connecticut, Storrs, USA”. The original article has been
             corrected.},
   Doi = {10.1007/s10826-021-02152-6},
   Key = {fds359864}
}

@article{fds359020,
   Author = {Rothenberg, WA and Ali, S and Rohner, RP and Lansford, JE and Britner,
             PA and Giunta, LD and Dodge, KA and Malone, PS and Oburu, P and Pastorelli,
             C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe
             Tirado, LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard,
             K},
   Title = {Effects of Parental Acceptance-Rejection on Children's
             Internalizing and Externalizing Behaviors: A Longitudinal,
             Multicultural Study.},
   Journal = {Journal of child and family studies},
   Volume = {31},
   Number = {1},
   Pages = {29-47},
   Year = {2022},
   Month = {January},
   url = {http://dx.doi.org/10.1007/s10826-021-02072-5},
   Abstract = {<h4>Background</h4>Grounded in interpersonal
             acceptance-rejection theory, this study assessed children's
             (N=1,315) perceptions of maternal and paternal
             acceptance-rejection in nine countries (China, Colombia,
             Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and
             the United States) as predictors of children's externalizing
             and internalizing behaviors across ages 7-14
             years.<h4>Methods</h4>Parenting behaviors were measured
             using children's reports on the Parental
             Acceptance-Rejection Questionnaire. Child externalizing and
             internalizing behaviors were measured using mother, father,
             and child reports on the Achenbach System of
             Empirically-Based Assessment.<h4>Results</h4>Using a
             multilevel modeling framework, we found that in cultures
             where both maternal and paternal indifference/neglect scores
             were higher than average-compared to other cultures
             -children's internalizing problems were more persistent. At
             the <i>within-culture</i> level, all four forms of maternal
             and paternal rejection (i.e., coldness/lack of affection,
             hostility/aggression, indifference/neglect, and
             undifferentiated rejection) were independently associated
             with both externalizing and internalizing problems across
             ages 7-14 even after controlling for child gender, parent
             education, and each of the four forms of parental
             rejection.<h4>Conclusions</h4>Results demonstrate that the
             effects of perceived parental acceptance-rejection are
             panculturally similar.},
   Doi = {10.1007/s10826-021-02072-5},
   Key = {fds359020}
}

@article{fds349399,
   Author = {Martoccio, TL and Berlin, LJ and Aparicio, EM and Appleyard Carmody,
             K and Dodge, KA},
   Title = {Intergenerational Continuity in Child Maltreatment:
             Explicating Underlying Mechanisms.},
   Journal = {J Interpers Violence},
   Volume = {37},
   Number = {1-2},
   Pages = {973-986},
   Year = {2022},
   Month = {January},
   url = {http://dx.doi.org/10.1177/0886260520914542},
   Abstract = {The current study examined direct and indirect effects of a
             mother's history of childhood physical and sexual abuse on
             her child's officially reported victimization. This
             prospective, longitudinal study followed a community-based
             sample of 499 mothers and their children. Mothers (35%
             White/non-Latina, 34% Black/non-Latina, 23% Latina, and 7%
             other) were recruited and interviewed during pregnancy, and
             child protective services records were reviewed for the
             presence of the participants' target child between birth and
             age 3.5. Whereas both types of maternal maltreatment history
             doubled the child's risk of child protective services
             investigation, mothers' sexual abuse history conferred
             significantly greater risk. Pathways to child victimization
             varied by type of maternal maltreatment history. Mothers who
             had been physically abused later demonstrated interpersonal
             aggressive response biases, which mediated the path to child
             victimization. In contrast, the association between maternal
             history of sexual abuse and child victimization was mediated
             by mothers' substance use problems. Study implications
             center on targeting child maltreatment prevention efforts
             according to the mother's history and current
             problems.},
   Doi = {10.1177/0886260520914542},
   Key = {fds349399}
}

@article{fds367704,
   Author = {Rybińska, A and Best, DL and Goodman, WB and Bai, Y and Dodge,
             KA},
   Title = {Transitioning to virtual interaction during the COVID-19
             pandemic: Impact on the family connects postpartum home
             visiting program activity.},
   Journal = {Infant Ment Health J},
   Volume = {43},
   Number = {1},
   Pages = {159-172},
   Year = {2022},
   Month = {January},
   url = {http://dx.doi.org/10.1002/imhj.21953},
   Abstract = {In this paper, we analyze program activity for Family
             Connects (FC), an evidence-based postpartum home-visiting
             intervention, during the COVID-19 pandemic. When the
             pandemic began, FC transitioned to a virtual protocol which
             maintains key psychosocial components of the in-person
             protocol and adjusts health assessments to address the lack
             of in-person contact. Program performance is contrasted for
             periods before the pandemic onset (April 2019-March 2020)
             and after the onset (April 2020-March 2021), involving
             10,280 scheduled visits and 6696 visited families (46%
             non-Hispanic white; 20% non-Hispanic Black; 23% Hispanic;
             and 10% other race). Post-pandemic onset, FC program
             participation rates were at 89.8% of pre-pandemic levels.
             Home visitors observed post-onset increases in families'
             concerns about home safety but declines in families' needs
             related to infant care. Community connections were
             facilitated for 42.9% of visited families post-pandemic
             onset compared to 51.1% pre-pandemic onset. We conclude that
             post-pandemic onset virtual delivery rates of FC declined
             but are high enough to merit continued implementation during
             a period when some families will decline in-person visits.
             When in-person visits are deemed safe per public health
             guidelines, the findings suggest a hybrid approach that
             could maximize program outreach by prioritizing in-person
             contact and offering virtual delivery as a second
             choice.},
   Doi = {10.1002/imhj.21953},
   Key = {fds367704}
}

@article{fds369664,
   Author = {Buchanan, CM and Zietz, S and Lansford, JE and Skinner, AT and Di
             Giunta, L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Steinberg, L and Tapanya, S and Uribe
             Tirado, LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, S and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard,
             K},
   Title = {Typicality and trajectories of problematic and positive
             behaviors over adolescence in eight countries.},
   Journal = {Frontiers in psychology},
   Volume = {13},
   Pages = {991727},
   Year = {2022},
   Month = {January},
   url = {http://dx.doi.org/10.3389/fpsyg.2022.991727},
   Abstract = {In this study, we examine the predictions of a storm and
             stress characterization of adolescence concerning typicality
             and trajectories of internalizing, externalizing, and
             wellbeing from late childhood through late adolescence.
             Using data from the Parenting Across Cultures study, levels
             and trajectories of these characteristics were analyzed for
             1,211 adolescents from 11 cultural groups across eight
             countries. Data were longitudinal, collected at seven
             timepoints from 8 to 17 years of age. Results provide more
             support for a storm and stress characterization with respect
             to the developmental <i>trajectories</i> of behavior and
             characteristics from childhood to adolescence or across the
             adolescent years than with respect to <i>typicality</i> of
             behavior. Overall, adolescents' behavior was more positive
             than negative in all cultural groups across childhood and
             adolescence. There was cultural variability in both
             prevalence and trajectories of behavior. The data provide
             support for arguments that a more positive and nuanced
             characterization of adolescence is appropriate and
             important.},
   Doi = {10.3389/fpsyg.2022.991727},
   Key = {fds369664}
}

@article{fds359214,
   Author = {Dodge, KA and Benjamin Goodman and W and Bai, Y and Murphy, RA and O'Donnell, K},
   Title = {Maximizing the return on investment in Early Childhood Home
             Visiting through enhanced eligibility screening.},
   Journal = {Child Abuse Negl},
   Volume = {122},
   Pages = {105339},
   Year = {2021},
   Month = {December},
   url = {http://dx.doi.org/10.1016/j.chiabu.2021.105339},
   Abstract = {BACKGROUND: The MIECHV (Maternal, Infant, and Early
             Childhood Home Visiting) program invests substantial federal
             resources to prevent child maltreatment and emergency
             medical costs. Eligibility is based on screening of
             demographic or clinical risk factors, but because screening
             accuracy in predicting poor outcomes is unknown, assignment
             to home-visiting might miss high-risk families or waste
             resources on low-risk families. OBJECTIVES: To guide
             eligibility decisions, this study tested accuracy of
             demographic and clinical screening in predicting child
             maltreatment and emergency medical care. PARTICIPANTS AND
             SETTING: A population-representative sample of 201 birthing
             mothers (39.8% Black, 33.8% Latina) in Durham, NC, was
             enrolled between July 2009, and December 2010, and followed
             through December 2015. METHODS: Participants were screened
             demographically (i.e., Medicaid, first-born, teenage, no
             high school diploma) and clinically (i.e., health/health
             care, parenting readiness, home safety, and parent mental
             health) at birth and followed through age 60 months, when
             Child Protective Services and hospital records were
             reviewed. Cox hazard models tested accuracy of prediction
             from screening variables. RESULTS: Demographic factors did
             not significantly predict outcomes, except having
             Medicaid/uninsured predicted more emergency medical care and
             being first-born was a (surprising) protective factor
             against a child maltreatment investigation. In contrast,
             clinical factors strongly predicted both maltreatment
             investigations (Hazard Ratio = 4.01 [95% CI = 1.97,
             8.15], sensitivity = 0.70, specificity = 0.64,
             accuracy = 0.65) and emergency medical care (Hazard
             Ratio = 2.14 [95% CI = 1.03, 2.14], sensitivity = 0.50,
             specificity = 0.69, accuracy = 0.58). CONCLUSIONS: Even
             with added costs for clinical screening, selecting families
             for home visiting based on assessed clinical risk will
             improve accuracy and may yield a higher return on
             investment. The authors recommend a universal system of
             screening and care to support birthing families.},
   Doi = {10.1016/j.chiabu.2021.105339},
   Key = {fds359214}
}

@article{fds361177,
   Author = {Lansford, JE and Zietz, S and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli,
             C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L and Uribe
             Tirado, LM and Yotanyamaneewong, S and Alampay,
             LP},
   Title = {Culture and Social Change in Mothers' and Fathers'
             Individualism, Collectivism and Parenting
             Attitudes.},
   Journal = {Social sciences},
   Volume = {10},
   Number = {12},
   Pages = {459},
   Year = {2021},
   Month = {December},
   url = {http://dx.doi.org/10.3390/socsci10120459},
   Abstract = {Cultures and families are not static over time but evolve in
             response to social transformations, such as changing gender
             roles, urbanization, globalization, and technology uptake.
             Historically, individualism and collectivism have been
             widely used heuristics guiding cross-cultural comparisons,
             yet these orientations may evolve over time, and individuals
             within cultures and cultures themselves can have both
             individualist and collectivist orientations. Historical
             shifts in parents' attitudes also have occurred within
             families in several cultures. As a way of understanding
             mothers' and fathers' individualism, collectivism, and
             parenting attitudes at this point in history, we examined
             parents in nine countries that varied widely in
             country-level individualism rankings. Data included mothers'
             and fathers' reports (<i>N</i> = 1338 families) at three
             time points in China, Colombia, Italy, Jordan, Kenya,
             Philippines, Sweden, Thailand, and the United States. More
             variance was accounted for by within-culture than
             between-culture factors for parents' individualism,
             collectivism, progressive parenting attitudes, and
             authoritarian parenting attitudes, which were predicted by a
             range of sociodemographic factors that were largely similar
             for mothers and fathers and across cultural groups. Social
             changes from the 20th to the 21st century may have
             contributed to some of the similarities between mothers and
             fathers and across the nine countries.},
   Doi = {10.3390/socsci10120459},
   Key = {fds361177}
}

@article{fds361754,
   Author = {Dodge, KA and Skinner, AT and Godwin, J and Bai, Y and Lansford, JE and Copeland, WE and Benjamin Goodman and W and McMahon, RJ and Goulter, N and Bornstein, MH and Pettit, GS and Bates, JE},
   Title = {Impact of the COVID-19 pandemic on substance use among
             adults without children, parents, and adolescents.},
   Journal = {Addict Behav Rep},
   Volume = {14},
   Pages = {100388},
   Publisher = {Elsevier},
   Year = {2021},
   Month = {December},
   url = {http://dx.doi.org/10.1016/j.abrep.2021.100388},
   Abstract = {Impact of the COVID-19 pandemic on alcohol and illicit
             substance use among adults without children, parents, and
             adolescents was investigated through two studies with five
             samples from independent ongoing U.S. longitudinal studies.
             In Study 1, 931 adults without children, parents, and
             adolescents were surveyed about the pandemic's impact on
             personal behavior. 19-25% of adults without children,
             parents, and adolescents reported an increase in alcohol or
             illicit substance use. In Study 2, 274 adults without
             children, parents, and adolescents who had been interviewed
             prior to the pandemic onset about alcohol and illicit
             substance use problems were re-interviewed after the
             pandemic's onset to test within-person change. The rate of
             alcohol or illicit substance use problems increased from
             pre-pandemic to post-pandemic onset from 13% to 36% among
             the three groups. Increase in alcohol and illicit substance
             use problems was positively correlated with increased
             depression/anxiety and household disruption, suggesting
             possible mechanisms for increases in substance problems.
             Findings in both studies held across low- and middle-income
             families. Findings suggest the need for communitywide
             policies to increase resources for alcohol and illicit
             substance use screening and intervention, especially for
             adolescents.},
   Doi = {10.1016/j.abrep.2021.100388},
   Key = {fds361754}
}

@article{fds359938,
   Author = {Rothenberg, WA and Lansford, JE and Bornstein, MH and Uribe Tirado,
             LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L},
   Title = {Cross-Cultural Associations of Four Parenting Behaviors With
             Child Flourishing: Examining Cultural Specificity and
             Commonality in Cultural Normativeness and Intergenerational
             Transmission Processes.},
   Journal = {Child development},
   Volume = {92},
   Number = {6},
   Pages = {e1138-e1153},
   Year = {2021},
   Month = {November},
   url = {http://dx.doi.org/10.1111/cdev.13634},
   Abstract = {Families from nine countries (N = 1,338) were
             interviewed annually seven times (M<sub>age</sub>
             child = 7-15) to test specificity and commonality in
             parenting behaviors associated with child flourishing and
             moderation of associations by normativeness of parenting.
             Participants included 1,338 children (M = 8.59 years,
             SD = 0.68, range = 7-11 years; 50% girls), their
             mothers (N = 1,283, M = 37.04 years,
             SD = 6.51, range = 19-70 years), and their fathers
             (N = 1,170, M = 40.19 years, SD = 6.75,
             range = 22-76 years) at Wave 1 of 7 annual waves
             collected between 2008 and 2017. Families were recruited
             from 12 ethnocultural groups in nine countries including:
             Shanghai, China (n = 123); Medellín, Colombia
             (n = 108); Naples (n = 102) and Rome (n = 111),
             Italy; Zarqa, Jordan (n = 114); Kisumu, Kenya
             (n = 100); Manila, Philippines (n = 120);
             Trollhättan & Vänersborg, Sweden (n = 129); Chiang
             Mai, Thailand (n = 120); and Durham, NC, United States
             (n = 110 White, n = 102 Black, n = 99 Latinx).
             Intergenerational parenting (parenting passed from
             Generation 1 to Generation 2) demonstrated specificity.
             Children from cultures with above-average G2 parent warmth
             experienced the most benefit from the intergenerational
             transmission of warmth, whereas children from cultures with
             below-average G2 hostility, neglect, and rejection were best
             protected from deleterious intergenerational effects of
             parenting behaviors on flourishing. Single-generation
             parenting (Generation 2 parenting directly associated with
             Generation 3 flourishing) demonstrated commonality. Parent
             warmth promoted, and parent hostility, neglect, and
             rejection impeded the development of child flourishing
             largely regardless of parenting norms.},
   Doi = {10.1111/cdev.13634},
   Key = {fds359938}
}

@article{fds359076,
   Author = {McWood, LM and Erath, SA and Pettit, GS and Bates, JE and Dodge, KA and Lansford, JE},
   Title = {Organized Activity Involvement Predicts Internalizing and
             Externalizing Problems in Adolescence.},
   Journal = {Journal of youth and adolescence},
   Volume = {50},
   Number = {11},
   Pages = {2181-2193},
   Year = {2021},
   Month = {November},
   url = {http://dx.doi.org/10.1007/s10964-021-01491-3},
   Abstract = {Despite the expected benefits of organized activity
             involvement (e.g., sports, clubs), inconsistencies in
             associations between activity involvement and internalizing
             and externalizing problems may be explained in part by
             limitations of measurements and variations between
             individuals. To address these gaps, a latent variable of
             organized activity participation was tested as a predictor
             of internalizing and externalizing problems, and initial
             child adjustment was tested as a moderator of the outcomes
             from activity participation. Participants included 431
             adolescents (52.2% female; ages 12-13 in seventh grade) from
             the Child Development Project. Adolescents self-reported
             activity involvement (seventh grade) and internalizing
             problems (seventh and ninth grades); mothers reported on
             adolescents' externalizing problems (seventh and eighth
             grade). Structural equation models showed that an activity
             involvement latent variable predicted lower internalizing
             problems. The interaction between activity involvement and
             initial level of externalizing problems predicted
             externalizing problems. Specifically, higher levels of
             activity involvement predicted lower levels of externalizing
             problems at initially lower levels of externalizing
             problems. However, at higher levels of initial externalizing
             problems, higher levels of activity involvement predicted
             higher levels of externalizing problems. The results suggest
             that activity involvement reduces risk for subsequent
             internalizing problems but could increase or decrease risk
             for subsequent externalizing problems depending on initial
             levels of externalizing problems.},
   Doi = {10.1007/s10964-021-01491-3},
   Key = {fds359076}
}

@article{fds360539,
   Author = {Skinner, AT and Godwin, J and Alampay, LP and Lansford, JE and Bacchini,
             D and Bornstein, MH and Deater-Deckard, K and Di Giunta and L and Dodge,
             KA and Gurdal, S and Pastorelli, C and Sorbring, E and Steinberg, L and Tapanya, S and Yotanyamaneewong, S},
   Title = {Parent-adolescent relationship quality as a moderator of
             links between COVID-19 disruption and reported changes in
             mothers' and young adults' adjustment in five
             countries.},
   Journal = {Developmental psychology},
   Volume = {57},
   Number = {10},
   Pages = {1648-1666},
   Year = {2021},
   Month = {October},
   url = {http://dx.doi.org/10.1037/dev0001236},
   Abstract = {The COVID-19 pandemic has presented families around the
             world with extraordinary challenges related to physical and
             mental health, economic security, social support, and
             education. The current study capitalizes on a longitudinal,
             cross-national study of parenting, adolescent development,
             and young adult competence to document the association
             between personal disruption during the pandemic and reported
             changes in internalizing and externalizing behavior in young
             adults and their mothers since the pandemic began. It
             further investigates whether family functioning during
             adolescence 3 years earlier moderates this association. Data
             from 484 families in five countries (Italy, the Philippines,
             Sweden, Thailand, and the United States) reveal that higher
             levels of reported disruption during the pandemic are
             related to reported increases in internalizing and
             externalizing behaviors after the onset of the COVID-19
             pandemic for young adults (Mage = 20) and their mothers in
             all five countries, with the exception of one association in
             Thailand. Associations between disruption during the
             pandemic and young adults' and their mothers' reported
             increases in internalizing and externalizing behaviors were
             attenuated by higher levels of youth disclosure, more
             supportive parenting, and lower levels of destructive
             adolescent-parent conflict prior to the pandemic. This work
             has implications for fostering parent-child relationships
             characterized by warmth, acceptance, trust, open
             communication, and constructive conflict resolution at all
             times given their protective effects for family resilience
             during times of crisis. (PsycInfo Database Record (c) 2021
             APA, all rights reserved).},
   Doi = {10.1037/dev0001236},
   Key = {fds360539}
}

@article{fds359019,
   Author = {Chang, L and Liu, YY and Lu, HJ and Lansford, JE and Bornstein, MH and Steinberg, L and Deater-Deckard, K and Rothenberg, WA and Skinner,
             AT and Dodge, KA},
   Title = {Slow Life History Strategies and Increases in Externalizing
             and Internalizing Problems During the COVID-19
             Pandemic.},
   Journal = {Journal of research on adolescence : the official journal of
             the Society for Research on Adolescence},
   Volume = {31},
   Number = {3},
   Pages = {595-607},
   Year = {2021},
   Month = {September},
   url = {http://dx.doi.org/10.1111/jora.12661},
   Abstract = {The COVID-19 pandemic is but one of many instances of
             environmental adversities that have recurred in human
             history. Biobehavioral resource allocation strategies, known
             as fast (reproduction-focused) versus slow
             (development-focused) life history (LH) tradeoff strategies,
             evolved to deal with environmental challenges such as
             infectious diseases. Based on 141 young people and their
             mothers observed prior to (ages 9 and 13) and during (age
             20) COVID-19, we investigated longitudinal relations
             involving slow LH strategies. The results support the
             adaptive role of slow LH strategies in reducing
             COVID-related increases in externalizing problems. In
             addition, the effect of early adversity on COVID-related
             increases in externalizing was mediated, and the effect on
             COVID-related increases in internalizing was moderated, by
             slow LH strategies.},
   Doi = {10.1111/jora.12661},
   Key = {fds359019}
}

@article{fds356108,
   Author = {Lansford, JE and Goulter, N and Godwin, J and Crowley, M and McMahon,
             RJ and Bates, JE and Pettit, GS and Greenberg, M and Lochman, JE and Dodge,
             KA},
   Title = {Development of individuals' own and perceptions of peers'
             substance use from early adolescence to adulthood.},
   Journal = {Addictive behaviors},
   Volume = {120},
   Pages = {106958},
   Year = {2021},
   Month = {September},
   url = {http://dx.doi.org/10.1016/j.addbeh.2021.106958},
   Abstract = {This study evaluated how individuals' own substance use and
             their perception of peers' substance use predict each other
             across development from early adolescence to middle
             adulthood. Participants were from two longitudinal studies:
             Fast Track (FT; N = 463) and Child Development Project
             (CDP; N = 585). Participants reported on their own and
             peers' substance use during early and middle adolescence and
             early adulthood, and their own substance use in middle
             adulthood. From adolescence to early adulthood, individuals'
             reports of their own substance use in a given developmental
             period predicted reports of their peers' substance use in
             the next developmental period more than peers' substance use
             in a given developmental period predicted individuals' own
             substance use in the next. In the higher-risk FT sample,
             individuals' own substance use in early adulthood predicted
             alcohol, cannabis, and other substance use in middle
             adulthood, and peers' substance use in early adulthood
             predicted cannabis use in middle adulthood. In the
             lower-risk CDP sample, participants' own substance use in
             early adulthood predicted only their own cannabis use in
             middle adulthood, whereas peers' substance use in early
             adulthood predicted participants' alcohol, cannabis, opioid,
             and other substance use in middle adulthood. The findings
             suggest that peer substance use in early adulthood may
             indicate a greater propensity for subsequent substance use
             in lower-risk groups, whereas those in higher-risk groups
             may remain more stable in substance use, with less
             variability explained by peer contexts.},
   Doi = {10.1016/j.addbeh.2021.106958},
   Key = {fds356108}
}

@article{fds357976,
   Author = {Goodman, WB and Dodge, KA and Bai, Y and Murphy, RA and O'Donnell,
             K},
   Title = {Effect of a Universal Postpartum Nurse Home Visiting Program
             on Child Maltreatment and Emergency Medical Care at 5 Years
             of Age: A Randomized Clinical Trial.},
   Journal = {JAMA Netw Open},
   Volume = {4},
   Number = {7},
   Pages = {e2116024},
   Publisher = {American Medical Association},
   Year = {2021},
   Month = {July},
   url = {http://dx.doi.org/10.1001/jamanetworkopen.2021.16024},
   Abstract = {IMPORTANCE: The Family Connects (FC) program, a
             community-wide nurse home visiting program for newborns, has
             been shown to provide benefits for children and families
             through the first 2 years of life. Potential longer-term
             outcomes for child well-being remain unknown. OBJECTIVE: To
             determine the effect of randomization to FC on child
             maltreatment investigations and emergency medical care
             through 5 years of age. DESIGN, SETTING, AND PARTICIPANTS:
             In this randomized clinical trial, families of all 4777
             resident births in Durham County, North Carolina, from July
             1, 2009, to December 31, 2010, were randomly assigned to
             receive the FC program or treatment as usual. Impact
             evaluation was on an intent-to-treat basis and focused on a
             subsample of 549 families randomly selected from the full
             population and included review of hospital and Child
             Protective Services (CPS) administrative records.
             Statistical analysis was conducted from November 6, 2020, to
             April 25, 2021. INTERVENTIONS: The FC programs includes 1 to
             3 nurse home visits beginning at the infant age of 3 weeks
             designed to identify family-specific needs, deliver
             education and intervention, and connect families with
             community resources matched to their needs. Ongoing program
             engagement with service professionals and an electronic
             resource directory facilitate effective family connections
             to the community. MAIN OUTCOMES AND MEASURES: Two primary
             trial outcomes were CPS-recorded child maltreatment
             investigations and emergency medical care use based on
             hospital records. RESULTS: Of the 4777 randomized families,
             2327 were allocated to the intervention, and 2440 were
             allocated to services as usual. Among the children in the
             full study population, 2380 (49.8%) were female, 2397
             (50.2%) were male, and 3359 (70.3%) were from racial/ethnic
             minority groups; of the 531 children included in the impact
             evaluation follow-up, 284 (53.5%) were female, 247 (46.5%)
             were male, and 390 (73.4%) were from racial/ethnic minority
             groups. Negative binomial models indicated that families
             assigned to FC had 39% fewer CPS investigations for
             suspected child maltreatment through 5 years of age (95% CI,
             -0.80 to 0.06; 90% CI, -0.73 to -0.01; control = 44
             total investigations per 100 children and
             intervention = 27 total investigations per 100
             children); intervention effects did not differ across
             subgroups. Families assigned to FC also had 33% less total
             child emergency medical care use (95% CI, -0.59 to -0.14;
             90% CI, -0.55 to -0.18; control = 338 visits and
             overnight hospital stays per 100 children and
             intervention = 227 visits and overnight hospital stays
             per 100 children). Positive effects held across birth risk,
             child health insurance, child sex, single-parent status, and
             racial/ethnic groups. Effects were larger for nonminority
             families compared with minority families. CONCLUSIONS AND
             RELEVANCE: The findings of this randomized clinical trial
             suggest that, when implemented with high quality and broad
             reach, a brief postpartum nurse home visiting program can
             reduce population rates of child maltreatment and emergency
             medical care use in early childhood. TRIAL REGISTRATION:
             ClinicalTrials.gov Identifier: NCT01406184.},
   Doi = {10.1001/jamanetworkopen.2021.16024},
   Key = {fds357976}
}

@article{fds355525,
   Author = {Lansford, JE and Rothenberg, WA and Riley, J and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini,
             D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L},
   Title = {Longitudinal Trajectories of Four Domains of Parenting in
             Relation to Adolescent Age and Puberty in Nine
             Countries.},
   Journal = {Child development},
   Volume = {92},
   Number = {4},
   Pages = {e493-e512},
   Year = {2021},
   Month = {July},
   url = {http://dx.doi.org/10.1111/cdev.13526},
   Abstract = {Children, mothers, and fathers in 12 ethnic and regional
             groups in nine countries (N = 1,338 families) were
             interviewed annually for 8 years (M<sub>age</sub>
             child = 8-16 years) to model four domains of parenting as
             a function of child age, puberty, or both. Latent growth
             curve models revealed that for boys and girls, parents
             decrease their warmth, behavioral control,
             rules/limit-setting, and knowledge solicitation in
             conjunction with children's age and pubertal status as
             children develop from ages 8 to 16 across a range of diverse
             contexts, with steeper declines after age 11 or 12 in three
             of the four parenting domains. National, ethnic, and
             regional differences and similarities in the trajectories as
             a function of age and puberty are discussed.},
   Doi = {10.1111/cdev.13526},
   Key = {fds355525}
}

@article{fds337499,
   Author = {Saint-Eloi Cadely and H and Pittman, JF and Pettit, GS and Lansford, JE and Bates, JE and Dodge, KA and Holtzworth-Munroe,
             A},
   Title = {Predicting Patterns of Intimate Partner Violence
             Perpetration From Late Adolescence to Young
             Adulthood.},
   Journal = {Journal of interpersonal violence},
   Volume = {36},
   Number = {9-10},
   Pages = {NP4679-NP4704},
   Year = {2021},
   Month = {May},
   url = {http://dx.doi.org/10.1177/0886260518795173},
   Abstract = {Saint-Eloi Cadely et al. found longitudinal patterns for the
             perpetration of both psychological and physical intimate
             partner violence (IPV), including actively and minimally
             aggressive patterns. The current study builds on these
             findings by examining four theory-derived variables
             (interparental aggression, social-information processing
             [SIP] biases, relationship insecurities [preoccupied and
             fearful], and discontinuity in relationship partner over
             time) as predictors of membership within these patterns,
             using multinomial logistic regression. The analysis sample
             consisted of 484 participants who were romantically involved
             at least once during the eight waves of data collection from
             the ages of 18 to 25. In predicting psychological IPV, more
             SIP biases, higher levels of a preoccupied insecurity, and
             less discontinuity in relationship partners over time
             differentiated the actively aggressive patterns from the
             minimally aggressive pattern. In addition, two actively
             aggressive patterns of psychological IPV differed in terms
             of SIP biases and discontinuity in romantic partners.
             Specifically, more SIP biases and less discontinuity in
             romantic partnerships distinguished the extensively
             aggressive pattern from the pattern that mainly consisted of
             minor types of aggression. In predicting physical IPV, the
             aggressive pattern differed from the nonaggressive pattern
             in terms of more interparental aggression, more SIP biases,
             and more relationship insecurities. The findings that
             developmental patterns of IPV can be predicted by social and
             psychological factors may aid both developmental theory and
             practice.},
   Doi = {10.1177/0886260518795173},
   Key = {fds337499}
}

@article{fds355526,
   Author = {Palacios-Barrios, EE and Hanson, JL and Barry, KR and Albert, WD and White, SF and Skinner, AT and Dodge, KA and Lansford,
             JE},
   Title = {Lower neural value signaling in the prefrontal cortex is
             related to childhood family income and depressive
             symptomatology during adolescence.},
   Journal = {Developmental cognitive neuroscience},
   Volume = {48},
   Pages = {100920},
   Year = {2021},
   Month = {April},
   url = {http://dx.doi.org/10.1016/j.dcn.2021.100920},
   Abstract = {Lower family income during childhood is related to increased
             rates of adolescent depression, though the underlying
             mechanisms are poorly understood. Evidence suggests that
             individuals with depression demonstrate hypoactivation in
             brain regions involved in reward learning and
             decision-making processes (e.g., portions of the prefrontal
             cortex). Separately, lower family income has been associated
             with neural alterations in similar regions. Motivated by
             this research, we examined associations between family
             income, depression, and brain activity during a reward
             learning and decision-making fMRI task in a sample of
             adolescents (full n = 94; usable n = 78; mean
             age = 15.2 years). We focused on brain activity for: 1)
             expected value (EV), the learned subjective value of an
             object, and 2) prediction error, the difference between EV
             and the actual outcome received. Regions of interest related
             to reward learning were examined in connection to childhood
             family income and parent-reported adolescent depressive
             symptoms. As hypothesized, lower activity in the subgenual
             anterior cingulate (sACC) for EV in response to approach
             stimuli was associated with lower childhood family income,
             as well as greater symptoms of depression measured one-year
             after the neuroimaging session. These results are consistent
             with the hypothesis that lower early family income leads to
             disruptions in reward and decision-making brain circuitry,
             contributing to adolescent depression.},
   Doi = {10.1016/j.dcn.2021.100920},
   Key = {fds355526}
}

@article{fds355524,
   Author = {Shanahan, L and Hill, SN and Bechtiger, L and Steinhoff, A and Godwin,
             J and Gaydosh, LM and Harris, KM and Dodge, KA and Copeland,
             WE},
   Title = {Prevalence and Childhood Precursors of Opioid Use in the
             Early Decades of Life.},
   Journal = {JAMA Pediatr},
   Volume = {175},
   Number = {3},
   Pages = {276-285},
   Year = {2021},
   Month = {March},
   url = {http://dx.doi.org/10.1001/jamapediatrics.2020.5205},
   Abstract = {IMPORTANCE: Opioid use disorder and opioid deaths have
             increased dramatically in young adults in the US, but the
             age-related course or precursors to opioid use among young
             people are not fully understood. OBJECTIVE: To document
             age-related changes in opioid use and study the childhood
             antecedents of opioid use by age 30 years in 6 domains of
             childhood risk: sociodemographic characteristics; school or
             peer problems; parental mental illness, drug problems, or
             legal involvement; substance use; psychiatric illness; and
             physical health. DESIGN, SETTING, AND PARTICIPANTS: This
             community-representative prospective longitudinal cohort
             study assessed 1252 non-Hispanic White individuals and
             American Indian individuals in rural counties in the central
             Appalachia region of North Carolina from January 1993 to
             December 2015. Data were analyzed from January 2019 to
             January 2020. EXPOSURES: Between ages 9 and 16 years,
             participants and their parents were interviewed up to 7
             times using the Child and Adolescent Psychiatric Assessment
             and reported risk factors in 6 risk domains. MAIN OUTCOMES
             AND MEASURES: Participants were assessed again at ages 19,
             21, 25, and 30 years for nonheroin opioid use (any and
             weekly) and heroin use using the structured Young Adult
             Psychiatric Assessment. RESULTS: Of 1252 participants, 342
             (27%) were American Indian. By age 30 years, 322
             participants had used a nonheroin opioid (24.2%; 95% CI,
             21.8-26.5), 155 had used a nonheroin opioid weekly (8.8%;
             95% CI, 7.2-10.3), and 95 had used heroin (6.6%; 95% CI,
             5.2-7.9). Childhood risk markers for later opioid use
             included male sex, tobacco use, depression, conduct
             disorder, cannabis use, having peers exhibiting social
             deviance, parents with legal involvement, and elevated
             systemic inflammation. In final models, childhood tobacco
             use, depression, and cannabis use were most robustly
             associated with opioid use in young adulthood (ages 19 to 30
             years). Chronic depression and dysthymia were strongly
             associated with any nonheroin opioid use (OR. 5.43; 95% CI,
             2.35-12.55 and OR, 7.13; 95% CI, 1.99-25.60, respectively)
             and with weekly nonheroin opioid use (OR, 8.89; 95% CI,
             3.61-21.93 and OR, 11.51; 95% CI, 3.05-42.72, respectively).
             Among young adults with opioid use, those with heroin use
             had the highest rates of childhood psychiatric disorders and
             comorbidities. CONCLUSIONS AND RELEVANCE: Childhood tobacco
             use and chronic depression may be associated with impaired
             reward system functioning, which may increase young adults'
             vulnerability to opioid-associated euphoria. Preventing and
             treating early substance use and childhood mental illness
             may help prevent later opioid use.},
   Doi = {10.1001/jamapediatrics.2020.5205},
   Key = {fds355524}
}

@article{fds348944,
   Author = {Yazgan, I and Hanson, JL and Bates, JE and Lansford, JE and Pettit, GS and Dodge, KA},
   Title = {Cumulative early childhood adversity and later antisocial
             behavior: The mediating role of passive avoidance.},
   Journal = {Development and psychopathology},
   Volume = {33},
   Number = {1},
   Pages = {340-350},
   Year = {2021},
   Month = {February},
   url = {http://dx.doi.org/10.1017/s0954579419001809},
   Abstract = {Twenty-six percent of children experience a traumatic event
             by the age of 4. Negative events during childhood have
             deleterious correlates later in life, including antisocial
             behavior. However, the mechanisms that play into this
             relation are unclear. We explored deficits in neurocognitive
             functioning, specifically problems in passive avoidance, a
             construct with elements of inhibitory control and learning
             as a potential acquired mediator for the pathway between
             cumulative early childhood adversity from birth to age 7 and
             later antisocial behavior through age 18, using prospective
             longitudinal data from 585 participants. Path analyses
             showed that cumulative early childhood adversity predicted
             impaired passive avoidance during adolescence and increased
             antisocial behavior during late adolescence. Furthermore,
             poor neurocognition, namely, passive avoidance, predicted
             later antisocial behavior and significantly mediated the
             relation between cumulative early childhood adversity and
             later antisocial behavior. This research has implications
             for understanding the development of later antisocial
             behavior and points to a potential target for neurocognitive
             intervention within the pathway from cumulative early
             childhood adversity to later antisocial behavior.},
   Doi = {10.1017/s0954579419001809},
   Key = {fds348944}
}

@article{fds358286,
   Author = {Pastorelli, C and Zuffianò, A and Lansford, JE and Thartori, E and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Skinner,
             AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Al-Hassan, S and Peña Alampay and L and Bacchini, D},
   Title = {Positive Youth Development: Parental Warmth, Values, and
             Prosocial Behavior in 11 Cultural Groups.},
   Journal = {Journal of youth development : bridging research and
             practice},
   Volume = {16},
   Number = {2-3},
   Pages = {379-401},
   Year = {2021},
   Month = {January},
   url = {http://dx.doi.org/10.5195/jyd.2021.1026},
   Abstract = {The current cross-cultural study aimed to extend research on
             parenting and children's prosocial behavior by examining
             relations among parental warmth, values related to family
             obligations (i.e., children's support to and respect for
             their parents, siblings, and extended family), and prosocial
             behavior during the transition to adolescence (from ages 9
             to 12). Mothers, fathers, and their children (N = 1107
             families) from 8 countries including 11 cultural groups
             (Colombia; Rome and Naples, Italy; Jordan; Kenya; the
             Philippines; Sweden; Thailand; and African Americans,
             European Americans, and Latin Americans in the United
             States) provided data over 3 years in 3 waves
             (M<sub>age</sub> of child in wave 1 = 9.34 years, SD = 0.75;
             50.5% female). Overall, across all 11 cultural groups,
             multivariate change score analysis revealed positive
             associations among the change rates of parental warmth,
             values related to family obligations, and prosocial behavior
             during late childhood (from age 9 to 10) and
             early-adolescence (from age 10 to 12). In most cultural
             groups, more parental warmth at ages 9 and 10 predicted
             steeper mean-level increases in prosocial behavior in
             subsequent years. The findings highlight the prominent role
             of positive family context, characterized by warm
             relationships and shared prosocial values, in fostering
             children's positive development in the transition to
             adolescence. The practical implications of these findings
             are discussed.},
   Doi = {10.5195/jyd.2021.1026},
   Key = {fds358286}
}

@article{fds359988,
   Author = {Mersky, JP and Topitzes, J and Langlieb, J and Dodge,
             KA},
   Title = {Increasing mental health treatment access and equity through
             trauma-responsive care.},
   Journal = {The American journal of orthopsychiatry},
   Volume = {91},
   Number = {6},
   Pages = {703-713},
   Year = {2021},
   Month = {January},
   url = {http://dx.doi.org/10.1037/ort0000572},
   Abstract = {Adverse childhood experiences and other potentially
             traumatic events have lasting implications for mental
             health. Evidence-based treatments are available to address
             trauma-related symptoms, but their impact is hindered
             because access is limited and unequal. In the U.S., adverse
             experiences and mental disorders disproportionately affect
             socioeconomically disadvantaged groups that face treatment
             access barriers-disparities that are compounded by passive
             systems of care that wait for clients to seek treatment.
             This article presents a conceptual argument, backed by
             empirical evidence, that population health can be improved
             by implementing trauma-responsive practices, and that
             greater mental health equity can be achieved if these
             strategies are used to engage underserved clients. A
             description is provided of the Trauma Screening, Brief
             Intervention, and Referral to Treatment (T-SBIRT), a
             promising protocol that can be used by nonclinical providers
             to detect trauma-related mental health concerns in adults
             and help them access therapeutic services. The T-SBIRT
             protocol has been successfully implemented in diverse
             settings, and it is currently being piloted in a universal
             postpartum home visiting program called Family Connects.
             Prior results from three trials of Family Connects are
             summarized, including evidence of program impact on maternal
             mental health. New results are also presented indicating
             that T-SBIRT is feasible to implement within Family
             Connects, as denoted by indicators of suitability,
             tolerability, provider adherence, and referral acceptance.
             Closing recommendations are offered for reducing mental
             health disparities by testing and disseminating T-SBIRT
             through Family Connects and other large-scale programs and
             systems of care. (PsycInfo Database Record (c) 2021 APA, all
             rights reserved).},
   Doi = {10.1037/ort0000572},
   Key = {fds359988}
}

@article{fds355527,
   Author = {Lansford, JE and Godwin, J and McMahon, RJ and Crowley, M and Pettit,
             GS and Bates, JE and Coie, JD and Dodge, KA},
   Title = {Early Physical Abuse and Adult Outcomes.},
   Journal = {Pediatrics},
   Volume = {147},
   Number = {1},
   Pages = {e20200873},
   Year = {2021},
   Month = {January},
   url = {http://dx.doi.org/10.1542/peds.2020-0873},
   Abstract = {<h4>Background</h4>Because most physical abuse goes
             unreported and researchers largely rely on retrospective
             reports of childhood abuse or prospective samples with
             substantiated maltreatment, long-term outcomes of physical
             abuse in US community samples are unknown. We hypothesized
             that early childhood physical abuse would prospectively
             predict adult outcomes in education and economic stability,
             physical health, mental health, substance use, and criminal
             behavior.<h4>Methods</h4>Researchers in two multisite
             studies recruited children at kindergarten entry and
             followed them into adulthood. Parents completed interviews
             about responses to the child's problem behaviors during the
             kindergarten interview. Interviewers rated the probability
             that the child was physically abused in the first 5 years of
             life. Adult outcomes were measured by using 23 indicators of
             education and economic stability, physical health, mental
             health, substance use, and criminal convictions reported by
             participants and their peers and in school and court
             records.<h4>Results</h4>Controlling for potential confounds,
             relative to participants who were not physically abused,
             adults who had been abused were more likely to have received
             special education services, repeated a grade, be receiving
             government assistance, score in the clinical range on
             externalizing or internalizing disorders, and have been
             convicted of a crime in the past year (3.20, 2.14, 2.00,
             2.42, 2.10, and 2.61 times more likely, respectively) and
             reported levels of physical health that were 0.10 SDs lower.
             No differences were found in substance use.<h4>Conclusions</h4>Unreported
             physical abuse in community samples has long-term
             detrimental effects into adulthood. Pediatricians should
             talk with parents about using only nonviolent discipline and
             support early interventions to prevent child
             abuse.},
   Doi = {10.1542/peds.2020-0873},
   Key = {fds355527}
}

@article{fds350981,
   Author = {Rothenberg, WA and Lansford, JE and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini,
             D},
   Title = {Effects of Parental Warmth and Behavioral Control on
             Adolescent Externalizing and Internalizing Trajectories
             Across Cultures.},
   Journal = {Journal of research on adolescence : the official journal of
             the Society for Research on Adolescence},
   Volume = {30},
   Number = {4},
   Pages = {835-855},
   Year = {2020},
   Month = {December},
   url = {http://dx.doi.org/10.1111/jora.12566},
   Abstract = {We investigated the effects of parental warmth and
             behavioral control on externalizing and internalizing
             symptom trajectories from ages 8 to 14 in 1,298 adolescents
             from 12 cultural groups. We did not find that single
             universal trajectories characterized adolescent
             externalizing and internalizing symptoms across cultures,
             but instead found significant heterogeneity in starting
             points and rates of change in both externalizing and
             internalizing symptoms across cultures. Some similarities
             did emerge. Across many cultural groups, internalizing
             symptoms decreased from ages 8 to 10, and externalizing
             symptoms increased from ages 10 to 14. Parental warmth
             appears to function similarly in many cultures as a
             protective factor that prevents the onset and growth of
             adolescent externalizing and internalizing symptoms, whereas
             the effects of behavioral control vary from culture to
             culture.},
   Doi = {10.1111/jora.12566},
   Key = {fds350981}
}

@article{fds367706,
   Author = {Godwin, JW and Conduct Problems Prevention Research
             Group},
   Title = {The Fast Track intervention's impact on behaviors of despair
             in adolescence and young adulthood.},
   Journal = {Proceedings of the National Academy of Sciences of the
             United States of America},
   Volume = {117},
   Number = {50},
   Pages = {31748-31753},
   Year = {2020},
   Month = {December},
   url = {http://dx.doi.org/10.1073/pnas.2016234117},
   Abstract = {How to mitigate the dramatic increase in the number of
             self-inflicted deaths from suicide, alcohol-related liver
             disease, and drug overdose among young adults has become a
             critical public health question. A promising area of study
             looks at interventions designed to address risk factors for
             the behaviors that precede these -often denoted-"deaths of
             despair." This paper examines whether a childhood
             intervention can have persistent positive effects by
             reducing adolescent and young adulthood (age 25) behaviors
             that precede these deaths, including suicidal ideation,
             suicide attempts, hazardous drinking, and opioid use. These
             analyses test the impact and mechanisms of action of Fast
             Track (FT), a comprehensive childhood intervention designed
             to decrease aggression and delinquency in at-risk
             kindergarteners. We find that random assignment to FT
             significantly decreases the probability of exhibiting any
             behavior of despair in adolescence and young adulthood. In
             addition, the intervention decreases the probability of
             suicidal ideation and hazardous drinking in adolescence and
             young adulthood as well as opioid use in young adulthood.
             Additional analyses indicate that FT's improvements to
             children's interpersonal (e.g., prosocial behavior,
             authority acceptance), intrapersonal (e.g., emotional
             recognition and regulation, social problem solving), and
             academic skills in elementary and middle school partially
             mediate the intervention effect on adolescent and young
             adult behaviors of despair and self-destruction. FT's
             improvements to interpersonal skills emerge as the strongest
             indirect pathway to reduce these harmful behaviors. This
             study provides evidence that childhood interventions
             designed to improve these skills can decrease the behaviors
             associated with premature mortality.},
   Doi = {10.1073/pnas.2016234117},
   Key = {fds367706}
}

@article{fds343671,
   Author = {Goulter, N and McMahon, RJ and Pasalich, DS and Dodge,
             KA},
   Title = {Indirect Effects of Early Parenting on Adult Antisocial
             Outcomes via Adolescent Conduct Disorder Symptoms and
             Callous-Unemotional Traits.},
   Journal = {Journal of clinical child and adolescent psychology : the
             official journal for the Society of Clinical Child and
             Adolescent Psychology, American Psychological Association,
             Division 53},
   Volume = {49},
   Number = {6},
   Pages = {930-942},
   Year = {2020},
   Month = {November},
   url = {http://dx.doi.org/10.1080/15374416.2019.1613999},
   Abstract = {Parental harsh punishment and warmth have been associated
             with child and adolescent conduct disorder (CD)
             symptoms and callous-unemotional (CU) traits (i.e., lack of
             guilt, empathy, and deficient affect); however, it is
             unclear whether the effect of these parenting behaviors on
             antisocial outcomes persists into adulthood. Thus, the
             present study aimed to test whether adolescent CD symptoms
             and CU traits mediate the effect of parental harsh
             punishment and warmth on adult antisocial outcomes (i.e.,
             antisocial personality disorder (ASPD), externalizing
             psychopathology, partner violence, and violent and substance
             crime). Participants included the high-risk control and
             normative samples from the Fast Track project (<i>N
             =</i>753, male = 58%, African American = 46%). Harsh
             punishment during kindergarten through grades 1-2 predicted
             higher adolescent CD symptoms, and directly observed warmth
             during kindergarten through grades 1-2 predicted lower
             adolescent CU traits. Adolescent CD symptoms predicted
             greater adult substance crime, and adolescent CU traits
             predicted greater adult ASPD symptoms and externalizing
             psychopathology. Further, adolescent CD symptoms indirectly
             accounted for the effect of parental harsh punishment on
             adult substance crime, and adolescent CU traits indirectly
             accounted for the effect of parental warmth on ASPD symptoms
             and externalizing psychopathology. Findings support the
             importance of early interventions targeting parenting
             behaviors to reduce risk for the development of antisocial
             behavior, and inform developmental models of antisocial
             behavior in adolescence through adulthood.},
   Doi = {10.1080/15374416.2019.1613999},
   Key = {fds343671}
}

@article{fds332382,
   Author = {Saint-Eloi Cadely and H and Pittman, JF and Pettit, GS and Lansford, JE and Bates, JE and Dodge, KA and Holtzworth-Munroe,
             A},
   Title = {Classes of Intimate Partner Violence From Late Adolescence
             to Young Adulthood.},
   Journal = {Journal of interpersonal violence},
   Volume = {35},
   Number = {21-22},
   Pages = {4419-4443},
   Year = {2020},
   Month = {November},
   url = {http://dx.doi.org/10.1177/0886260517715601},
   Abstract = {Researchers do not agree on how intimate partner violence
             (IPV) emerges and changes from adolescence to young
             adulthood. This may be because change in these behaviors
             varies across individuals. The present study uses a
             longitudinal, person-centered approach to examine whether
             there are multiple classes or patterns of change in the
             perpetration of IPV during the transitional period from
             adolescence (age 18) to young adulthood (age 25) using data
             collected annually from a community sample of 484
             participants. Latent class analysis was the analytic
             approach used. Results revealed three patterns for
             psychological IPV (Little-to-None, Minor/Increasing, and
             Extensive/Increasing) and two patterns for physical IPV
             (Little-to-None and Extensive). Patterns varied greatly in
             number of representatives, although they were more balanced
             in size for psychological than physical IPV. Variations in
             IPV behaviors were also revealed across classes, although as
             expected in a community sample, minor forms of IPV were more
             common than severe forms. In addition, classes differed in
             demographic and relationship status variables. These
             findings suggest that IPV may occur in multiple distinct
             patterns as opposed to one average pattern across a
             population. This suggests that interventions for IPV may
             need to be geared to differences in patterns to enhance
             their efficacy.},
   Doi = {10.1177/0886260517715601},
   Key = {fds332382}
}

@article{fds348573,
   Author = {Albert, WD and Hanson, JL and Skinner, AT and Dodge, KA and Steinberg,
             L and Deater-Deckard, K and Bornstein, MH and Lansford,
             JE},
   Title = {Individual differences in executive function partially
             explain the socioeconomic gradient in middle-school academic
             achievement.},
   Journal = {Developmental science},
   Volume = {23},
   Number = {5},
   Pages = {e12937},
   Year = {2020},
   Month = {September},
   url = {http://dx.doi.org/10.1111/desc.12937},
   Abstract = {Children from families with low socioeconomic status (SES)
             earn lower grades, perform worse on achievement tests, and
             attain less education on average than their peers from
             higher-SES families. We evaluated neurocognitive mediators
             of SES disparities in achievement in a diverse sample of
             youth whose data were linked to administrative records of
             performance on school-administered tests of 7th grade
             reading and math proficiency (N = 203). We used structural
             equation modeling to evaluate whether associations between
             SES (measured at ages 8-9) and achievement (measured at age
             13) are mediated by verbal ability and executive function
             (measured at age 10), a suite of top-down mental processes
             that facilitate control of thinking and behavior. Children
             from relatively higher-SES families performed better than
             their lower-SES peers on all neurocognitive and achievement
             measures, and SES disparities in both reading and math
             achievement were partially mediated by variation in
             executive function, but not verbal ability. SES disparities
             in executive function explained approximately 37% of the SES
             gap in math achievement and 17% of the SES gap in reading
             achievement. Exploratory modeling suggests that SES-related
             variation in working memory may play a particularly
             prominent role in mediation. We discuss potential
             implications of these findings for research, intervention
             programming, and classroom practice.},
   Doi = {10.1111/desc.12937},
   Key = {fds348573}
}

@article{fds347126,
   Author = {Su, S and Pettit, GS and Lansford, JE and Dodge, KA and Bates,
             JE},
   Title = {Children's competent social-problem solving across the
             preschool-to-school transition: Developmental changes and
             links with early parenting},
   Journal = {Social Development},
   Volume = {29},
   Number = {3},
   Pages = {750-766},
   Year = {2020},
   Month = {August},
   url = {http://dx.doi.org/10.1111/sode.12426},
   Abstract = {What is the developmental course of competent social-problem
             solving (CSPS) across childhood? In this study, we sought to
             answer this question by tracing the development of multiple
             components of CSPS across 4 years spanning pre-kindergarten
             to early grade 3. We also examined whether early positive
             parenting and sociodemographic factors predicted initial
             level and growth in CSPS in a sample of 585 children (52%
             female, 26% lower socioeconomic status, and 17% ethnic
             minority) and their families. CSPS components (response
             generation, evaluation, and efficacy) were assessed the
             summers prior to kindergarten and grades 1, 2, and 3.
             Positive parenting (warmth, involvement, and guidance) was
             measured the summer before kindergarten. Multilevel growth
             models revealed significant linear increases for CSPS, and
             there was some evidence that these increases were modestly
             related to early positive parenting and sociodemographic
             factors. Results underscore the importance of examining CSPS
             within a developmental perspective.},
   Doi = {10.1111/sode.12426},
   Key = {fds347126}
}

@article{fds347770,
   Author = {Rothenberg, WA and Lansford, JE and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di
             Giunta, L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado,
             LMU and Yotanyamaneewong, S},
   Title = {Examining effects of mother and father warmth and control on
             child externalizing and internalizing problems from age 8 to
             13 in nine countries.},
   Journal = {Development and psychopathology},
   Volume = {32},
   Number = {3},
   Pages = {1113-1137},
   Year = {2020},
   Month = {August},
   url = {http://dx.doi.org/10.1017/s0954579419001214},
   Abstract = {This study used data from 12 cultural groups in 9 countries
             (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden,
             Thailand, and United States; N = 1,315) to investigate
             bidirectional associations between parental warmth and
             control, and child externalizing and internalizing
             behaviors. In addition, the extent to which these
             associations held across mothers and fathers and across
             cultures with differing normative levels of parent warmth
             and control were examined. Mothers, fathers, and children
             completed measures when children were ages 8 to 13.
             Multiple-group autoregressive cross-lagged structural
             equation models revealed that evocative child-driven effects
             of externalizing and internalizing behavior on warmth and
             control are ubiquitous across development, cultures,
             mothers, and fathers. Results also reveal that parenting
             effects on child externalizing and internalizing behaviors,
             though rarer than child effects, extend into adolescence
             when examined separately in mothers and fathers.
             Father-based parent effects were more frequent than mother
             effects. Most parent- and child-driven effects appear to
             emerge consistently across cultures. The rare
             culture-specific parenting effects suggested that
             occasionally the effects of parenting behaviors that run
             counter to cultural norms may be delayed in rendering their
             protective effect against deleterious child
             outcomes.},
   Doi = {10.1017/s0954579419001214},
   Key = {fds347770}
}

@article{fds349321,
   Author = {Rothenberg, WA and Lansford, JE and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
             E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong,
             S and Alampay, LP and Al-Hassan, SM},
   Title = {Cross-cultural effects of parent warmth and control on
             aggression and rule-breaking from ages 8 to
             13.},
   Journal = {Aggressive behavior},
   Volume = {46},
   Number = {4},
   Pages = {327-340},
   Year = {2020},
   Month = {July},
   url = {http://dx.doi.org/10.1002/ab.21892},
   Abstract = {We investigated whether bidirectional associations between
             parental warmth and behavioral control and child aggression
             and rule-breaking behavior emerged in 12 cultural groups.
             Study participants included 1,298 children (M = 8.29
             years, standard deviation [SD] = 0.66, 51% girls) from
             Shanghai, China (n = 121); Medellín, Colombia
             (n = 108); Naples (n = 100) and Rome (n = 103),
             Italy; Zarqa, Jordan (n = 114); Kisumu, Kenya
             (n = 100); Manila, Philippines (n = 120);
             Trollhättan/Vänersborg, Sweden (n = 101); Chiang Mai,
             Thailand (n = 120); and Durham, NC, United States
             (n = 111 White, n = 103 Black, n = 97 Latino)
             followed over 5 years (i.e., ages 8-13). Warmth and control
             were measured using the Parental Acceptance-Rejection/Control
             Questionnaire, child aggression and rule-breaking were
             measured using the Achenbach System of Empirically-Based
             Assessment. Multiple-group structural equation modeling was
             conducted. Associations between parent warmth and subsequent
             rule-breaking behavior were found to be more common across
             ontogeny and demonstrate greater variability across
             different cultures than associations between warmth and
             subsequent aggressive behavior. In contrast, the evocative
             effects of child aggressive behavior on subsequent parent
             warmth and behavioral control were more common, especially
             before age 10, than those of rule-breaking behavior.
             Considering the type of externalizing behavior,
             developmental time point, and cultural context is essential
             to understanding how parenting and child behavior
             reciprocally affect one another.},
   Doi = {10.1002/ab.21892},
   Key = {fds349321}
}

@article{fds352747,
   Author = {Lansford, JE and Zietz, S and Bornstein, MH and Deater-Deckard, K and Di
             Giunta, L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Malone,
             PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini,
             D and Chang, L},
   Title = {Opportunities and peer support for aggression and
             delinquency during adolescence in nine countries.},
   Journal = {New directions for child and adolescent development},
   Volume = {2020},
   Number = {172},
   Pages = {73-88},
   Year = {2020},
   Month = {July},
   url = {http://dx.doi.org/10.1002/cad.20361},
   Abstract = {This study tested culture-general and culture-specific
             aspects of adolescent developmental processes by focusing on
             opportunities and peer support for aggressive and delinquent
             behavior, which could help account for cultural similarities
             and differences in problem behavior during adolescence.
             Adolescents from 12 cultural groups in 9 countries (China,
             Colombia, Italy, Jordan, Kenya, the Philippines, Sweden,
             Thailand, and the United States) provided data at ages 12,
             14, and 15. Variance in opportunities and peer support for
             aggression and delinquency, as well as aggressive and
             delinquent behavior, was greater within than between
             cultures. Across cultural groups, opportunities and peer
             support for aggression and delinquency increased from early
             to mid-adolescence. Consistently across diverse cultural
             groups, opportunities and peer support for aggression and
             delinquency predicted subsequent aggressive and delinquent
             behavior, even after controlling for prior aggressive and
             delinquent behavior. The findings illustrate ways that
             international collaborative research can contribute to
             developmental science by embedding the study of development
             within cultural contexts.},
   Doi = {10.1002/cad.20361},
   Key = {fds352747}
}

@article{fds348884,
   Author = {Kapetanovic, S and Rothenberg, WA and Lansford, JE and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Peña Alampay and L and Al-Hassan, SM and Bacchini, D},
   Title = {Cross-Cultural Examination of Links between
             Parent-Adolescent Communication and Adolescent Psychological
             Problems in 12 Cultural Groups.},
   Journal = {Journal of youth and adolescence},
   Volume = {49},
   Number = {6},
   Pages = {1225-1244},
   Year = {2020},
   Month = {June},
   url = {http://dx.doi.org/10.1007/s10964-020-01212-2},
   Abstract = {Internalizing and externalizing problems increase during
             adolescence. However, these problems may be mitigated by
             adequate parenting, including effective parent-adolescent
             communication. The ways in which parent-driven (i.e., parent
             behavior control and solicitation) and adolescent-driven
             (i.e., disclosure and secrecy) communication efforts are
             linked to adolescent psychological problems universally and
             cross-culturally is a question that needs more empirical
             investigation. The current study used a sample of 1087
             adolescents (M = 13.19 years, SD = 0.90, 50% girls)
             from 12 cultural groups in nine countries including China,
             Colombia, Italy, Jordan, Kenya, Philippines, Sweden,
             Thailand, and the United States to test the cultural
             moderation of links between parent solicitation, parent
             behavior control, adolescent disclosure, and adolescent
             secrecy with adolescent internalizing and externalizing
             problems. The results indicate that adolescent-driven
             communication, and secrecy in particular, is intertwined
             with adolescents' externalizing problems across all
             cultures, and intertwined with internalizing problems in
             specific cultural contexts. Moreover, parent-driven
             communication efforts were predicted by adolescent
             disclosure in all cultures. Overall, the findings suggest
             that adolescent-driven communication efforts, and adolescent
             secrecy in particular, are important predictors of
             adolescent psychological problems as well as facilitators of
             parent-adolescent communication.},
   Doi = {10.1007/s10964-020-01212-2},
   Key = {fds348884}
}

@article{fds349725,
   Author = {Lin, H and Harrist, AW and Lansford, JE and Pettit, GS and Bates, JE and Dodge, KA},
   Title = {Adolescent social withdrawal, parental psychological
             control, and parental knowledge across seven years: A
             developmental cascade model.},
   Journal = {Journal of adolescence},
   Volume = {81},
   Pages = {124-134},
   Year = {2020},
   Month = {June},
   url = {http://dx.doi.org/10.1016/j.adolescence.2020.04.007},
   Abstract = {<h4>Introduction</h4>Social withdrawal can be problematic
             for adolescents, increasing the risk of poor self-efficacy,
             self-esteem, and academic achievement, and increased levels
             of depression and anxiety. This prospective study follows
             students across adolescence, investigating links between
             social withdrawal and two types of parenting hypothesized to
             impact or be reactive to changes in social
             withdrawal.<h4>Methods</h4>Adolescent social withdrawal and
             parenting were assessed across seven years in a U.S. sample,
             beginning when students were in 6th grade and ending in 12th
             grade. The sample consisted of 534 adolescents (260 girls
             and 274 boys, 82% Euro- and 16% African-American). Social
             withdrawal was assessed in four grades using at least two
             informants (teachers, mothers, and/or adolescents). Mothers'
             and fathers' psychological control and monitoring-related
             knowledge were assessed by adolescents at two time points. A
             developmental cascade analysis was conducted using
             structural equation modeling to assess how withdrawal and
             control-related parenting impact each other transactionally
             over time. Analyses included a test for gender differences
             in the model.<h4>Results</h4>The cascade model revealed
             that, controlling for previous levels of social withdrawal
             and parenting, earlier social withdrawal positively
             predicted psychological control and negatively predicted
             monitoring knowledge, and earlier parental psychological
             control-but not monitoring knowledge-predicted later social
             withdrawal. No adolescent gender differences were identified
             in the associations between social withdrawal and parental
             knowledge.<h4>Conclusions</h4>This study offers insight into
             the mechanisms by which adolescents become more or less
             withdrawn over time, and suggests psychological control as a
             point of psychoeducation or intervention for
             parents.},
   Doi = {10.1016/j.adolescence.2020.04.007},
   Key = {fds349725}
}

@article{fds348883,
   Author = {Bai, Y and Ladd, HF and Muschkin, CG and Dodge, KA},
   Title = {Long-term effects of early childhood programs through eighth
             grade: Do the effects fade out or grow?},
   Journal = {Children and youth services review},
   Volume = {112},
   Pages = {104890},
   Year = {2020},
   Month = {May},
   url = {http://dx.doi.org/10.1016/j.childyouth.2020.104890},
   Abstract = {Support for policies to improve early childhood educational
             development and reduce disparities grew rapidly this century
             but recently has wavered because of findings that program
             effects might fade out prematurely. Two programs implemented
             at scale in North Carolina (Smart Start and More at Four)
             have been associated with academic success early in
             elementary school, but it is not known whether these effects
             fade out or are sustained in middle school. Smart Start
             provides state funding to support high-quality early
             childcare in local communities, and More at Four provides
             state-funded slots for a year of credentialed
             pre-kindergarten. Funds were allocated for each program at
             varying rates across counties and years. We used this
             variation to estimate the long-term impact of each program
             through eighth grade, by measuring the association between
             state funding allocations to each program, in each of 100
             counties over each of 13 consecutive years, and later
             student performance. Students were matched to funding levels
             provided to their home county in their early childhood years
             and then followed through eighth grade. Analyses using
             county- and year-fixed-effects regression models with
             individualand school-level covariates conducted on nearly
             900,000 middle school students indicate significant positive
             impacts of funding for each program on reading and math test
             scores and reductions in special education placement and
             grade retention. These impacts do not fade out and seem
             instead to grow (for More at Four) as students progress
             through middle school. Students from economically
             disadvantaged backgrounds experience particularly large
             benefits from the More at Four Program.},
   Doi = {10.1016/j.childyouth.2020.104890},
   Key = {fds348883}
}

@article{fds347001,
   Author = {Rothenberg, WA and Lansford, JE and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Maria Uribe Tirado,
             L and Yotanyamaneewong, S and Peña Alampay and L},
   Title = {Examining effects of parent warmth and control on
             internalizing behavior clusters from age 8 to 12 in 12
             cultural groups in nine countries.},
   Journal = {Journal of child psychology and psychiatry, and allied
             disciplines},
   Volume = {61},
   Number = {4},
   Pages = {436-446},
   Year = {2020},
   Month = {April},
   url = {http://dx.doi.org/10.1111/jcpp.13138},
   Abstract = {<h4>Background</h4>Studies of U.S. and European samples
             demonstrate that parental warmth and behavioral control
             predict child internalizing behaviors and vice versa.
             However, these patterns have not been researched in other
             cultures. This study investigates associations between
             parent warmth and control and three child-reported
             internalizing behavior clusters to examine this
             question.<h4>Methods</h4>Data from 12 cultural groups in 9
             countries were used to investigate prospective bidirectional
             associations between parental warmth and control, and three
             child-reported internalizing behavior types:
             withdrawn/depressed, anxious/depressed, and somatic
             problems. Multiple-group structural equation modeling was
             used to analyze associations in children followed from ages
             8 to 12.<h4>Results</h4>Parent warmth and control effects
             were most pervasive on child-reported withdrawn/depressed
             problems, somewhat pervasive on anxious/depressed problems
             and least pervasive on somatic problems. Additionally,
             parental warmth, as opposed to control, was more
             consistently associated with child-reported internalizing
             problems across behavior clusters. Child internalizing
             behavior effects on parental warmth and control appeared
             ubiquitously across cultures, and behaviors, but
             were limited to ages 8-10. Most effects were pancultural,
             but culture-specific effects emerged at ages 9-10 involving
             the associations between parent warmth and
             withdrawn/depressed and somatic behaviors.<h4>Conclusions</h4>Effects
             of parent warmth and control appear stronger on some types
             of child-reported internalizing behaviors. Associations are
             especially strong with regard to parental warmth across
             cultures, and culture-specific effects may be accounted for
             by cultural normativeness of parent warmth and
             child-reported somatic symptoms. Child internalizing
             behavior effects on subsequent parenting are common across
             cultures.},
   Doi = {10.1111/jcpp.13138},
   Key = {fds347001}
}

@article{fds335171,
   Author = {Muschkin, CG and Ladd, HF and Dodge, KA and Bai, Y},
   Title = {Gender Differences in the Impact of North Carolina’s Early
             Care and Education Initiatives on Student Outcomes in
             Elementary School},
   Journal = {Educational Policy},
   Volume = {34},
   Number = {2},
   Pages = {377-407},
   Year = {2020},
   Month = {March},
   url = {http://dx.doi.org/10.1177/0895904818773901},
   Abstract = {Based on growing evidence of the long-term benefits of
             enriched early childhood experiences, we evaluate the
             potential for addressing gender disparities in elementary
             school through early care and education programs.
             Specifically, we explore the community-wide effects of two
             statewide initiatives in North Carolina on gender
             differences in academic outcomes in Grades 3 to 5, using
             administrative student data and information on variation in
             program availability across counties and over time. We find
             that although investments in early care and education
             programs produce significant gains in math and reading
             skills on average for all children, boys experience larger
             program-related gains than girls. Moreover, the greatest
             gains among boys emerge for those from less advantaged
             families. In contrast, the large and statistically
             significant reductions in special education placements
             induced by these early childhood program do not differ
             consistently by gender.},
   Doi = {10.1177/0895904818773901},
   Key = {fds335171}
}

@article{fds346821,
   Author = {Dodge, KA},
   Title = {Annual Research Review: Universal and targeted strategies
             for assigning interventions to achieve population
             impact.},
   Journal = {Journal of child psychology and psychiatry, and allied
             disciplines},
   Volume = {61},
   Number = {3},
   Pages = {255-267},
   Year = {2020},
   Month = {March},
   url = {http://dx.doi.org/10.1111/jcpp.13141},
   Abstract = {This article proposes that universal and targeted preventive
             interventions should be compared and evaluated in terms of
             their benefit-cost ratio in achieving population-wide impact
             on mental disorders and related outcomes. Universal
             approaches attempt to affect every individual in a
             population, whereas targeted approaches select candidates
             for intervention based on screening of demographic or
             behavioral characteristics. Unique assets and challenges of
             each approach in achieving population impact in a
             cost-efficient way are discussed, along with spillover
             effects, sensitivity and specificity, developmental
             processes, timing of intervention, and the relation between
             severity of risk and plasticity. A general
             targeted-efficiency framework is proposed as a heuristic to
             evaluate the collective merits of universal and targeted
             approaches in specific cases. A tiered approach that
             combines universal and targeted identification strategies is
             proposed, and examples are described. Issues for
             high-priority research are identified.},
   Doi = {10.1111/jcpp.13141},
   Key = {fds346821}
}

@article{fds348769,
   Author = {Di Giunta and L and Rothenberg, WA and Lunetti, C and Lansford, JE and Pastorelli, C and Eisenberg, N and Thartori, E and Basili, E and Favini,
             A and Yotanyamaneewong, S and Peña Alampay and L and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Dodge, KA and Oburu, P and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM},
   Title = {Longitudinal associations between mothers' and fathers'
             anger/irritability expressiveness, harsh parenting, and
             adolescents' socioemotional functioning in nine
             countries.},
   Journal = {Developmental psychology},
   Volume = {56},
   Number = {3},
   Pages = {458-474},
   Year = {2020},
   Month = {March},
   url = {http://dx.doi.org/10.1037/dev0000849},
   Abstract = {The present study examines parents' self-efficacy about
             anger regulation and irritability as predictors of harsh
             parenting and adolescent children's irritability (i.e.,
             mediators), which in turn were examined as predictors of
             adolescents' externalizing and internalizing problems.
             Mothers, fathers, and adolescents (N = 1,298 families) from
             12 cultural groups in 9 countries (China, Colombia, Italy,
             Jordan, Kenya, Philippines, Sweden, Thailand, and United
             States) were interviewed when children were about 13 years
             old and again 1 and 2 years later. Models were examined
             separately for mothers and fathers. Overall, cross-cultural
             similarities emerged in the associations of both mothers'
             and fathers' irritability, as well as of mothers'
             self-efficacy about anger regulation, with subsequent
             maternal harsh parenting and adolescent irritability, and in
             the associations of the latter variables with adolescents'
             internalizing and externalizing problems. The findings
             suggest that processes linking mothers' and fathers' emotion
             socialization and emotionality in diverse cultures to
             adolescent problem behaviors are somewhat similar. (PsycINFO
             Database Record (c) 2020 APA, all rights
             reserved).},
   Doi = {10.1037/dev0000849},
   Key = {fds348769}
}

@article{fds347772,
   Author = {Andrew Rothenberg and W and Lansford, JE and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Maria Uribe Tirado and L and Yotanyamaneewong, S and Peña Alampay and L and Al-Hassan, SM and Bacchini, D and Bornstein, MH},
   Title = {Examining the internalizing pathway to substance use
             frequency in 10 cultural groups.},
   Journal = {Addictive behaviors},
   Volume = {102},
   Pages = {106214},
   Year = {2020},
   Month = {March},
   url = {http://dx.doi.org/10.1016/j.addbeh.2019.106214},
   Abstract = {Use of alcohol, tobacco, and drugs (i.e., substance use) is
             a leading cause of global health burden for
             10-to-24-year-olds, according to the World Health
             Organization's index of number of years of life lost,
             leading international health organizations to prioritize the
             prevention of substance use before it escalates in
             adolescence. Pathways defined by childhood externalizing
             symptoms and internalizing symptoms identify precursors to
             frequent substance use toward which interventions can be
             directed. However, these pathways are rarely examined beyond
             the United States and Europe. We investigated these pathways
             in our sample of 1083 children from 10 cultural groups
             followed from ages 8-14. We found that age-10 externalizing
             symptoms predicted more frequent mother-reported age-13 and
             self-reported age-14 substance use. We also found that a
             depressive pathway, marked by behavioral inhibition at age 8
             and subsequent elevation in depressive symptoms across ages
             8-12 predicted more frequent substance use at age 13 and 14.
             Additionally, we found a combined externalizing and
             internalizing pathway, wherein elevated age-9 depressive
             symptoms predicted elevated externalizing symptoms at age-10
             which predicted greater peer support for use at age-12,
             which led to more frequent substance use at age-13 and -14.
             These pathways remained significant within the cultural
             groups we studied, even after controlling for differences in
             substance use frequency across groups. Additionally,
             cultures with greater opportunities for substance use at
             age-12 had more frequent adolescent substance use at age-13.
             These findings highlight the importance of disaggregating
             between- and within-culture effects in identifying the
             etiology of early adolescent substance use.},
   Doi = {10.1016/j.addbeh.2019.106214},
   Key = {fds347772}
}

@article{fds339381,
   Author = {Schenck-Fontaine, A and Lansford, JE and Skinner, AT and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Oburu, P and Pastorelli, C and Sorbring, E and Steinberg, L and Malone, PS and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L},
   Title = {Associations Between Perceived Material Deprivation,
             Parents' Discipline Practices, and Children's Behavior
             Problems: An International Perspective.},
   Journal = {Child development},
   Volume = {91},
   Number = {1},
   Pages = {307-326},
   Year = {2020},
   Month = {January},
   url = {http://dx.doi.org/10.1111/cdev.13151},
   Abstract = {This study investigated the association between perceived
             material deprivation, children's behavior problems, and
             parents' disciplinary practices. The sample included 1,418
             8- to 12-year-old children and their parents in China,
             Colombia, Italy, Jordan, Kenya, the Philippines, Sweden,
             Thailand, and the United States. Multilevel mixed- and
             fixed-effects regression models found that, even when income
             remained stable, perceived material deprivation was
             associated with children's externalizing behavior problems
             and parents' psychological aggression. Parents' disciplinary
             practices mediated a small share of the association between
             perceived material deprivation and children's behavior
             problems. There were no differences in these associations
             between mothers and fathers or between high- and low- and
             middle-income countries. These results suggest that material
             deprivation likely influences children's outcomes at any
             income level.},
   Doi = {10.1111/cdev.13151},
   Key = {fds339381}
}

@article{fds351173,
   Author = {Dragan, WŁ and Bates, JE and Lansford, JE and Dodge, KA and Pettit,
             GS},
   Title = {Individual and Environmental Predictors of Age of First
             Intercourse and Number of Children by Age
             27.},
   Journal = {Frontiers in psychology},
   Volume = {11},
   Pages = {1639},
   Year = {2020},
   Month = {January},
   url = {http://dx.doi.org/10.3389/fpsyg.2020.01639},
   Abstract = {Reproductive behavior characteristics may be influenced by
             both social and individual factors. Recent studies have
             revealed that personality traits might be related to
             reproductive characteristics in adulthood. Little is known
             about potential mediators or moderators of relations between
             personality and reproductive behavior. The present study
             examines the relation between personality traits measured in
             early adolescence and the number of children people have by
             age 27, with an attempt to identify moderation and mediation
             effects. We used data from the longitudinal cohort (<i>N</i>
             = 585) collected as a part of the Child Development Project.
             Personality was measured with the use of Lanthier's Big Five
             Personality Questionnaire. Results from regression analyses
             and structural equation models showed that four of the five
             personality traits (except extraversion) were related to the
             number of children individuals had by age 27, and these
             associations were mediated by the age of first intercourse
             and participants' familial and educational plans. We also
             identified moderation effects of IQ and SES both on the
             associations of personality traits with mediators and the
             number of children by age 27.},
   Doi = {10.3389/fpsyg.2020.01639},
   Key = {fds351173}
}

@article{fds355528,
   Author = {Saint-Eloi Cadely and H and Pittman, JF and Pettit, GS and Lansford, JE and Bates, JE and Dodge, KA and Holtzworth-Munroe,
             A},
   Title = {Temporal Associations Between Psychological and Physical
             Intimate Partner Violence: A Cross-Lag Analysis},
   Journal = {Partner Abuse},
   Volume = {11},
   Number = {1},
   Pages = {22-38},
   Year = {2020},
   Month = {January},
   url = {http://dx.doi.org/10.1891/1946-6560.11.1.22},
   Abstract = {The present study examined the relationship between
             psychological and physical forms of intimate partner
             violence (IPV) across four waves of data during the
             developmental period of young adulthood. The links from
             early psychological aggression to later physical aggression
             and from early physical aggression to later psychological
             aggression across waves were tested while controlling for
             their cross-time stabilities and concurrent associations.
             IPV data were collected annually from 434 young adult
             respondents involved in a romantic relationship at least
             once during the respective years from the ages of 22–25.
             On average, participants provided IPV data for 3 out of the
             4 years covered by the study (M = 2.82; standard deviation
             [SD] = 1.14). Results of a cross-lagged structural equation
             model (SEM) model indicated significant cross-time
             stabilities as well as significant, positive concurrent
             associations for both forms of aggression. Most important to
             this study were the findings that, controlling for these
             stabilities and concurrent associations, early psychological
             aggression was a consistent positive predictor of later
             physical aggression across waves whereas the opposite
             direction from early physical aggression to later
             psychological aggression was either non-significant or
             significant and negative.},
   Doi = {10.1891/1946-6560.11.1.22},
   Key = {fds355528}
}

@article{fds346368,
   Author = {Goodman, WB and Dodge, KA and Bai, Y and O'Donnell, KJ and Murphy,
             RA},
   Title = {Randomized controlled trial of Family Connects: Effects on
             child emergency medical care from birth to 24
             months.},
   Journal = {Dev Psychopathol},
   Volume = {31},
   Number = {5},
   Pages = {1863-1872},
   Year = {2019},
   Month = {December},
   url = {http://dx.doi.org/10.1017/S0954579419000889},
   Abstract = {One of Tom Dishion's most significant contributions to
             prevention science was the development of affordable,
             ecologically valid interventions, such as the Family
             Check-Up, that screen for child and family risk factors
             broadly, but concentrate family-specific interventions on
             those with greatest potential for population impact. In the
             spirit of this approach, investigators examined effects of a
             brief, universal postnatal home visiting program on child
             emergency medical care and billing costs from birth to age
             24 months. Family Connects is a community-wide public health
             intervention that combines identification and alignment of
             community services and resources with brief, postpartum
             nurse home visits designed to assess risk, provide
             supportive guidance, and connect families with identified
             risk to community resources. Over 18 months, families of all
             4,777 resident Durham County, North Carolina, births were
             randomly assigned based on even or odd birth date to receive
             a postnatal nurse home visiting intervention or services as
             usual (control). Independently, 549 of these families were
             randomly selected and participated in an impact evaluation
             study. Families, blind to study goals, provided written
             consent to access hospital administrative records. Results
             indicate that children randomly assigned to Family Connects
             had significantly less total emergency medical care (by 37%)
             through age 24 months, with results observed across almost
             all subgroups. Examination of billing records indicate a
             $3.17 decrease in total billing costs for each $1 in program
             costs. Overall, results suggest that community-wide
             postpartum support program can significantly reduce
             population rates of child emergency medical care through age
             24 months while being cost-beneficial to
             communities.},
   Doi = {10.1017/S0954579419000889},
   Key = {fds346368}
}

@article{fds347072,
   Author = {Dodge, KA},
   Title = {Redefining the Science and Policy of Early Childhood
             Intervention Programs.},
   Journal = {Pediatrics},
   Volume = {144},
   Number = {6},
   Pages = {e20192606},
   Year = {2019},
   Month = {December},
   url = {http://dx.doi.org/10.1542/peds.2019-2606},
   Doi = {10.1542/peds.2019-2606},
   Key = {fds347072}
}

@article{fds347771,
   Author = {Chang, L and Lu, HJ and Lansford, JE and Bornstein, MH and Steinberg, L and Chen, B-B and Skinner, AT and Dodge, KA and Deater-Deckard, K and Bacchini, D and Pastorelli, C and Alampay, LP and Tapanya, S and Sorbring, E and Oburu, P and Al-Hassan, SM and Di Giunta and L and Malone,
             PS and Uribe Tirado and LM and Yotanyamaneewong, S},
   Title = {External environment and internal state in relation to
             life-history behavioural profiles of adolescents in nine
             countries.},
   Journal = {Proceedings. Biological sciences},
   Volume = {286},
   Number = {1917},
   Pages = {20192097},
   Year = {2019},
   Month = {December},
   url = {http://dx.doi.org/10.1098/rspb.2019.2097},
   Abstract = {The external environment has traditionally been considered
             as the primary driver of animal life history (LH). Recent
             research suggests that animals' internal state is also
             involved, especially in forming LH behavioural phenotypes.
             The present study investigated how these two factors
             interact in formulating LH in humans. Based on a
             longitudinal sample of 1223 adolescents in nine countries,
             the results show that harsh and unpredictable environments
             and adverse internal states in childhood are each uniquely
             associated with fast LH behavioural profiles consisting of
             aggression, impulsivity, and risk-taking in adolescence. The
             external environment and internal state each strengthened
             the LH association of the other, but overall the external
             environment was more predictive of LH than was the internal
             state. These findings suggest that individuals rely on a
             multitude and consistency of sensory information in more
             decisively calibrating LH and behavioural
             strategies.},
   Doi = {10.1098/rspb.2019.2097},
   Key = {fds347771}
}

@article{fds346822,
   Author = {Goulter, N and McMahon, RJ and Dodge, KA and Conduct Problems
             Prevention Research Group},
   Title = {Does the Fast Track Intervention Prevent Later Psychosis
             Symptoms?},
   Journal = {Prevention science : the official journal of the Society for
             Prevention Research},
   Volume = {20},
   Number = {8},
   Pages = {1255-1264},
   Year = {2019},
   Month = {November},
   url = {http://dx.doi.org/10.1007/s11121-019-01041-1},
   Abstract = {The Fast Track (FT) intervention was a multimodal preventive
             intervention addressing antisocial development across
             10 years of childhood and early adolescence. The
             intervention included parent management training, child
             social-cognitive skills training, peer coaching and
             mentoring, academic skills tutoring, and a classroom
             social-emotional learning program. While not specifically
             designed to target psychosis symptoms (e.g., social
             withdrawal, thought abnormalities), the present study aimed
             to examine whether the FT intervention prevented psychosis
             symptoms through childhood and adolescence and into
             adulthood. Participants included the FT intervention and
             high-risk control samples (N = 891; 69% male; M
             age = 6.58 years, SD = .48). Psychosis symptoms were
             assessed using the "thought problems" subscale of the
             parent-report Child Behavior Checklist during grades 1, 2,
             4, 5, and 7, and the self-report Adult Behavior Checklist at
             age 25 years, in line with prior research using this
             measure. Growth models included the FT condition and
             covariates (i.e., initial risk screen score, cohort,
             socioeconomic status, rural/urban status, race, and sex) as
             predictors; and child, adolescent, and adult psychosis
             symptoms as outcomes. Intervention status was not
             significantly associated with the slope of psychosis
             symptoms; however, after controlling for concurrent cannabis
             use, intervention participants reported lower levels of
             psychosis symptoms over time. Findings suggest that
             interventions targeting antisocial behavior may prevent
             psychosis symptoms in the long term.},
   Doi = {10.1007/s11121-019-01041-1},
   Key = {fds346822}
}

@article{fds346832,
   Author = {Dodge, KA and Goodman, WB and Bai, Y and O'Donnell, K and Murphy,
             RA},
   Title = {Effect of a Community Agency-Administered Nurse Home
             Visitation Program on Program Use and Maternal and Infant
             Health Outcomes: A Randomized Clinical Trial.},
   Journal = {JAMA Netw Open},
   Volume = {2},
   Number = {11},
   Pages = {e1914522},
   Year = {2019},
   Month = {November},
   url = {http://dx.doi.org/10.1001/jamanetworkopen.2019.14522},
   Abstract = {IMPORTANCE: Postnatal home visitation to support parenting
             and infant healthy development is becoming increasingly
             common based on university efficacy studies, but
             effectiveness when disseminated by communities is not clear.
             OBJECTIVE: To test implementation and impact of the Family
             Connects (FC) program when administered by a community
             agency. DESIGN, SETTING, AND PARTICIPANTS: In this
             randomized clinical trial, births were randomly assigned to
             receive FC or treatment as usual. Independent evaluation was
             conducted through parent interviews and review of health and
             child protective services records. Interviewers were blind
             to the experimental condition of participants, and
             participants were blind about the purpose of the interview
             as an intervention evaluation. A total of 936 consecutive
             residential births at Duke University Hospital from January
             1, 2014, through June 30, 2014, were included. Data were
             analyzed preliminarily for reporting to funders in early
             2015 before all birth-record covariates were scored and were
             analyzed more comprehensively in mid-2019 after
             administrative birth and child protective service records
             became available. INTERVENTIONS: The goals of the FC brief
             universal program were to assess family-specific needs,
             complete brief interventions, and connect families with
             community resources. Community agencies and families were
             aligned through an electronic data system. MAIN OUTCOMES AND
             MEASURES: Case records documented program penetration and
             quality. The primary outcome was child protective services
             investigations for maltreatment. Secondary outcomes were the
             number of sustained community connections, maternal mental
             health, parenting behavior, infant well-child care visits
             and maternal postpartum care compliance, and emergency
             health care utilization. RESULTS: Of 936 births, 451 infants
             (48.2%) were female and 433 (46.3%) were from racial/ethnic
             minority groups. In all, 456 births (46.5%) were randomized
             to the intervention and 480 (53.5%) were randomized to the
             control. All analyses were based on intention to treat. The
             impact analysis included 158 intervention families and 158
             control families. Intervention penetration was 76%,
             adherence to the protocol was 90%, and independent agreement
             in scoring (κ) was 0.75. Nurses identified and addressed
             minor problems for 52% of families and connected an
             additional 42% to community resources. Analysis of the
             primary outcome of child abuse investigations revealed a
             mean (SD) of 0.10 (0.30) investigations for the intervention
             group vs 0.18 (0.56) investigations for the control group
             (b = -0.09; 90% CI, -0.01 to -0.12; 95% CI, -0.18 to
             0.01; P = .07). The intervention group's rate of
             possible maternal anxiety or depression was 18.2% vs 25.9%
             for the control group (b = -7.70; 90% CI, -15.2 to -0.1;
             95% CI, -16.6 to 1.3; P = .09). CONCLUSIONS AND
             RELEVANCE: This study indicates that a nurse home visitation
             program for families of newborns can be implemented by a
             community agency with high penetration and quality. Other
             communities could benefit from wider dissemination of the
             program provided that quality remains strong and evaluation
             continues. TRIAL REGISTRATION: ClinicalTrials.gov
             identifier: NCT01843036.},
   Doi = {10.1001/jamanetworkopen.2019.14522},
   Key = {fds346832}
}

@article{fds343562,
   Author = {Deater-Deckard, K and Godwin, J and Lansford, JE and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini,
             D and Bornstein, MH and Chang, L and Di Giunta and L and Dodge, KA and Oburu,
             P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S},
   Title = {Chaos, danger, and maternal parenting in families: Links
             with adolescent adjustment in low- and middle-income
             countries.},
   Journal = {Developmental science},
   Volume = {22},
   Number = {5},
   Pages = {e12855},
   Year = {2019},
   Month = {September},
   url = {http://dx.doi.org/10.1111/desc.12855},
   Abstract = {The current longitudinal study is the first comparative
             investigation across low- and middle-income countries
             (LMICs) to test the hypothesis that harsher and less
             affectionate maternal parenting (child age 14 years, on
             average) statistically mediates the prediction from prior
             household chaos and neighborhood danger (at 13 years) to
             subsequent adolescent maladjustment (externalizing,
             internalizing, and school performance problems at
             15 years). The sample included 511 urban families in six
             LMICs: China, Colombia, Jordan, Kenya, the Philippines, and
             Thailand. Multigroup structural equation modeling showed
             consistent associations between chaos, danger, affectionate
             and harsh parenting, and adolescent adjustment problems.
             There was some support for the hypothesis, with nearly all
             countries showing a modest indirect effect of maternal
             hostility (but not affection) for adolescent externalizing,
             internalizing, and scholastic problems. Results provide
             further evidence that chaotic home and dangerous
             neighborhood environments increase risk for adolescent
             maladjustment in LMIC contexts, via harsher maternal
             parenting.},
   Doi = {10.1111/desc.12855},
   Key = {fds343562}
}

@article{fds346823,
   Author = {Hanson, JL and Albert, WD and Skinner, AT and Shen, SH and Dodge, KA and Lansford, JE},
   Title = {Resting state coupling between the amygdala and ventromedial
             prefrontal cortex is related to household income in
             childhood and indexes future psychological vulnerability to
             stress.},
   Journal = {Development and psychopathology},
   Volume = {31},
   Number = {3},
   Pages = {1053-1066},
   Year = {2019},
   Month = {August},
   url = {http://dx.doi.org/10.1017/s0954579419000592},
   Abstract = {While child poverty is a significant risk factor for poor
             mental health, the developmental pathways involved with
             these associations are poorly understood. To advance
             knowledge about these important linkages, the present study
             examined the developmental sequelae of childhood exposure to
             poverty in a multiyear longitudinal study. Here, we focused
             on exposure to poverty, neurobiological circuitry connected
             to emotion dysregulation, later exposure to stressful life
             events, and symptoms of psychopathology. We grounded our
             work in a biopsychosocial perspective, with a specific
             interest in "stress sensitization" and emotion
             dysregulation. Motivated by past work, we first tested
             whether exposure to poverty was related to changes in the
             resting-state coupling between two brain structures
             centrally involved with emotion processing and regulation
             (the amygdala and the ventromedial prefrontal cortex;
             vmPFC). As predicted, we found lower household income at age
             10 was related to lower resting-state coupling between these
             areas at age 15. We then tested if variations in
             amygdala-vmPFC connectivity interacted with more
             contemporaneous stressors to predict challenges with mental
             health at age 16. In line with past reports showing risk for
             poor mental health is greatest in those exposed to early and
             then later, more contemporaneous stress, we predicted and
             found that lower vmPFC-amygdala coupling in the context of
             greater contemporaneous stress was related to higher levels
             of internalizing and externalizing symptoms. We believe
             these important interactions between neurobiology and life
             history are an additional vantage point for understanding
             risk and resiliency, and suggest avenues for prediction of
             psychopathology related to early life challenge.},
   Doi = {10.1017/s0954579419000592},
   Key = {fds346823}
}

@article{fds344587,
   Author = {Shanahan, L and Hill, SN and Gaydosh, LM and Steinhoff, A and Costello,
             EJ and Dodge, KA and Harris, KM and Copeland, WE},
   Title = {Does Despair Really Kill? A Roadmap for an Evidence-Based
             Answer.},
   Journal = {Am J Public Health},
   Volume = {109},
   Number = {6},
   Pages = {854-858},
   Year = {2019},
   Month = {June},
   url = {http://dx.doi.org/10.2105/AJPH.2019.305016},
   Abstract = {Two seemingly associated demographic trends have generated
             considerable interest: income stagnation and rising
             premature mortality from suicides, drug poisoning, and
             alcoholic liver disease among US non-Hispanic Whites with
             low education. Economists interpret these population-level
             trends to indicate that despair induced by financial
             stressors is a shared pathway to these causes of death.
             Although we now have the catchy term "deaths of despair," we
             have yet to study its central empirical claim: that
             conceptually defined and empirically assessed "despair" is
             indeed a common pathway to several causes of death. At the
             level of the person, despair consists of cognitive,
             emotional, behavioral, and biological domains. Despair can
             also permeate social relationships, networks, institutions,
             and communities. Extant longitudinal data sets feature
             repeated measures of despair-before, during, and after the
             Great Recession-offering resources to test the role that
             despair induced by economic decline plays in premature
             morbidity and mortality. Such tests must also focus on
             protective factors that could shield individuals. Deaths of
             despair is more than a phrase; it constitutes a hypothesis
             that deserves conceptual mapping and empirical study with
             longitudinal, multilevel data.},
   Doi = {10.2105/AJPH.2019.305016},
   Key = {fds344587}
}

@article{fds339380,
   Author = {Kassing, F and Godwin, J and Lochman, JE and Coie, JD and Conduct
             Problems Prevention Research Group},
   Title = {Using Early Childhood Behavior Problems to Predict Adult
             Convictions.},
   Journal = {Journal of abnormal child psychology},
   Volume = {47},
   Number = {5},
   Pages = {765-778},
   Year = {2019},
   Month = {May},
   url = {http://dx.doi.org/10.1007/s10802-018-0478-7},
   Abstract = {The current study examined whether teacher and parent
             ratings of externalizing behavior during kindergarten and
             1st grade accurately predicted the presence of adult
             convictions by age 25. Data were collected as part of the
             Fast Track Project. Schools were identified based on poverty
             and crime rates in four locations: Durham, NC, Nashville,
             TN, Seattle, WA, and rural, central PA. Teacher and parent
             screening measures of externalizing behavior were collected
             at the end of kindergarten and 1st grade. ROC curves were
             used to visually depict the tradeoff between sensitivity and
             specificity and best model fit was determined. Five of the
             six combinations of screen scores across time points and
             raters met both the specificity and sensitivity cutoffs for
             a well-performing screening tool. When data were examined
             within each site separately, screen scores performed better
             in sites with high base rates and models including single
             teacher screens accurately predicted convictions. Similarly,
             screen scores performed better and could be used more
             parsimoniously for males, but not females (whose base rates
             were lower in this sample). Overall, results indicated that
             early elementary screens for conduct problems perform
             remarkably well when predicting criminal convictions
             20 years later. However, because of variations in base
             rates, screens operated differently by gender and location.
             The results indicated that for populations with high base
             rates, convictions can be accurately predicted with as
             little as one teacher screen taken during kindergarten or
             1st grade, increasing the cost-effectiveness of preventative
             interventions.},
   Doi = {10.1007/s10802-018-0478-7},
   Key = {fds339380}
}

@article{fds340097,
   Author = {Chang, L and Lu, HJ and Lansford, JE and Skinner, AT and Bornstein, MH and Steinberg, L and Dodge, KA and Chen, BB and Tian, Q and Bacchini, D and Deater-Deckard, K and Pastorelli, C and Alampay, LP and Sorbring, E and Al-Hassan, SM and Oburu, P and Malone, PS and Di Giunta and L and Tirado,
             LMU and Tapanya, S},
   Title = {Environmental harshness and unpredictability, life history,
             and social and academic behavior of adolescents in nine
             countries.},
   Journal = {Developmental psychology},
   Volume = {55},
   Number = {4},
   Pages = {890-903},
   Year = {2019},
   Month = {April},
   url = {http://dx.doi.org/10.1037/dev0000655},
   Abstract = {Safety is essential for life. To survive, humans and other
             animals have developed sets of psychological and
             physiological adaptations known as life history (LH)
             tradeoff strategies in response to various safety
             constraints. Evolutionarily selected LH strategies in turn
             regulate development and behavior to optimize survival under
             prevailing safety conditions. The present study tested LH
             hypotheses concerning safety based on a 6-year longitudinal
             sample of 1,245 adolescents and their parents from 9
             countries. The results revealed that, invariant across
             countries, environmental harshness, and unpredictability
             (lack of safety) was negatively associated with slow LH
             behavioral profile, measured 2 years later, and slow LH
             behavioral profile was negatively and positively associated
             with externalizing behavior and academic performance,
             respectively, as measured an additional 2 years later. These
             results support the evolutionary conception that human
             development responds to environmental safety cues through LH
             regulation of social and learning behaviors. (PsycINFO
             Database Record (c) 2019 APA, all rights
             reserved).},
   Doi = {10.1037/dev0000655},
   Key = {fds340097}
}

@article{fds342712,
   Author = {Duell, N and Steinberg, L and Icenogle, G and Chein, J and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Tirado,
             LMU and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D and Chang, L},
   Title = {Correction to: Age Patterns in Risk Taking Across the
             World.},
   Journal = {Journal of youth and adolescence},
   Volume = {48},
   Number = {4},
   Pages = {835-836},
   Year = {2019},
   Month = {April},
   url = {http://dx.doi.org/10.1007/s10964-019-00999-z},
   Abstract = {In the original publication, the legends for Figs 4 and 5
             were incorrect, such that each regression line was
             mislabeled with the incorrect country. Below are the
             correctly labeled countries. The authors apologize for any
             confusion or misinformation this error may have
             caused.},
   Doi = {10.1007/s10964-019-00999-z},
   Key = {fds342712}
}

@article{fds340852,
   Author = {Lansford, JE and Pettit, GS and Rauer, A and Vandenberg, CE and Schulenberg, JE and Staff, J and Jager, J and Dodge, KA and Bates,
             JE},
   Title = {Intergenerational continuity and stability in early family
             formation.},
   Journal = {Journal of family psychology : JFP : journal of the Division
             of Family Psychology of the American Psychological
             Association (Division 43)},
   Volume = {33},
   Number = {3},
   Pages = {370-379},
   Year = {2019},
   Month = {April},
   url = {http://dx.doi.org/10.1037/fam0000497},
   Abstract = {This study examines intergenerational continuity (mean level
             similarity) and stability (maintenance of rank ordering of
             individuals) in age and marital status at the time of
             becoming a young parent using prospective data from 3
             generations of 585 families. G2 participants were recruited
             at the age of 5 years and followed until the age of 28, by
             which time 227 had become parents themselves. The findings
             suggest that despite dramatic intergenerational
             discontinuities with young adults, on average, now being
             more likely to be unmarried and older at the time of
             becoming parents than in previous generations,
             intergenerational stability in age and marital status at the
             time of becoming a young parent is still substantial. This
             intergenerational stability was, for the most part, not
             moderated by demographic, familial, or behavioral factors,
             suggesting that a developmental, multigenerational
             perspective is necessary to understand what has previously
             been considered a largely demographic issue. (PsycINFO
             Database Record (c) 2019 APA, all rights
             reserved).},
   Doi = {10.1037/fam0000497},
   Key = {fds340852}
}

@article{fds345850,
   Author = {Dodge, KA and Goodman, WB},
   Title = {Universal Reach at Birth: Family Connects},
   Journal = {Future of Children},
   Volume = {29},
   Number = {1},
   Pages = {41-60},
   Year = {2019},
   Month = {March},
   url = {http://dx.doi.org/10.1353/foc.2019.0003},
   Abstract = {How do we screen all families in a population at a single
             time point, identify family-specific risks, and connect each
             family with evidence-based community resources that can help
             them overcome those risks-an approach known as targeted
             universalism? In this article, Kenneth A. Dodge and W.
             Benjamin Goodman describe Family Connects, a program
             designed to do exactly that. Developed and tested in Durham,
             NC, Family Connects-now in place at 16 sites in the United
             States-aims to reach every family giving birth in a given
             community. The program rests on three pillars. The first is
             home visiting: trained nurses (or other program
             representatives) welcome new babies into the community,
             typically at the birthing hospital, then work with the
             parents to set up one or more home visits when the baby is
             about three weeks old so they can identify needs and connect
             the family with community resources. The second pillar,
             community alignment, is an assembly of all community
             resources available to families at birth, including child
             care agencies, mental health providers, government social
             services, and long-term programs for subgroups of families
             with identified needs, such as Healthy Families and Early
             Head Start. The third pillar, data and monitoring, is an
             electronic data system that acts as a family-specific
             psychosocial and educational record (much like an electronic
             health record) to document nurses’ assessments of mother
             and infant, as well as connections with community agencies.
             In randomized clinical trials, Family Connects has shown
             promising results. Compared to control group families,
             families randomly assigned to the program made more
             connections to community resources. They also reported more
             positive parenting behaviors and fewer serious injuries or
             illnesses among their infants, among other desirable
             outcomes. And in the first five years of life, Family
             Connects children were significantly less likely to be
             subject to Child Protective Services investigations than
             were children in a control group.},
   Doi = {10.1353/foc.2019.0003},
   Key = {fds345850}
}

@article{fds345851,
   Author = {Daro, D and Dodge, KA and Haskins, R},
   Title = {Universal approaches to promoting healthy development:
             Introducing the issue},
   Journal = {Future of Children},
   Volume = {29},
   Number = {1},
   Pages = {3-16},
   Year = {2019},
   Month = {March},
   url = {http://dx.doi.org/10.1353/foc.2019.0001},
   Doi = {10.1353/foc.2019.0001},
   Key = {fds345851}
}

@article{fds339931,
   Author = {Goodman, WB and O'Donnell, K and Murphy, RA and Dodge, KA and Duke
             University},
   Title = {Moving Beyond Program to Population Impact: Toward a
             Universal Early Childhood System of Care.},
   Journal = {J Fam Theory Rev},
   Volume = {11},
   Number = {1},
   Pages = {112-126},
   Publisher = {WILEY},
   Year = {2019},
   Month = {March},
   url = {http://dx.doi.org/10.1111/jftr.12302},
   Abstract = {Families have clearly benefited from increased availability
             of evidence-based intervention, including home-visiting
             models and increased federal funding for programs benefiting
             parents and children. The goal of population-level impact on
             the health and well-being of infants and young children
             across entire communities, however, remains elusive. New
             approaches are needed to move beyond scaling of individual
             programs toward an integrated system of care in early
             childhood. To advance this goal, the current article
             provides a framework for developing an early childhood
             system of care that pairs a top-down goal for the alignment
             of services with a bottom-up goal of identifying and
             addressing needs of all families throughout early childhood.
             Further, we describe how universal newborn home visiting can
             be utilized to both support alignment of and family entry
             into an early childhood system of care with broad reach,
             high quality, and evidence of population impact for families
             and children.},
   Doi = {10.1111/jftr.12302},
   Key = {fds339931}
}

@article{fds345371,
   Author = {Penner, AM and Dodge, KA},
   Title = {Using Administrative Data for Social Science and
             Policy.},
   Journal = {The Russell Sage Foundation journal of the social sciences :
             RSF},
   Volume = {5},
   Number = {3},
   Pages = {1-18},
   Year = {2019},
   Month = {March},
   url = {http://dx.doi.org/10.7758/rsf.2019.5.3.01},
   Doi = {10.7758/rsf.2019.5.3.01},
   Key = {fds345371}
}

@article{fds376320,
   Author = {Penner, AM and Dodge, KA},
   Title = {Using Administrative Data for Social Science and
             Policy.},
   Journal = {The Russell Sage Foundation journal of the social sciences :
             RSF},
   Volume = {5},
   Number = {2},
   Pages = {1-18},
   Year = {2019},
   Month = {March},
   url = {http://dx.doi.org/10.7758/rsf.2019.5.2.01},
   Doi = {10.7758/rsf.2019.5.2.01},
   Key = {fds376320}
}

@article{fds342713,
   Author = {Icenogle, G and Steinberg, L and Duell, N and Chein, J and Chang, L and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford,
             JE and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D},
   Title = {Adolescents' cognitive capacity reaches adult levels prior
             to their psychosocial maturity: Evidence for a "maturity
             gap" in a multinational, cross-sectional
             sample.},
   Journal = {Law and human behavior},
   Volume = {43},
   Number = {1},
   Pages = {69-85},
   Year = {2019},
   Month = {February},
   url = {http://dx.doi.org/10.1037/lhb0000315},
   Abstract = {All countries distinguish between minors and adults for
             various legal purposes. Recent U.S. Supreme Court cases
             concerning the legal status of juveniles have consulted
             psychological science to decide where to draw these
             boundaries. However, little is known about the robustness of
             the relevant research, because it has been conducted largely
             in the U.S. and other Western countries. To the extent that
             lawmakers look to research to guide their decisions, it is
             important to know how generalizable the scientific
             conclusions are. The present study examines 2 psychological
             phenomena relevant to legal questions about adolescent
             maturity: cognitive capacity, which undergirds logical
             thinking, and psychosocial maturity, which comprises
             individuals' ability to restrain themselves in the face of
             emotional, exciting, or risky stimuli. Age patterns of these
             constructs were assessed in 5,227 individuals (50.7%
             female), ages 10-30 (M = 17.05, SD = 5.91) from 11
             countries. Importantly, whereas cognitive capacity reached
             adult levels around age 16, psychosocial maturity reached
             adult levels beyond age 18, creating a "maturity gap"
             between cognitive and psychosocial development. Juveniles
             may be capable of deliberative decision making by age 16,
             but even young adults may demonstrate "immature" decision
             making in arousing situations. We argue it is therefore
             reasonable to have different age boundaries for different
             legal purposes: 1 for matters in which cognitive capacity
             predominates, and a later 1 for matters in which
             psychosocial maturity plays a substantial role. (PsycINFO
             Database Record (c) 2019 APA, all rights
             reserved).},
   Doi = {10.1037/lhb0000315},
   Key = {fds342713}
}

@article{fds337501,
   Author = {Lansford, JE and Malone, PS and Tapanya, S and Tirado, LMU and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Oburu,
             P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg,
             L},
   Title = {Household Income Predicts Trajectories of Child
             Internalizing and Externalizing Behavior in High-, Middle-,
             and Low-Income Countries.},
   Journal = {International journal of behavioral development},
   Volume = {43},
   Number = {1},
   Pages = {74-79},
   Publisher = {SAGE Publications},
   Year = {2019},
   Month = {January},
   url = {http://dx.doi.org/10.1177/0165025418783272},
   Abstract = {This study examined longitudinal links between household
             income and parents' education and children's trajectories of
             internalizing and externalizing behaviors from age 8 to 10
             reported by mothers, fathers, and children. Longitudinal
             data from 1,190 families in 11 cultural groups in eight
             countries (Colombia, Italy, Jordan, Kenya, Philippines,
             Sweden, Thailand, and United States) were included.
             Multigroup structural equation models revealed that
             household income, but not maternal or paternal education,
             was related to trajectories of mother-, father-, and
             child-reported internalizing and externalizing problems in
             each of the 11 cultural groups. Our findings highlight that
             in low-, middle-, and high-income countries, socioeconomic
             risk is related to children's internalizing and
             externalizing problems, extending the international focus
             beyond children's physical health to their emotional and
             behavioral development.},
   Doi = {10.1177/0165025418783272},
   Key = {fds337501}
}

@article{fds367707,
   Author = {Goodman, B and Dodge, K},
   Title = {Community Prevention of Child Maltreatment in the United
             States: The Family Connects Program},
   Journal = {Japanese Journal of Child Abuse and Neglect},
   Volume = {21},
   Number = {2},
   Pages = {141-148},
   Year = {2019},
   Key = {fds367707}
}

@article{fds337500,
   Author = {Lansford, JE and Godwin, J and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Bacchini, D},
   Title = {Parenting, culture, and the development of externalizing
             behaviors from age 7 to 14 in nine countries.},
   Journal = {Development and psychopathology},
   Volume = {30},
   Number = {5},
   Pages = {1937-1958},
   Year = {2018},
   Month = {December},
   url = {http://dx.doi.org/10.1017/s0954579418000925},
   Abstract = {Using multilevel models, we examined mother-, father-, and
             child-reported (N = 1,336 families) externalizing behavior
             problem trajectories from age 7 to 14 in nine countries
             (China, Colombia, Italy, Jordan, Kenya, the Philippines,
             Sweden, Thailand, and the United States). The intercept and
             slope of children's externalizing behavior trajectories
             varied both across individuals within culture and across
             cultures, and the variance was larger at the individual
             level than at the culture level. Mothers' and children's
             endorsement of aggression as well as mothers' authoritarian
             attitudes predicted higher age 8 intercepts of child
             externalizing behaviors. Furthermore, prediction from
             individual-level endorsement of aggression and authoritarian
             attitudes to more child externalizing behaviors was
             augmented by prediction from cultural-level endorsement of
             aggression and authoritarian attitudes, respectively.
             Cultures in which father-reported endorsement of aggression
             was higher and both mother- and father-reported
             authoritarian attitudes were higher also reported more child
             externalizing behavior problems at age 8. Among fathers,
             greater attributions regarding uncontrollable success in
             caregiving situations were associated with steeper declines
             in externalizing over time. Understanding cultural-level as
             well as individual-level correlates of children's
             externalizing behavior offers potential insights into
             prevention and intervention efforts that can be more
             effectively targeted at individual children and parents as
             well as targeted at changing cultural norms that increase
             the risk of children's and adolescents' externalizing
             behavior.},
   Doi = {10.1017/s0954579418000925},
   Key = {fds337500}
}

@article{fds340426,
   Author = {Dodge, KA},
   Title = {Toward population impact from early childhood psychological
             interventions.},
   Journal = {The American psychologist},
   Volume = {73},
   Number = {9},
   Pages = {1117-1129},
   Year = {2018},
   Month = {December},
   url = {http://dx.doi.org/10.1037/amp0000393},
   Abstract = {Acting alone, psychologists rarely achieve population impact
             on important mental health and well-being outcomes for
             families and young children. The traditional Institute of
             Medicine model of moving from efficacy trials to
             effectiveness trials to scaling up has not succeeded, partly
             due to degradation of program quality and impact during
             scale-up and partly due to a failure to consider
             system-context issues at the outset. Analysis of barriers to
             population impact leads to the proposal of a new
             comprehensive system of care that includes both top-down
             coordination among community agencies providing services and
             bottom-up outreach to every family to connect them with
             services. The North Carolina Smart Start Initiative is a
             top-down approach to improving the community-level quality
             of early childcare and education services. A natural
             experiment demonstrates that it improves population
             indicators of children's education outcomes. Family Connects
             is a bottom-up approach that reaches all families giving
             birth in a community through brief home visits to assess
             needs and connect families with community resources. A
             randomized controlled trial reveals increased community
             connectedness, lower maternal anxiety, reduced emergency
             health episodes, and lower rates of investigations for child
             abuse. These initiatives point toward the promise of
             population impact through psychological interventions in
             early life that are delivered in a collaborative system of
             care. (PsycINFO Database Record (c) 2018 APA, all rights
             reserved).},
   Doi = {10.1037/amp0000393},
   Key = {fds340426}
}

@article{fds335169,
   Author = {Thartori, E and Zuffianò, A and Pastorelli, C and Di Giunta and L and Lunetti, C and Lansford, JE and Dodge, KA and Favini, A and Gómez
             Plata, M and Caprara, GV},
   Title = {The interactive effects of maternal personality and
             adolescent temperament on externalizing behavior problem
             trajectories from age 12 to 14},
   Journal = {Personality and Individual Differences},
   Volume = {134},
   Pages = {301-307},
   Publisher = {Elsevier BV},
   Year = {2018},
   Month = {November},
   url = {http://dx.doi.org/10.1016/j.paid.2018.06.021},
   Abstract = {Although previous research has corroborated the independent
             contributions of parent personality and adolescent
             temperament in predicting adolescents’ externalizing
             behavior problems (EXT), few studies have examined their
             joint contribution to predict EXT in adolescence. In the
             present longitudinal study, first we examined the
             developmental trajectory of EXT from ages 12 to 14, and,
             next, we investigated the joint effects of mothers’
             irritability and adolescents’ inhibitory control (IC) in
             predicting the developmental trajectory of EXT. Altogether,
             106 mothers from Rome provided data annually for three years
             (Mage of child in wave 1 = 12.34 years, SD = 0.77; 53%
             boys). Mothers rated their irritability, adolescents’ IC,
             and adolescents’ EXT. Multilevel modeling indicated that
             EXT followed a quadratic trajectory with an increase from
             age 12 through age 13 followed by a slight downturn by age
             14. Interactive effects emerged between mothers’
             irritability and adolescents’ IC in predicting the
             developmental trajectory of EXT. IC buffered the detrimental
             effect of mothers’ irritability on the development of
             adolescents’ EXT. The practical implications of these
             findings are discussed.},
   Doi = {10.1016/j.paid.2018.06.021},
   Key = {fds335169}
}

@article{fds338327,
   Author = {Putnick, DL and Bornstein, MH and Lansford, JE and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya,
             S and Uribe Tirado and LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi, AS},
   Title = {Parental acceptance-rejection and child prosocial behavior:
             Developmental transactions across the transition to
             adolescence in nine countries, mothers and fathers, and
             girls and boys.},
   Journal = {Developmental psychology},
   Volume = {54},
   Number = {10},
   Pages = {1881-1890},
   Year = {2018},
   Month = {October},
   url = {http://dx.doi.org/10.1037/dev0000565},
   Abstract = {Promoting children's prosocial behavior is a goal for
             parents, healthcare professionals, and nations. Does
             positive parenting promote later child prosocial behavior,
             or do children who are more prosocial elicit more positive
             parenting later, or both? Relations between parenting and
             prosocial behavior have to date been studied only in a
             narrow band of countries, mostly with mothers and not
             fathers, and child gender has infrequently been explored as
             a moderator of parenting-prosocial relations. This
             cross-national study uses 1,178 families (mothers, fathers,
             and children) from 9 countries to explore developmental
             transactions between parental acceptance-rejection and
             girls' and boys' prosocial behavior across 3 waves (child
             ages 9 to 12). Controlling for stability across waves,
             within-wave relations, and parental age and education,
             higher parental acceptance predicted increased child
             prosocial behavior from age 9 to 10 and from age 10 to 12.
             Higher age 9 child prosocial behavior also predicted
             increased parental acceptance from age 9 to 10. These
             transactional paths were invariant across 9 countries,
             mothers and fathers, and girls and boys. Parental acceptance
             increases child prosocial behaviors later, but child
             prosocial behaviors are not effective at increasing parental
             acceptance in the transition to adolescence. This study
             identifies widely applicable socialization processes across
             countries, mothers and fathers, and girls and boys.
             (PsycINFO Database Record},
   Doi = {10.1037/dev0000565},
   Key = {fds338327}
}

@article{fds342802,
   Author = {Leadbeater, BJ and Dishion, T and Sandler, I and Bradshaw, CP and Dodge,
             K and Gottfredson, D and Graham, PW and Lindstrom Johnson and S and Maldonado-Molina, MM and Mauricio, AM and Smith,
             EP},
   Title = {Ethical Challenges in Promoting the Implementation of
             Preventive Interventions: Report of the SPR Task
             Force.},
   Journal = {Prevention science : the official journal of the Society for
             Prevention Research},
   Volume = {19},
   Number = {7},
   Pages = {853-865},
   Year = {2018},
   Month = {October},
   url = {http://dx.doi.org/10.1007/s11121-018-0912-7},
   Abstract = {Prevention science researchers and practitioners are
             increasingly engaged in a wide range of activities and roles
             to promote evidence-based prevention practices in the
             community. Ethical concerns invariably arise in these
             activities and roles that may not be explicitly addressed by
             university or professional guidelines for ethical conduct.
             In 2015, the Society for Prevention Research (SPR) Board of
             Directors commissioned Irwin Sandler and Tom Dishion to
             organize a series of roundtables and establish a task force
             to identify salient ethical issues encountered by prevention
             scientists and community-based practitioners as they
             collaborate to implement evidence-based prevention
             practices. This article documents the process and findings
             of the SPR Ethics Task Force and aims to inform continued
             efforts to articulate ethical practice. Specifically, the
             SPR membership and task force identified prevention
             activities that commonly stemmed from implementation and
             scale-up efforts. This article presents examples that
             illustrate typical ethical dilemmas. We present principles
             and concepts that can be used to frame the discussion of
             ethical concerns that may be encountered in implementation
             and scale-up efforts. We summarize value statements that
             stemmed from our discussion. We also conclude that the field
             of prevention science in general would benefit from
             standards and guidelines to promote ethical behavior and
             social justice in the process of implementing evidence-based
             prevention practices in community settings. It is our hope
             that this article serves as an educational resource for
             students, investigators, and Human Subjects Review Board
             members regarding some of the complexity of issues of
             fairness, equality, diversity, and personal rights for
             implementation of preventive interventions.},
   Doi = {10.1007/s11121-018-0912-7},
   Key = {fds342802}
}

@article{fds337498,
   Author = {Lansford, JE and Rothenberg, WA and Jensen, TM and Lippold, MA and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di
             Giunta, L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe
             Tirado, LM and Alampay, LP and Al-Hassan, SM},
   Title = {Bidirectional Relations Between Parenting and Behavior
             Problems From Age 8 to 13 in Nine Countries.},
   Journal = {Journal of research on adolescence : the official journal of
             the Society for Research on Adolescence},
   Volume = {28},
   Number = {3},
   Pages = {571-590},
   Year = {2018},
   Month = {September},
   url = {http://dx.doi.org/10.1111/jora.12381},
   Abstract = {This study used data from 12 cultural groups in nine
             countries (China, Colombia, Italy, Jordan, Kenya,
             Philippines, Sweden, Thailand, and the United States;
             N = 1,298) to understand the cross-cultural
             generalizability of how parental warmth and control are
             bidirectionally related to externalizing and internalizing
             behaviors from childhood to early adolescence. Mothers,
             fathers, and children completed measures when children were
             ages 8-13. Multiple-group autoregressive, cross-lagged
             structural equation models revealed that child effects
             rather than parent effects may better characterize how
             warmth and control are related to child externalizing and
             internalizing behaviors over time, and that parent effects
             may be more characteristic of relations between parental
             warmth and control and child externalizing and internalizing
             behavior during childhood than early adolescence.},
   Doi = {10.1111/jora.12381},
   Key = {fds337498}
}

@article{fds335170,
   Author = {Bushman, BJ and Coyne, SM and Anderson, CA and Björkqvist, K and Boxer,
             P and Dodge, KA and Dubow, EF and Farrington, DP and Gentile, DA and Huesmann, LR and Lansford, JE and Novaco, RW and Ostrov, JM and Underwood, MK and Warburton, WA and Ybarra, ML},
   Title = {Risk factors for youth violence: Youth violence commission,
             International Society For Research On Aggression
             (ISRA).},
   Journal = {Aggressive behavior},
   Volume = {44},
   Number = {4},
   Pages = {331-336},
   Year = {2018},
   Month = {July},
   url = {http://dx.doi.org/10.1002/ab.21766},
   Doi = {10.1002/ab.21766},
   Key = {fds335170}
}

@article{fds333727,
   Author = {Olson, SL and Davis-Kean, P and Chen, M and Lansford, JE and Bates, JE and Pettit, GS and Dodge, KA},
   Title = {Mapping the Growth of Heterogeneous Forms of Externalizing
             Problem Behavior Between Early Childhood and
             Adolescence:A Comparison of Parent and Teacher
             Ratings.},
   Journal = {Journal of abnormal child psychology},
   Volume = {46},
   Number = {5},
   Pages = {935-950},
   Year = {2018},
   Month = {July},
   url = {http://dx.doi.org/10.1007/s10802-018-0407-9},
   Abstract = {We compared long-term growth patterns in teachers' and
             mothers' ratings of Overt Aggression, Covert Aggression,
             Oppositional Defiance, Impulsivity/inattention, and Emotion
             Dysregulation across developmental periods spanning
             kindergarten through grade 8 (ages 5 to 13 years). We also
             determined whether salient background characteristics and
             measures of child temperament and parenting risk
             differentially predicted growth in discrete categories of
             child externalizing symptoms across development.
             Participants were 549 kindergarten-age children (51% male;
             83% European American; 17% African American) whose problem
             behaviors were rated by teachers and parents each successive
             year of development through 8th grade. Latent growth curve
             analyses were performed for each component scale,
             contrasting with an overall index of externalizing, in a
             piecewise fashion encompassing two periods of development:
             K-1and grades 1-8. Our findings showed that there were
             meaningful differences and similarities between informants
             in their levels of concern about specific forms of
             externalizing problems, patterns of change in problem
             behavior reports across development, and in the extent to
             which their ratings of specific problems were associated
             with distal and proximal covariates. Thus, these data
             provided novel information about issues that have received
             scant empirical attention and have important implications
             for understanding the development and prevention of
             children's long-term externalizing problems.},
   Doi = {10.1007/s10802-018-0407-9},
   Key = {fds333727}
}

@article{fds333726,
   Author = {Duell, N and Icenogle, G and Silva, K and Chein, J and Steinberg, L and Banich, MT and Di Guinta and L and Dodge, KA and Fanti, KA and Lansford,
             JE and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D and Chang, L and Chaudhary,
             N},
   Title = {A cross-sectional examination of response inhibition and
             working memory on the Stroop task},
   Journal = {Cognitive Development},
   Volume = {47},
   Pages = {19-31},
   Publisher = {Elsevier BV},
   Year = {2018},
   Month = {July},
   url = {http://dx.doi.org/10.1016/j.cogdev.2018.02.003},
   Abstract = {The authors examined the association between working memory
             and response inhibition on the Stroop task using a
             cross-sectional, international sample of 5099 individuals
             (49.3% male) ages 10–30 (M = 17.04 years; SD = 5.9).
             Response inhibition was measured using a Stroop task that
             included “equal” and “unequal” blocks, during which
             the relative frequency of neutral and incongruent trials was
             manipulated. Competing stimuli in incongruent trials evinced
             inhibitory functioning, and having a lower proportion of
             incongruent trials (as in unequal blocks) placed higher
             demands on working memory. Results for accuracy indicated
             that age and working memory were independently associated
             with response inhibition. Age differences in response
             inhibition followed a curvilinear trajectory, with
             performance improving into early adulthood. Response
             inhibition was greatest among individuals with high working
             memory. For response time, age uniquely predicted response
             inhibition in unequal blocks. In equal blocks, age
             differences in response inhibition varied as a function of
             working memory, with age differences being least pronounced
             among individuals with high working memory. The implications
             of considering the association between response inhibition
             and working memory in the context of development are
             discussed.},
   Doi = {10.1016/j.cogdev.2018.02.003},
   Key = {fds333726}
}

@article{fds330212,
   Author = {McQuillan, ME and Kultur, EC and Bates, JE and O'Reilly, LM and Dodge,
             KA and Lansford, JE and Pettit, GS},
   Title = {Dysregulation in children: Origins and implications from age
             5 to age 28.},
   Journal = {Development and psychopathology},
   Volume = {30},
   Number = {2},
   Pages = {695-713},
   Year = {2018},
   Month = {May},
   url = {http://dx.doi.org/10.1017/s0954579417001572},
   Abstract = {Research shows that childhood dysregulation is associated
             with later psychiatric disorders. It does not yet resolve
             discrepancies in the operationalization of dysregulation. It
             is also far from settled on the origins and implications of
             individual differences in dysregulation. This study tested
             several operational definitions of dysregulation using
             Achenbach attention, anxious/depressed, and aggression
             subscales. Individual growth curves of dysregulation were
             computed, and predictors of growth differences were
             considered. The study also compared the predictive utility
             of the dysregulation indexes to standard externalizing and
             internalizing indexes. Dysregulation was indexed annually
             for 24 years in a community sample (n = 585). Hierarchical
             linear models considered changes in dysregulation in
             relation to possible influences from parenting, family
             stress, child temperament, language, and peer relations. In
             a test of the meaning of dysregulation, it was related to
             functional and psychiatric outcomes in adulthood.
             Dysregulation predictions were further compared to those of
             the more standard internalizing and externalizing indexes.
             Growth curve analyses showed strong stability of
             dysregulation. Initial levels of dysregulation were
             predicted by temperamental resistance to control, and change
             in dysregulation was predicted by poor language ability and
             peer relations. Dysregulation and externalizing problems
             were associated with negative adult outcomes to a similar
             extent.},
   Doi = {10.1017/s0954579417001572},
   Key = {fds330212}
}

@article{fds329395,
   Author = {Duell, N and Steinberg, L and Icenogle, G and Chein, J and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe
             Tirado, LM and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D and Chang, L},
   Title = {Age Patterns in Risk Taking Across the World.},
   Journal = {Journal of youth and adolescence},
   Volume = {47},
   Number = {5},
   Pages = {1052-1072},
   Year = {2018},
   Month = {May},
   url = {http://dx.doi.org/10.1007/s10964-017-0752-y},
   Abstract = {Epidemiological data indicate that risk behaviors are among
             the leading causes of adolescent morbidity and mortality
             worldwide. Consistent with this, laboratory-based studies of
             age differences in risk behavior allude to a peak in
             adolescence, suggesting that adolescents demonstrate a
             heightened propensity, or inherent inclination, to take
             risks. Unlike epidemiological reports, studies of risk
             taking propensity have been limited to Western samples,
             leaving questions about the extent to which heightened risk
             taking propensity is an inherent or culturally constructed
             aspect of adolescence. In the present study, age patterns in
             risk-taking propensity (using two laboratory tasks: the
             Stoplight and the BART) and real-world risk taking (using
             self-reports of health and antisocial risk taking) were
             examined in a sample of 5227 individuals (50.7% female) ages
             10-30 (M = 17.05 years, SD = 5.91) from 11 Western
             and non-Western countries (China, Colombia, Cyprus, India,
             Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and
             the US). Two hypotheses were tested: (1) risk taking follows
             an inverted-U pattern across age groups, peaking earlier on
             measures of risk taking propensity than on measures of
             real-world risk taking, and (2) age patterns in risk taking
             propensity are more consistent across countries than age
             patterns in real-world risk taking. Overall, risk taking
             followed the hypothesized inverted-U pattern across age
             groups, with health risk taking evincing the latest peak.
             Age patterns in risk taking propensity were more consistent
             across countries than age patterns in real-world risk
             taking. Results suggest that although the association
             between age and risk taking is sensitive to measurement and
             culture, around the world, risk taking is generally highest
             among late adolescents.},
   Doi = {10.1007/s10964-017-0752-y},
   Key = {fds329395}
}

@article{fds332672,
   Author = {Crowley, DM and Dodge, KA and Barnett, WS and Corso, P and Duffy, S and Graham, P and Greenberg, M and Haskins, R and Hill, L and Jones, DE and Karoly, LA and Kuklinski, MR and Plotnick, R},
   Title = {Standards of Evidence for Conducting and Reporting Economic
             Evaluations in Prevention Science.},
   Journal = {Prevention science : the official journal of the Society for
             Prevention Research},
   Volume = {19},
   Number = {3},
   Pages = {366-390},
   Year = {2018},
   Month = {April},
   url = {http://dx.doi.org/10.1007/s11121-017-0858-1},
   Abstract = {Over a decade ago, the Society for Prevention Research
             endorsed the first standards of evidence for research in
             preventive interventions. The growing recognition of the
             need to use limited resources to make sound investments in
             prevention led the Board of Directors to charge a new task
             force to set standards for research in analysis of the
             economic impact of preventive interventions. This article
             reports the findings of this group's deliberations, proposes
             standards for economic analyses, and identifies
             opportunities for future prevention science. Through
             examples, policymakers' need and use of economic analysis
             are described. Standards are proposed for framing economic
             analysis, estimating costs of prevention programs,
             estimating benefits of prevention programs, implementing
             summary metrics, handling uncertainty in estimates, and
             reporting findings. Topics for research in economic analysis
             are identified. The SPR Board of Directors endorses the
             "Standards of Evidence for Conducting and Reporting Economic
             Evaluations in Prevention Science."},
   Doi = {10.1007/s11121-017-0858-1},
   Key = {fds332672}
}

@article{fds323764,
   Author = {Steinberg, L and Icenogle, G and Shulman, EP and Breiner, K and Chein,
             J and Bacchini, D and Chang, L and Chaudhary, N and Giunta, LD and Dodge,
             KA and Fanti, KA and Lansford, JE and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Tirado,
             LMU and Alampay, LP and Al-Hassan, SM and Takash,
             HMS},
   Title = {Around the world, adolescence is a time of heightened
             sensation seeking and immature self-regulation.},
   Journal = {Developmental science},
   Volume = {21},
   Number = {2},
   Year = {2018},
   Month = {March},
   url = {http://dx.doi.org/10.1111/desc.12532},
   Abstract = {The dual systems model of adolescent risk-taking portrays
             the period as one characterized by a combination of
             heightened sensation seeking and still-maturing
             self-regulation, but most tests of this model have been
             conducted in the United States or Western Europe. In the
             present study, these propositions are tested in an
             international sample of more than 5000 individuals between
             ages 10 and 30 years from 11 countries in Africa, Asia,
             Europe and the Americas, using a multi-method test battery
             that includes both self-report and performance-based
             measures of both constructs. Consistent with the dual
             systems model, sensation seeking increased between
             preadolescence and late adolescence, peaked at age 19, and
             declined thereafter, whereas self-regulation increased
             steadily from preadolescence into young adulthood, reaching
             a plateau between ages 23 and 26. Although there were some
             variations in the magnitude of the observed age trends, the
             developmental patterns were largely similar across
             countries.},
   Doi = {10.1111/desc.12532},
   Key = {fds323764}
}

@article{fds330823,
   Author = {Petersen, IT and Lindhiem, O and LeBeau, B and Bates, JE and Pettit, GS and Lansford, JE and Dodge, KA},
   Title = {Development of internalizing problems from adolescence to
             emerging adulthood: Accounting for heterotypic continuity
             with vertical scaling.},
   Journal = {Developmental psychology},
   Volume = {54},
   Number = {3},
   Pages = {586-599},
   Year = {2018},
   Month = {March},
   url = {http://dx.doi.org/10.1037/dev0000449},
   Abstract = {Manifestations of internalizing problems, such as specific
             symptoms of anxiety and depression, can change across
             development, even if individuals show strong continuity in
             rank-order levels of internalizing problems. This
             illustrates the concept of heterotypic continuity, and
             raises the question of whether common measures might be
             construct-valid for one age but not another. This study
             examines mean-level changes in internalizing problems across
             a long span of development at the same time as accounting
             for heterotypic continuity by using age-appropriate,
             changing measures. Internalizing problems from age 14-24
             were studied longitudinally in a community sample (N = 585),
             using Achenbach's Youth Self-Report (YSR) and Young Adult
             Self-Report (YASR). Heterotypic continuity was evaluated
             with an item response theory (IRT) approach to vertical
             scaling, linking different measures over time to be on the
             same scale, as well as with a Thurstone scaling approach.
             With vertical scaling, internalizing problems peaked in
             mid-to-late adolescence and showed a group-level decrease
             from adolescence to early adulthood, a change that would not
             have been seen with the approach of using only age-common
             items. Individuals' trajectories were sometimes different
             than would have been seen with the common-items approach.
             Findings support the importance of considering heterotypic
             continuity when examining development and vertical scaling
             to account for heterotypic continuity with changing
             measures. (PsycINFO Database Record},
   Doi = {10.1037/dev0000449},
   Key = {fds330823}
}

@article{fds330822,
   Author = {Lansford, JE and Godwin, J and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Chen, B-B and Deater-Deckard, K and Di
             Giunta, L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Alampay,
             LP and Uribe Tirado and LM and Zelli, A},
   Title = {Longitudinal associations between parenting and youth
             adjustment in twelve cultural groups: Cultural normativeness
             of parenting as a moderator.},
   Journal = {Developmental psychology},
   Volume = {54},
   Number = {2},
   Pages = {362-377},
   Year = {2018},
   Month = {February},
   url = {http://dx.doi.org/10.1037/dev0000416},
   Abstract = {To examine whether the cultural normativeness of parents'
             beliefs and behaviors moderates the links between those
             beliefs and behaviors and youths' adjustment, mothers,
             fathers, and children (N = 1,298 families) from 12 cultural
             groups in 9 countries (China, Colombia, Italy, Jordan,
             Kenya, Philippines, Sweden, Thailand, and the United States)
             were interviewed when children were, on average, 10 years
             old and again when children were 12 years old. Multilevel
             models examined 5 aspects of parenting (expectations
             regarding family obligations, monitoring, psychological
             control, behavioral control, warmth/affection) in relation
             to 5 aspects of youth adjustment (social competence,
             prosocial behavior, academic achievement, externalizing
             behavior, internalizing behavior). Interactions between
             family level and culture-level predictors were tested to
             examine whether cultural normativeness of parenting
             behaviors moderated the link between those behaviors and
             children's adjustment. More evidence was found for within-
             than between-culture differences in parenting predictors of
             youth adjustment. In 7 of the 8 instances in which cultural
             normativeness was found to moderate the link between
             parenting and youth adjustment, the link between a
             particular parenting behavior and youth adjustment was
             magnified in cultural contexts in which the parenting
             behavior was more normative. (PsycINFO Database
             Record},
   Doi = {10.1037/dev0000416},
   Key = {fds330822}
}

@article{fds333728,
   Author = {Miller, AB and Sheridan, MA and Hanson, JL and McLaughlin, KA and Bates,
             JE and Lansford, JE and Pettit, GS and Dodge, KA},
   Title = {Dimensions of deprivation and threat, psychopathology, and
             potential mediators: A multi-year longitudinal
             analysis.},
   Journal = {Journal of abnormal psychology},
   Volume = {127},
   Number = {2},
   Pages = {160-170},
   Year = {2018},
   Month = {February},
   url = {http://dx.doi.org/10.1037/abn0000331},
   Abstract = {Prior research demonstrates a link between exposure to
             childhood adversity and psychopathology later in
             development. However, work on mechanisms linking adversity
             to psychopathology fails to account for specificity in these
             pathways across different types of adversity. Here, we test
             a conceptual model that distinguishes deprivation and threat
             as distinct forms of childhood adversity with different
             pathways to psychopathology. Deprivation involves an absence
             of inputs from the environment, such as cognitive and social
             stimulation, that influence psychopathology by altering
             cognitive development, such as verbal abilities. Threat
             includes experiences involving harm or threat of harm that
             increase risk for psychopathology through disruptions in
             social-emotional processing. We test the prediction that
             deprivation, but not threat, increases risk for
             psychopathology through altered verbal abilities. Data were
             drawn from the Child Development Project (N = 585), which
             followed children for over a decade. We analyze data from
             assessment points at age 5, 6, 14, and 17 years. Mothers
             completed interviews at age 5 and 6 on exposure to threat
             and deprivation experiences. Youth verbal abilities were
             assessed at age 14. At age 17, mothers reported on child
             psychopathology. A path analysis model tested longitudinal
             paths to internalizing and externalizing problems from
             experiences of deprivation and threat. Consistent with
             predictions, deprivation was associated with risk for
             externalizing problems via effects on verbal abilities at
             age 14. Threat was associated longitudinally with both
             internalizing and externalizing problems, but these effects
             were not mediated by verbal abilities. Results suggest that
             unique developmental mechanisms link different forms of
             adversity with psychopathology. (PsycINFO Database
             Record},
   Doi = {10.1037/abn0000331},
   Key = {fds333728}
}

@article{fds326573,
   Author = {Wang, FL and Chassin, L and Bates, JE and Dick, D and Lansford, JE and Pettit, GS and Dodge, KA},
   Title = {Serotonin functioning and adolescents' alcohol use: A
             genetically informed study examining mechanisms of
             risk.},
   Journal = {Development and psychopathology},
   Volume = {30},
   Number = {1},
   Pages = {213-233},
   Year = {2018},
   Month = {February},
   url = {http://dx.doi.org/10.1017/s095457941700058x},
   Abstract = {The current study used data from two longitudinal samples to
             test whether self-regulation, depressive symptoms, and
             aggression/antisociality were mediators in the relation
             between a polygenic score indexing serotonin (5-HT)
             functioning and alcohol use in adolescence. The results from
             an independent genome-wide association study of
             5-hydroxyindoleacetic acid in the cerebrospinal fluid were
             used to create 5-HT polygenic risk scores. Adolescents
             and/or parents reported on adolescents' self-regulation
             (Time 1), depressive symptoms (Time 2), aggression/antisociality
             (Time 2), and alcohol use (Time 3). The results showed that
             5-HT polygenic risk did not predict self-regulation.
             However, adolescents with higher levels of 5-HT polygenic
             risk showed greater depression and aggression/antisociality.
             Adolescents' aggression/antisociality mediated the relation
             between 5-HT polygenic risk and later alcohol use. Deficits
             in self-regulation also predicted depression and
             aggression/antisociality, and indirectly predicted alcohol
             use through aggression/antisociality. Pathways to alcohol
             use were especially salient for males from families with low
             parental education in one of the two samples. The results
             provide insights into the longitudinal mechanisms underlying
             the relation between 5-HT functioning and alcohol use (i.e.,
             earlier aggression/antisociality). There was no evidence
             that genetically based variation in 5-HT functioning
             predisposed individuals to deficits in self-regulation.
             Genetically based variation in 5-HT functioning and
             self-regulation might be separate, transdiagnostic risk
             factors for several types of psychopathology.},
   Doi = {10.1017/s095457941700058x},
   Key = {fds326573}
}

@article{fds330213,
   Author = {Schwartz, D and Lansford, JE and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Peer Victimization during Middle Childhood as a Marker of
             Attenuated Risk for Adult Arrest.},
   Journal = {Journal of abnormal child psychology},
   Volume = {46},
   Number = {1},
   Pages = {57-65},
   Year = {2018},
   Month = {January},
   url = {http://dx.doi.org/10.1007/s10802-017-0354-x},
   Abstract = {This longitudinal investigation examined interactions
             between aggression and peer victimization during middle
             childhood in the prediction of arrest through the adult
             years for 388 (198 boys, 190 girls) study participants. As
             part of an ongoing multisite study (i.e., Child Development
             Project), peer victimization and aggression were assessed
             via a peer nomination inventory in middle childhood, and
             juvenile and adult arrest histories were assessed via a
             self-report questionnaire as well as review of court
             records. Early aggression was linked to later arrest but
             only for those youths who were rarely victimized by peers.
             Although past investigators have viewed youths who are both
             aggressive and victimized as a high-risk subgroup, our
             findings suggest that the psychological and behavioral
             attributes of these children may mitigate trajectories
             toward antisocial problems.},
   Doi = {10.1007/s10802-017-0354-x},
   Key = {fds330213}
}

@article{fds332381,
   Author = {Zheng, Y and Albert, D and McMahon, RJ and Dodge, K and Dick, D and Conduct
             Problems Prevention Research Group},
   Title = {Glucocorticoid Receptor (NR3C1) Gene Polymorphism Moderate
             Intervention Effects on the Developmental Trajectory of
             African-American Adolescent Alcohol Abuse.},
   Journal = {Prevention science : the official journal of the Society for
             Prevention Research},
   Volume = {19},
   Number = {1},
   Pages = {79-89},
   Year = {2018},
   Month = {January},
   url = {http://dx.doi.org/10.1007/s11121-016-0726-4},
   Abstract = {Accumulative evidence from recent genotype × intervention
             studies suggests that individuals carrying susceptible
             genotypes benefit more from intervention and provides one
             avenue to identify subgroups that respond differentially to
             intervention. This study examined the moderation by
             glucocorticoid receptor (NR3C1) gene variants of
             intervention effects on the developmental trajectories of
             alcohol abuse through adolescence. Participants were
             randomized into Fast Track intervention and control groups
             self-reported past-year alcohol abuse annually from grade 7
             through 2 years post-high school and provided genotype data
             at age 21 (69% males; European Americans [EAs] = 270,
             African-Americans [AAs] = 282). Latent growth curve
             models were fit to examine developmental trajectories of
             alcohol abuse. The interactions of 10 single nucleotide
             polymorphisms (SNPs) in NR3C1 with intervention were
             examined separately. Both EAs and AAs showed significant
             increases in past-year alcohol abuse with substantial
             inter-individual differences in rates of linear growth. AAs
             showed lower general levels and slower rates of linear
             growth than EAs. Adjusting for multiple tests, one NR3C1 SNP
             (rs12655166) significantly moderated intervention effects on
             the developmental trajectories of alcohol abuse among AAs.
             Intervention effects on the rates of linear growth were
             stronger among AAs carrying minor alleles than those not
             carrying minor alleles. The findings highlight the
             importance of taking a developmental perspective on
             adolescent alcohol use and have implications for future
             intervention design and evaluation by identifying subgroups
             that could disproportionally benefit from
             intervention.},
   Doi = {10.1007/s11121-016-0726-4},
   Key = {fds332381}
}

@article{fds327155,
   Author = {Deater-Deckard, K and Godwin, J and Lansford, JE and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
             E and Steinberg, L and Tapanya, S and Alampay, LP and Uribe Tirado and LM and Zelli, A and Al-Hassan, SM},
   Title = {Within- and between-person and group variance in behavior
             and beliefs in cross-cultural longitudinal
             data.},
   Journal = {Journal of adolescence},
   Volume = {62},
   Pages = {207-217},
   Year = {2018},
   Month = {January},
   url = {http://dx.doi.org/10.1016/j.adolescence.2017.06.002},
   Abstract = {This study grapples with what it means to be part of a
             cultural group, from a statistical modeling perspective. The
             method we present compares within- and between-cultural
             group variability, in behaviors in families. We demonstrate
             the method using a cross-cultural study of adolescent
             development and parenting, involving three biennial waves of
             longitudinal data from 1296 eight-year-olds and their
             parents (multiple cultures in nine countries). Family
             members completed surveys about parental negativity and
             positivity, child academic and social-emotional adjustment,
             and attitudes about parenting and adolescent behavior.
             Variance estimates were computed at the cultural group,
             person, and within-person level using multilevel models. Of
             the longitudinally consistent variance, most was within and
             not between cultural groups-although there was a wide range
             of between-group differences. This approach to quantifying
             cultural group variability may prove valuable when applied
             to quantitative studies of acculturation.},
   Doi = {10.1016/j.adolescence.2017.06.002},
   Key = {fds327155}
}

@article{fds327289,
   Author = {Berlin, LJ and Martoccio, TL and Appleyard Carmody and K and Goodman,
             WB and O'Donnell, K and Williams, J and Murphy, RA and Dodge,
             KA},
   Title = {Can typical US home visits affect infant attachment?
             Preliminary findings from a randomized trial of Healthy
             Families Durham.},
   Journal = {Attach Hum Dev},
   Volume = {19},
   Number = {6},
   Pages = {559-579},
   Year = {2017},
   Month = {December},
   url = {http://dx.doi.org/10.1080/14616734.2017.1339359},
   Abstract = {US government-funded early home visiting services are
             expanding significantly. The most widely implemented home
             visiting models target at-risk new mothers and their
             infants. Such home visiting programs typically aim to
             support infant-parent relationships; yet, such programs'
             effects on infant attachment quality per se are as yet
             untested. Given these programs' aims, and the crucial role
             of early attachments in human development, it is important
             to understand attachment processes in home visited families.
             The current, preliminary study examined 94 high-risk
             mother-infant dyads participating in a randomized evaluation
             of the Healthy Families Durham (HFD) home visiting program.
             We tested (a) infant attachment security and disorganization
             as predictors of toddler behavior problems and (b) program
             effects on attachment security and disorganization. We found
             that (a) infant attachment disorganization (but not
             security) predicted toddler behavior problems and (b)
             participation in HFD did not significantly affect infant
             attachment security or disorganization. Findings are
             discussed in terms of the potential for attachment-specific
             interventions to enhance the typical array of home visiting
             services.},
   Doi = {10.1080/14616734.2017.1339359},
   Key = {fds327289}
}

@article{fds330211,
   Author = {Lansford, JE and Godwin, J and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Alampay, LP and Uribe Tirado and LM and Al-Hassan, SM and Bacchini, D},
   Title = {Reward sensitivity, impulse control, and social cognition as
             mediators of the link between childhood family adversity and
             externalizing behavior in eight countries.},
   Journal = {Development and psychopathology},
   Volume = {29},
   Number = {5},
   Pages = {1675-1688},
   Year = {2017},
   Month = {December},
   url = {http://dx.doi.org/10.1017/s0954579417001328},
   Abstract = {Using data from 1,177 families in eight countries (Colombia,
             Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and
             the United States), we tested a conceptual model of direct
             effects of childhood family adversity on subsequent
             externalizing behaviors as well as indirect effects through
             psychological mediators. When children were 9 years old,
             mothers and fathers reported on financial difficulties and
             their use of corporal punishment, and children reported
             perceptions of their parents' rejection. When children were
             10 years old, they completed a computerized battery of tasks
             assessing reward sensitivity and impulse control and
             responded to questions about hypothetical social
             provocations to assess their hostile attributions and
             proclivity for aggressive responding. When children were 12
             years old, they reported on their externalizing behavior.
             Multigroup structural equation models revealed that across
             all eight countries, childhood family adversity had direct
             effects on externalizing behaviors 3 years later, and
             childhood family adversity had indirect effects on
             externalizing behavior through psychological mediators. The
             findings suggest ways in which family-level adversity poses
             risk for children's subsequent development of problems at
             psychological and behavioral levels, situated within diverse
             cultural contexts.},
   Doi = {10.1017/s0954579417001328},
   Key = {fds330211}
}

@article{fds330210,
   Author = {Sorensen, LC and Cook, PJ and Dodge, KA},
   Title = {From Parents to Peers: Trajectories in Sources of Academic
             Influence Grades 4 to 8},
   Journal = {Educational Evaluation and Policy Analysis},
   Volume = {39},
   Number = {4},
   Pages = {697-711},
   Publisher = {American Educational Research Association
             (AERA)},
   Year = {2017},
   Month = {December},
   url = {http://dx.doi.org/10.3102/0162373717708335},
   Abstract = {Prior research and anecdotal evidence from educators suggest
             that classroom peers play a meaningful role in how students
             learn. However, the literature has failed to consider the
             dynamic and context-dependent nature of classroom peer
             influence. Developmental psychology theories suggest that
             peer influence will increase and family influence will
             decrease as children enter adolescence. This study uses rich
             administrative data from North Carolina in 2006 to 2012,
             matching students to all peers in each of their courses in
             third through eighth grades. The analysis identifies trends
             in the magnitude of classroom peer effects across grade
             levels, with special attention to controlling for
             confounding factors such as simultaneous influence,
             student–classroom sorting, nonlinearity, and school-type
             effects. Consistent with psychological theories about
             adolescence, our findings indicate that the effect of
             average peer quality multiplies by a factor of nearly 3 for
             reading and 5 for math between fourth grade and seventh
             grade; contemporaneously, family socioeconomic status
             effects on academic performance nearly vanish by the end of
             middle school. We uncover additional evidence that ability
             grouping, while often harmful in an elementary school
             setting, becomes increasingly beneficial in later
             grades—particularly for math subjects.},
   Doi = {10.3102/0162373717708335},
   Key = {fds330210}
}

@article{fds330175,
   Author = {Cook, PJ and Dodge, KA and Gifford, EJ and Schulting,
             AB},
   Title = {A new program to prevent primary school absenteeism: Results
             of a pilot study in five schools},
   Journal = {Children and Youth Services Review},
   Volume = {82},
   Pages = {262-270},
   Publisher = {Elsevier BV},
   Year = {2017},
   Month = {November},
   url = {http://dx.doi.org/10.1016/j.childyouth.2017.09.017},
   Abstract = {Frequent absences in the primary grades are associated with
             school disengagement, academic failure, and eventual
             dropout. The Early Truancy Prevention Project (ETPP) was
             designed to improve attendance of primary-grade children by
             facilitating communication between teachers and parents and
             giving the teachers the lead role in intervening with
             students when attendance problems emerge. In 2013–14, the
             current version of ETPP was implemented in 20 classrooms in
             five high-poverty public elementary schools, with 21 other
             classrooms in the same schools serving as controls. Our
             analysis of attendance data indicated that ETPP
             significantly reduced the prevalence of absenteeism without
             excessively burdening teachers. Teachers reported improved
             communication between parents and teachers and had a
             positive assessment of the effects of specific program
             elements.},
   Doi = {10.1016/j.childyouth.2017.09.017},
   Key = {fds330175}
}

@article{fds327351,
   Author = {Goodnight, JA and Bates, JE and Holtzworth-Munroe, A and Pettit, GS and Ballard, RH and Iskander, JM and Swanson, A and Dodge, KA and Lansford,
             JE},
   Title = {Dispositional, demographic, and social predictors of
             trajectories of intimate partner aggression in early
             adulthood.},
   Journal = {Journal of consulting and clinical psychology},
   Volume = {85},
   Number = {10},
   Pages = {950-965},
   Year = {2017},
   Month = {October},
   url = {http://dx.doi.org/10.1037/ccp0000226},
   Abstract = {<h4>Objective</h4>From a developmental systems perspective,
             the origins of maladjusted behavior are multifaceted,
             interdependent, and may differ at different points in
             development. Personality traits influence developmental
             outcomes, as do socialization environments, but the
             influence of personality depends on the socialization
             environment, and the influence of the socialization
             environment varies according to personality. The present
             study takes a developmental systems approach to investigate
             pathways through which dispositional traits in childhood
             might act in concert with peer and parental socialization
             contexts to predict trajectories of intimate partner
             aggression (IPA) during emerging adulthood.<h4>Method</h4>The
             study included 466 participants (49% male, 81% European
             American, 15% African American) from a longitudinal study of
             social development. Measures of demographics, temperament,
             personality, parent-child relations, romantic relationships,
             peer relationships, and IPA were administered between 5 and
             23 years of age. The study used latent growth curve analysis
             to predict variations in trajectories of IPA during early
             adulthood.<h4>Results</h4>Numerous variables predicted risk
             for the perpetration of IPA, but different factors were
             associated at the end of adolescence (e.g., psychopathic
             traits) than with changes across early adulthood (e.g.,
             friend antisociality). Males and individuals with a history
             of resistance to control temperament showed enhanced
             susceptibility to social risk factors, such as exposure to
             antisocial peers and poor parent-adolescent
             relations.<h4>Conclusions</h4>Consistent with a
             developmental systems perspective, multiple factors,
             including personality traits in early childhood and aspects
             of the social environment in adolescence, predict
             trajectories of IPA during early adulthood through additive,
             mediated, and moderated pathways. Knowledge of these risk
             factors and for whom they are most influential could help
             inform efforts to prevent the emergence and persistence of
             IPA. (PsycINFO Database Record},
   Doi = {10.1037/ccp0000226},
   Key = {fds327351}
}

@article{fds322250,
   Author = {Icenogle, G and Steinberg, L and Olino, TM and Shulman, EP and Chein, J and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D and Chang,
             L and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Malone, PS and Oburu, P and Pastorelli, C and Skinner,
             AT and Sorbring, E and Tapanya, S and Uribe Tirado,
             LM},
   Title = {Puberty Predicts Approach But Not Avoidance on the Iowa
             Gambling Task in a Multinational Sample.},
   Journal = {Child development},
   Volume = {88},
   Number = {5},
   Pages = {1598-1614},
   Year = {2017},
   Month = {September},
   url = {http://dx.doi.org/10.1111/cdev.12655},
   Abstract = {According to the dual systems model of adolescent risk
             taking, sensation seeking and impulse control follow
             different developmental trajectories across adolescence and
             are governed by two different brain systems. The authors
             tested whether different underlying processes also drive age
             differences in reward approach and cost avoidance. Using a
             modified Iowa Gambling Task in a multinational,
             cross-sectional sample of 3,234 adolescents (ages 9-17;
             M = 12.87, SD = 2.36), pubertal maturation, but not age,
             predicted reward approach, mediated through higher sensation
             seeking. In contrast, age, but not pubertal maturation,
             predicted increased cost avoidance, mediated through greater
             impulse control. These findings add to evidence that
             adolescent behavior is best understood as the product of two
             interacting, but independently developing, brain
             systems.},
   Doi = {10.1111/cdev.12655},
   Key = {fds322250}
}

@article{fds325210,
   Author = {Bornstein, MH and Putnick, DL and Lansford, JE and Al-Hassan, SM and Bacchini, D and Bombi, AS and Chang, L and Deater-Deckard, K and Di
             Giunta, L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado,
             LMU and Zelli, A and Alampay, LP},
   Title = {'Mixed blessings': parental religiousness, parenting, and
             child adjustment in global perspective.},
   Journal = {Journal of child psychology and psychiatry, and allied
             disciplines},
   Volume = {58},
   Number = {8},
   Pages = {880-892},
   Year = {2017},
   Month = {August},
   url = {http://dx.doi.org/10.1111/jcpp.12705},
   Abstract = {<h4>Background</h4>Most studies of the effects of parental
             religiousness on parenting and child development focus on a
             particular religion or cultural group, which limits
             generalizations that can be made about the effects of
             parental religiousness on family life.<h4>Methods</h4>We
             assessed the associations among parental religiousness,
             parenting, and children's adjustment in a 3-year
             longitudinal investigation of 1,198 families from nine
             countries. We included four religions (Catholicism,
             Protestantism, Buddhism, and Islam) plus unaffiliated
             parents, two positive (efficacy and warmth) and two negative
             (control and rejection) parenting practices, and two
             positive (social competence and school performance) and two
             negative (internalizing and externalizing) child outcomes.
             Parents and children were informants.<h4>Results</h4>Greater
             parent religiousness had both positive and negative
             associations with parenting and child adjustment. Greater
             parent religiousness when children were age 8 was associated
             with higher parental efficacy at age 9 and, in turn,
             children's better social competence and school performance
             and fewer child internalizing and externalizing problems at
             age 10. However, greater parent religiousness at age 8 was
             also associated with more parental control at age 9, which
             in turn was associated with more child internalizing and
             externalizing problems at age 10. Parental warmth and
             rejection had inconsistent relations with parental
             religiousness and child outcomes depending on the informant.
             With a few exceptions, similar patterns of results held for
             all four religions and the unaffiliated, nine sites, mothers
             and fathers, girls and boys, and controlling for demographic
             covariates.<h4>Conclusions</h4>Parents and children agree
             that parental religiousness is associated with more
             controlling parenting and, in turn, increased child problem
             behaviors. However, children see religiousness as related to
             parental rejection, whereas parents see religiousness as
             related to parental efficacy and warmth, which have
             different associations with child functioning. Studying both
             parent and child views of religiousness and parenting are
             important to understand the effects of parental
             religiousness on parents and children.},
   Doi = {10.1111/jcpp.12705},
   Key = {fds325210}
}

@article{fds327154,
   Author = {Alampay, LP and Godwin, J and Lansford, JE and Bombi, AS and Bornstein,
             MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
             E and Tapanya, S and Uribe Tirado and LM and Zelli, A and Al-Hassan, S and Bacchini, D},
   Title = {Severity and Justness Do Not Moderate the Relation Between
             Corporal Punishment and Negative Child Outcomes: A
             Multicultural and Longitudinal Study.},
   Journal = {International journal of behavioral development},
   Volume = {41},
   Number = {4},
   Pages = {491-502},
   Year = {2017},
   Month = {July},
   url = {http://dx.doi.org/10.1177/0165025417697852},
   Abstract = {There is strong evidence of a positive association between
             corporal punishment and negative child outcomes, but
             previous studies have suggested that the manner in which
             parents implement corporal punishment moderates the effects
             of its use. This study investigated whether severity and
             justness in the use of corporal punishment moderate the
             associations between frequency of corporal punishment and
             child externalizing and internalizing behaviors. This
             question was examined using a multicultural sample from
             eight countries and two waves of data collected one year
             apart. Interviews were conducted with 998 children aged 7-10
             years, and their mothers and fathers, from China, Colombia,
             Italy, Jordan, Kenya, Philippines, Thailand, and the United
             States. Mothers and fathers responded to questions on the
             frequency, severity, and justness of their use of corporal
             punishment; they also reported on the externalizing and
             internalizing behavior of their child. Children reported on
             their aggression. Multigroup path models revealed that
             across cultural groups, and as reported by mothers and
             fathers, there is a positive relation between the frequency
             of corporal punishment and externalizing child behaviors.
             Mother-reported severity and father-reported justness were
             associated with child-reported aggression. Neither severity
             nor justness moderated the relation between frequency of
             corporal punishment and child problem behavior. The null
             result suggests that more use of corporal punishment is
             harmful to children regardless of how it is implemented, but
             requires further substantiation as the study is unable to
             definitively conclude that there is no true interaction
             effect.},
   Doi = {10.1177/0165025417697852},
   Key = {fds327154}
}

@article{fds315899,
   Author = {Di Giunta and L and Iselin, A-MR and Eisenberg, N and Pastorelli, C and Gerbino, M and Lansford, JE and Dodge, KA and Caprara, GV and Bacchini,
             D and Uribe Tirado and LM and Thartori, E},
   Title = {Measurement Invariance and Convergent Validity of Anger and
             Sadness Self-Regulation Among Youth From Six Cultural
             Groups.},
   Journal = {Assessment},
   Volume = {24},
   Number = {4},
   Pages = {484-502},
   Year = {2017},
   Month = {June},
   ISSN = {1073-1911},
   url = {http://dx.doi.org/10.1177/1073191115615214},
   Abstract = {The present study examined measurement invariance and
             convergent validity of a novel vignette-based measure of
             emotion-specific self-regulation that simultaneously
             assesses attributional bias, emotion-regulation, and
             self-efficacy beliefs about emotion regulation. Participants
             included 541 youth-mother dyads from three countries (Italy,
             the United States, and Colombia) and six ethnic/cultural
             groups. Participants were 12.62 years old ( SD = 0.69). In
             response to vignettes involving ambiguous peer interactions,
             children reported their hostile/depressive attribution bias,
             self-efficacy beliefs about anger and sadness regulation,
             and anger/sadness regulation strategies (i.e., dysregulated
             expression and rumination). Across the six cultural groups,
             anger and sadness self-regulation subscales had full metric
             and partial scalar invariance for a one-factor model, with
             some exceptions. We found support for both a four- and
             three-factor oblique model (dysregulated expression and
             rumination loaded on a second-order factor) for both anger
             and sadness. Anger subscales were related to externalizing
             problems, while sadness subscales were related to
             internalizing symptoms.},
   Doi = {10.1177/1073191115615214},
   Key = {fds315899}
}

@article{fds324191,
   Author = {Calvert, SL and Appelbaum, M and Dodge, KA and Graham, S and Nagayama
             Hall, GC and Hamby, S and Fasig-Caldwell, LG and Citkowicz, M and Galloway, DP and Hedges, LV},
   Title = {The American Psychological Association Task Force assessment
             of violent video games: Science in the service of public
             interest.},
   Journal = {The American psychologist},
   Volume = {72},
   Number = {2},
   Pages = {126-143},
   Year = {2017},
   Month = {February},
   url = {http://dx.doi.org/10.1037/a0040413},
   Abstract = {A task force of experts was convened by the American
             Psychological Association (APA) to update the knowledge and
             policy about the impact of violent video game use on
             potential adverse outcomes. This APA Task Force on Media
             Violence examined the existing literature, including the
             meta-analyses in the field, since the last APA report on
             media violence in 2005. Because the most recent
             meta-analyses were published in 2010 and reflected work
             through 2009, the task force conducted a search of the
             published studies from 2009-2013. These recently published
             articles were scored and assessed by a systematic
             evidentiary review, followed by a meta-analysis of the high
             utility studies, as documented in the evidentiary review.
             Consistent with the literature that we reviewed, we found
             that violent video game exposure was associated with: an
             increased composite aggression score; increased aggressive
             behavior; increased aggressive cognitions; increased
             aggressive affect, increased desensitization, and decreased
             empathy; and increased physiological arousal. The size of
             the effects was similar to that in prior meta-analyses,
             suggesting a stable result. Our task force concluded that
             violent video game use is a risk factor for adverse
             outcomes, but found insufficient studies to examine any
             potential link between violent video game use and
             delinquency or criminal behavior. Our technical report is
             the basis of this article. (PsycINFO Database
             Record},
   Doi = {10.1037/a0040413},
   Key = {fds324191}
}

@article{fds320116,
   Author = {Dodge, KA and Bai, Y and Ladd, HF and Muschkin, CG},
   Title = {Impact of North Carolina's Early Childhood Programs and
             Policies on Educational Outcomes in Elementary
             School},
   Journal = {Child Dev},
   Volume = {88},
   Number = {3},
   Pages = {n/a-n/a},
   Year = {2016},
   Month = {November},
   url = {http://dx.doi.org/10.1111/cdev.12645},
   Abstract = {North Carolina's Smart Start and More at Four (MAF) early
             childhood programs were evaluated through the end of
             elementary school (age 11) by estimating the impact of state
             funding allocations to programs in each of 100 counties
             across 13 consecutive years on outcomes for all children in
             each county-year group (n = 1,004,571; 49% female; 61%
             non-Latinx White, 30% African American, 4% Latinx, 5%
             other). Student-level regression models with county and year
             fixed effects indicated significant positive impacts of each
             program on reading and math test scores and reductions in
             special education and grade retention in each grade. Effect
             sizes grew or held steady across years. Positive effects
             held for both high- and low-poverty families, suggesting
             spillover of effects to nonparticipating
             peers.},
   Doi = {10.1111/cdev.12645},
   Key = {fds320116}
}

@article{fds320117,
   Author = {Rabiner, DL and Carrig, MM and Dodge, KA},
   Title = {Attention Problems and Academic Achievement: Do Persistent
             and Earlier-Emerging Problems Have More Adverse Long-Term
             Effects?},
   Journal = {Journal of attention disorders},
   Volume = {20},
   Number = {11},
   Pages = {946-957},
   Year = {2016},
   Month = {November},
   url = {http://dx.doi.org/10.1177/1087054713507974},
   Abstract = {<h4>Objective</h4>This study examined whether the negative
             association between children's attention difficulties and
             their academic functioning is largely confined to children
             whose attention problems persist across early grades and
             whether it depends on when attention problems emerge in
             children's schooling.<h4>Method</h4>Children from the
             normative sample of the Fast Track study were classified
             into four attention problem groups based on the presence
             versus absence of attention problems in first and second
             grade.<h4>Results</h4>Those with attention problems in both
             grades showed a decline in reading and math achievement
             during the K-5 interval relative to children with attention
             problems in first grade only. Both groups of inattentive
             first graders also performed worse than comparison children.
             In contrast, children whose attention problems emerged in
             second grade did not differ from comparison children on any
             achievement outcome performed significantly better than
             inattentive first graders.<h4>Conclusion</h4>The
             implications of these findings are discussed.},
   Doi = {10.1177/1087054713507974},
   Key = {fds320117}
}

@article{fds317736,
   Author = {Jager, J and Mahler, A and An, D and Putnick, DL and Bornstein, MH and Lansford, JE and Dodge, KA and Skinner, AT and Deater-Deckard,
             K},
   Title = {Early Adolescents' Unique Perspectives of Maternal and
             Paternal Rejection: Examining Their Across-Dyad
             Generalizability and Relations with Adjustment 1 Year
             Later.},
   Journal = {Journal of youth and adolescence},
   Volume = {45},
   Number = {10},
   Pages = {2108-2124},
   Year = {2016},
   Month = {October},
   url = {http://dx.doi.org/10.1007/s10964-016-0509-z},
   Abstract = {Parental rejection is linked to deep and enduring adjustment
             problems during adolescence. This study aims to further
             clarify this relation by demonstrating what has long been
             posited by parental acceptance/rejection theory but never
             validated empirically-namely that adolescents' unique or
             subjective experience of parental rejection independently
             informs their future adjustment. Among a longitudinal,
             multi-informant sample of 161 families (early adolescents
             were 47 % female and 40 % European American) this study
             utilized a multitrait-multimethod confirmatory factor
             analysis to isolate for each early adolescent-parent dyad,
             the adolescent's distinct view of parental rejection (i.e.,
             the adolescent unique perspective) from the portion of his
             or her view that overlaps with his or her parent's view. The
             findings indicated that adolescents' unique perspectives of
             maternal rejection were not differentiated from their unique
             perspectives of paternal rejection. Also, consistent with
             parental acceptance-rejection theory, early adolescents'
             unique perspectives of parental rejection were associated
             with worse adjustment (internalizing and externalizing)
             1 year later. This study further demonstrates the utility
             and validity of the multitrait-multimethod confirmatory
             factor analysis approach for identifying and examining
             adolescent unique perspectives. Both conceptually and
             analytically, this study also integrates research focused on
             unique perspectives with a distinct but related line of
             research focused on discrepancies in perspectives.},
   Doi = {10.1007/s10964-016-0509-z},
   Key = {fds317736}
}

@article{fds320237,
   Author = {Duell, N and Steinberg, L and Chein, J and Al-Hassan, SM and Bacchini,
             D and Lei, C and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Malone, PS and Oburu, P and Pastorelli, C and Skinner,
             AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Alampay,
             LP},
   Title = {Interaction of reward seeking and self-regulation in the
             prediction of risk taking: A cross-national test of the dual
             systems model.},
   Journal = {Developmental psychology},
   Volume = {52},
   Number = {10},
   Pages = {1593-1605},
   Year = {2016},
   Month = {October},
   url = {http://dx.doi.org/10.1037/dev0000152},
   Abstract = {In the present analysis, we test the dual systems model of
             adolescent risk taking in a cross-national sample of over
             5,200 individuals aged 10 through 30 (M = 17.05 years, SD =
             5.91) from 11 countries. We examine whether reward seeking
             and self-regulation make independent, additive, or
             interactive contributions to risk taking, and ask whether
             these relations differ as a function of age and culture. To
             compare across cultures, we conduct 2 sets of analyses: 1
             comparing individuals from Asian and Western countries, and
             1 comparing individuals from low- and high-GDP countries.
             Results indicate that reward seeking and self-regulation
             have largely independent associations with risk taking and
             that the influences of each variable on risk taking are not
             unique to adolescence, but that their link to risk taking
             varies across cultures. (PsycINFO Database
             Record},
   Doi = {10.1037/dev0000152},
   Key = {fds320237}
}

@article{fds315904,
   Author = {Lansford, JE and Godwin, J and Alampay, LP and Uribe Tirado and LM and Zelli, A and Al-Hassan, SM and Bacchini, D and Bombi, AS and Bornstein,
             MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
             E and Tapanya, S},
   Title = {Mothers', fathers' and children's perceptions of parents'
             expectations about children's family obligations in nine
             countries.},
   Journal = {International journal of psychology : Journal international
             de psychologie},
   Volume = {51},
   Number = {5},
   Pages = {366-374},
   Year = {2016},
   Month = {October},
   ISSN = {0020-7594},
   url = {http://dx.doi.org/10.1002/ijop.12185},
   Abstract = {Children's family obligations involve assistance and respect
             that children are expected to provide to immediate and
             extended family members and reflect beliefs related to
             family life that may differ across cultural groups. Mothers,
             fathers and children (N = 1432 families) in 13 cultural
             groups in 9 countries (China, Colombia, Italy, Jordan,
             Kenya, Philippines, Sweden, Thailand and United States)
             reported on their expectations regarding children's family
             obligations and parenting attitudes and behaviours. Within
             families, mothers and fathers had more concordant
             expectations regarding children's family obligations than
             did parents and children. Parenting behaviours that were
             warmer, less neglectful and more controlling as well as
             parenting attitudes that were more authoritarian were
             related to higher expectations regarding children's family
             obligations between families within cultures as well as
             between cultures. These international findings advance
             understanding of children's family obligations by
             contextualising them both within families and across a
             number of diverse cultural groups in 9 countries.},
   Doi = {10.1002/ijop.12185},
   Key = {fds315904}
}

@article{fds315892,
   Author = {Lansford, JE and Bornstein, MH and Deater-Deckard, K and Dodge, KA and Al-Hassan, SM and Bacchini, D and Bombi, AS and Chang, L and Chen, B-B and Di Giunta and L and Malone, P and Oburu, P and Pastorelli, C and Skinner,
             AT and Sorbring, E and Steinberg, L and Tapanya, S and Peña Alampay and L and Uribe Tirado and LM and Zelli, A},
   Title = {How International Research on Parenting Advances
             Understanding of Child Development},
   Journal = {Child Development Perspectives},
   Volume = {10},
   Number = {3},
   Pages = {202-207},
   Publisher = {Wiley: 24 months},
   Year = {2016},
   Month = {September},
   ISSN = {1750-8592},
   url = {http://dx.doi.org/10.1111/cdep.12186},
   Abstract = {International research on parenting and child development
             can advance our understanding of similarities and
             differences in how parenting is related to children's
             development across countries. Challenges to conducting
             international research include operationalizing culture,
             disentangling effects within and between countries, and
             balancing emic and etic perspectives. Benefits of
             international research include testing whether findings
             regarding parenting and child development replicate across
             diverse samples, incorporating cultural and contextual
             diversity to foster more inclusive and representative
             research samples and investigators than has typically
             occurred, and understanding how children develop in proximal
             parenting and family and distal international
             contexts.},
   Doi = {10.1111/cdep.12186},
   Key = {fds315892}
}

@article{fds317737,
   Author = {Rauer, AJ and Pettit, GS and Samek, DR and Lansford, JE and Dodge, KA and Bates, JE},
   Title = {Romantic relationships and alcohol use: A long-term,
             developmental perspective.},
   Journal = {Development and psychopathology},
   Volume = {28},
   Number = {3},
   Pages = {773-789},
   Year = {2016},
   Month = {August},
   url = {http://dx.doi.org/10.1017/s0954579416000304},
   Abstract = {This study considers the developmental origins of alcohol
             use in young adulthood. Despite substantial evidence linking
             committed romantic relationships to less problematic alcohol
             use in adulthood, the uniformity of these protective
             benefits across different romantic relationships is unclear.
             Further, the extent to which the establishment and
             maintenance of these romantic relationships is preceded by
             earlier adolescence alcohol use remains unknown. To address
             these gaps in the literature, the current study utilized
             multitiple-dimensional, multiple-informant data spanning 20
             years on 585 individuals in the Child Development Project.
             Findings from both variable- and person-centered analyses
             support a progression of associations predicting adolescent
             alcohol use (ages 15-16), drinking, and romantic
             relationships in early adulthood (ages 18-25), and then
             problematic young adult alcohol use (age 27). Although
             adolescent alcohol use predicted greater romantic
             involvement and turnover in early adulthood, romantic
             involvement, but not turnover, appeared to reduce the
             likelihood of later problematic drinking. These findings
             remained robust even after accounting for a wide array of
             selection and socialization factors. Moreover,
             characteristics of the individuals (e.g., gender) and of
             their romantic relationships (e.g., partner substance use
             problems and romantic relationship satisfaction) did not
             moderate these findings. Findings underscore the importance
             of using a developmental-relational perspective to consider
             the antecedents and consequences of alcohol use early in the
             life span.},
   Doi = {10.1017/s0954579416000304},
   Key = {fds317737}
}

@article{fds317254,
   Author = {Pastorelli, C and Lansford, JE and Luengo Kanacri and BP and Malone, PS and Di Giunta and L and Bacchini, D and Bombi, AS and Zelli, A and Miranda, MC and Bornstein, MH and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Chang, L and Deater-Deckard, K and Dodge, KA and Oburu, P and Skinner, AT and Sorbring, E},
   Title = {Positive parenting and children's prosocial behavior in
             eight countries.},
   Journal = {Journal of child psychology and psychiatry, and allied
             disciplines},
   Volume = {57},
   Number = {7},
   Pages = {824-834},
   Year = {2016},
   Month = {July},
   ISSN = {0021-9630},
   url = {http://dx.doi.org/10.1111/jcpp.12477},
   Abstract = {<h4>Background</h4>Research supports the beneficial role of
             prosocial behaviors on children's adjustment and successful
             youth development. Empirical studies point to reciprocal
             relations between negative parenting and children's
             maladjustment, but reciprocal relations between positive
             parenting and children's prosocial behavior are
             understudied. In this study reciprocal relations between two
             different dimensions of positive parenting (quality of the
             mother-child relationship and the use of balanced positive
             discipline) and children's prosocial behavior were examined
             in Colombia, Italy, Jordan, Kenya, the Philippines, Sweden,
             Thailand, and the United States.<h4>Methods</h4>Mother-child
             dyads (N = 1105) provided data over 2 years in two waves
             (Mage of child in wave 1 = 9.31 years, SD = 0.73; 50%
             female).<h4>Results</h4>A model of reciprocal relations
             between parenting dimensions, but not among parenting and
             children's prosocial behavior, emerged. In particular,
             children with higher levels of prosocial behavior at age 9
             elicited higher levels of mother-child relationship quality
             in the following year.<h4>Conclusions</h4>Findings yielded
             similar relations across countries, evidencing that being
             prosocial in late childhood contributes to some degree to
             the enhancement of a nurturing and involved mother-child
             relationship in countries that vary widely on
             sociodemographic profiles and psychological characteristics.
             Policy and intervention implications of this study are
             discussed.},
   Doi = {10.1111/jcpp.12477},
   Key = {fds317254}
}

@article{fds320238,
   Author = {Rabiner, DL and Godwin, J and Dodge, KA},
   Title = {Predicting academic achievement and attainment: The
             contribution of early academic skills, attention
             difficulties, and social competence},
   Journal = {School Psychology Review},
   Volume = {45},
   Number = {2},
   Pages = {250-267},
   Publisher = {National Association of School Psychologists
             (NASP)},
   Year = {2016},
   Month = {June},
   url = {http://dx.doi.org/10.17105/SPR45-2.250-267},
   Abstract = {Research predicting academic achievement from early
             academic, attention, and socioemotional skills has largely
             focused on elementary school outcomes and rarely included
             peer assessments of social competence. We examined
             associations between these early child characteristics and
             academic outcomes into young adulthood using the Fast Track
             normative sample (n = 386). Reading achievement after fifth
             grade was significantly higher in children with better early
             reading skills and significantly lower in children with
             early attention difficulties. Math achievement was predicted
             by early reading and math skills, while school grades were
             significantly lower in children with lower peer acceptance
             and higher attention difficulties. Children with early
             attention difficulties were 40% less likely to graduate from
             high school. Years of education by young adulthood was
             significantly reduced in children with lower early reading
             skills, lower social acceptance, and higher attention
             difficulties; these early child characteristics affected
             long-term academic outcomes indirectly through their impact
             on intermediate academic outcomes.},
   Doi = {10.17105/SPR45-2.250-267},
   Key = {fds320238}
}

@article{fds315891,
   Author = {Lansford, JE and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {A Public Health Perspective on School Dropout and Adult
             Outcomes: A Prospective Study of Risk and Protective Factors
             From Age 5 to 27 Years.},
   Journal = {The Journal of adolescent health : official publication of
             the Society for Adolescent Medicine},
   Volume = {58},
   Number = {6},
   Pages = {652-658},
   Year = {2016},
   Month = {June},
   ISSN = {1054-139X},
   url = {http://dx.doi.org/10.1016/j.jadohealth.2016.01.014},
   Abstract = {<h4>Purpose</h4>This study aimed to advance a public health
             perspective on links between education and health by
             examining risk and protective factors that might alter the
             relation between dropping out of high school and subsequent
             negative outcomes.<h4>Methods</h4>A community sample (N =
             585) was followed from age 5 to 27 years. Data included self
             and parent reports, peer sociometric nominations, and
             observed mother-teen interactions.<h4>Results</h4>High
             school dropouts were up to four times more likely to
             experience individual negative outcomes (being arrested,
             fired, or on government assistance, using illicit
             substances, having poor health) by age 27 years and 24 times
             more likely compared to graduates to experience as many as
             four or more negative outcomes. Links between dropout and
             negative outcomes were more pronounced for individuals who
             were in low socioeconomic status families at age 5 years,
             rejected by elementary school peers, and became parents at a
             younger age; the dropout effect was decreased for
             individuals who had been treated for a behavioral,
             emotional, or drug problem by age 24 years.<h4>Conclusions</h4>Addressing
             school dropout as a public health problem has the potential
             to improve the lives of dropouts and reduce societal costs
             of dropping out.},
   Doi = {10.1016/j.jadohealth.2016.01.014},
   Key = {fds315891}
}

@article{fds271896,
   Author = {Petersen, IT and Bates, JE and Dodge, KA and Lansford, JE and Pettit,
             GS},
   Title = {Identifying an efficient set of items sensitive to
             clinical-range externalizing problems in
             children.},
   Journal = {Psychological assessment},
   Volume = {28},
   Number = {5},
   Pages = {598-612},
   Year = {2016},
   Month = {May},
   ISSN = {1040-3590},
   url = {http://dx.doi.org/10.1037/pas0000185},
   Abstract = {The present study applied item response theory to identify
             an efficient set of items of the Achenbach Externalizing
             scale from the Child Behavior Checklist (CBCL; 33 items) and
             Teacher's Report Form (TRF; 35 items) that were sensitive to
             clinical-range scores. Mothers and teachers rated children's
             externalizing problems annually from ages 5 to 13 years in 2
             independent samples (Ns = 585 and 1,199). Item properties
             for each rater across ages 5-8 and 9-13 were examined with
             item response theory. We identified 10 mother- and
             teacher-reported items from both samples based on the items'
             measurement precision for subclinical and clinical levels of
             externalizing problems: externalizing problems that involve
             meanness to others, destroying others' things, fighting,
             lying and cheating, attacking people, screaming,
             swearing/obscene language, temper tantrums, threatening
             people, and being loud. Scores on the scales using these
             items had strong reliability and psychometric properties,
             capturing nearly as much information as the full
             Externalizing scale for classifying clinical levels of
             externalizing problems. Scores on the scale with the 10 CBCL
             items had moderate accuracy, equivalent to the full
             Externalizing scale, in classifying diagnoses of conduct
             disorder based on a research diagnostic interview. Of
             course, comprehensive clinical assessment would consider
             additional items, dimensions of behavior, and sources of
             information, too, but it appears that the behaviors tapped
             by this select set of items may be core to externalizing
             psychopathology in children. (PsycINFO Database
             Record},
   Doi = {10.1037/pas0000185},
   Key = {fds271896}
}

@article{fds315903,
   Author = {Sorensen, LC and Dodge, KA and Conduct Problems Prevention
             Research Group},
   Title = {How does the Fast Track intervention prevent adverse
             outcomes in young adulthood?},
   Journal = {Child Development},
   Volume = {87},
   Number = {2},
   Pages = {429-445},
   Publisher = {Wiley: 24 months},
   Year = {2016},
   Month = {March},
   ISSN = {0009-3920},
   url = {http://dx.doi.org/10.1111/cdev.12467},
   Abstract = {Numerous studies have shown that childhood interventions can
             foster improved outcomes in adulthood. Less well understood
             is precisely how – that is, through which developmental
             pathways – these interventions work. This study assesses
             mechanisms by which the Fast Track project (n=891), a
             randomized intervention in the early 1990s for high-risk
             children in four communities (Durham, NC; Nashville, TN;
             rural PA; and Seattle, WA), reduced delinquency, arrests,
             and health and mental health service utilization in
             adolescence through young adulthood (ages 12-20). A
             decomposition of treatment effects indicates that about a
             third of Fast Track’s impact on later crime outcomes can
             be accounted for by improvements in social and
             self-regulation skills during childhood (ages 6-11), such as
             prosocial behavior, emotion regulation and problem solving.
             These skills proved less valuable for the prevention of
             mental and physical health problems.},
   Doi = {10.1111/cdev.12467},
   Key = {fds315903}
}

@article{fds315893,
   Author = {Icenogle, G and Steinberg, L and Olino, TM and Shulman, EP and Chein, J and Alampay, LP and Al-Hassan, SM and Bacchini, D and Chang, L and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford,
             JE and Malone, P and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM},
   Title = {Puberty predicts approach but not avoidance behavior on the
             Iowa Gambling Task},
   Journal = {Child Develop},
   Year = {2016},
   Month = {February},
   Key = {fds315893}
}

@article{fds315895,
   Author = {Deater-Deckard, K and Atzaba-Poria, N and Lansford, JE and Peña
             Alampay, L and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Di Giunta and L and Dodge, KA and Malone, P and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S},
   Title = {Externalizing and Internalizing in the Transition to
             Adolescence: Multiple Risks, One World?},
   Journal = {The Journal of Child Psychology and Psychiatry and Allied
             Disciplines},
   Publisher = {Wiley: 12 months},
   Year = {2016},
   Month = {February},
   ISSN = {1469-7610},
   Key = {fds315895}
}

@article{fds315894,
   Author = {Lansford, JE and Godwin, J and Zelli, A and Al-Hassan, SM and Bacchini,
             D and Bombi, AS and Bornstein, MH and Chang, L and Chen, B-B and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, P and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Peña Alampay and L and Uribe Tirado,
             LM},
   Title = {Family- and Culture-Level Predictors of Social Competence,
             Prosocial Behavior, and Academic Achievement in Nine
             Countries},
   Journal = {Child Development},
   Publisher = {Wiley: 24 months},
   Year = {2016},
   Month = {February},
   ISSN = {1467-8624},
   Key = {fds315894}
}

@article{fds315897,
   Author = {Rosanbalm, KD and Snyder-Fickler, and Lawrence, and Coleman, K and Frey, J and van den Ende, J and Dodge, K},
   Title = {Child wellbeing assessment in child welfare: A review of
             four measures},
   Journal = {Children and Youth Services Review},
   Volume = {68},
   Pages = {1-16},
   Publisher = {Elsevier BV},
   Year = {2016},
   ISSN = {0190-7409},
   url = {http://dx.doi.org/10.1016/j.childyouth.2016.06.023},
   Abstract = {Child wellbeing is identified as one of the three primary
             goals for child welfare outcomes, thus strong wellbeing
             assessment tools are crucial to the monitoring of child
             welfare success. Data from wellbeing measures can serve to
             identify child needs, inform case planning, monitor change
             over time, and evaluate intervention impact at the
             individual, local, state, and national levels. This paper
             examines the goals, strengths, and challenges of four
             wellbeing measures currently used with child welfare
             populations, namely: the Child and Adolescent Functional
             Assessment Scale (CAFAS), the Child and Adolescent Needs and
             Strengths Assessment Tool (CANS), the Child Behavior
             Checklist and related tools from the Achenbach System of
             Empirically Based Assessment (CBCL/ASEBA), and the Treatment
             Outcomes Package (TOP). For each measure, we describe the
             content, practical attributes, clinical applications, and
             evidence of reliability and validity. We explore
             implementation considerations and provide recommendations
             for system changes to ensure the optimal use of each
             instrument. Agencies are encouraged to carefully consider
             their needs, goals, capacities, and implementation
             infrastructure to inform selection of tools that will aid
             them in successfully supporting and monitoring child
             wellbeing over time.},
   Doi = {10.1016/j.childyouth.2016.06.023},
   Key = {fds315897}
}

@article{fds315898,
   Author = {Muschkin, CG and Ladd, HF and Dodge, KA},
   Title = {Impact of North Carolina’s Early Childhood Initiatives on
             Special Education Placements in Third Grade},
   Journal = {Educational Evaluation and Policy Analysis},
   Volume = {37},
   Number = {4},
   Pages = {478-500},
   Publisher = {American Educational Research Association
             (AERA)},
   Year = {2015},
   Month = {December},
   ISSN = {0162-3737},
   url = {http://dx.doi.org/10.3102/0162373714559096},
   Abstract = {This study examines the community-wide effects of
             investments in two early childhood initiatives in North
             Carolina (Smart Start and More at Four) on the likelihood of
             a student being placed into special education. We take
             advantage of variation across North Carolina counties and
             years in the timing of the introduction and funding levels
             of the two programs to identify their effects on third-grade
             outcomes. We find that both programs significantly reduce
             the likelihood of special education placement in the third
             grade, resulting in considerable cost savings to the state.
             The effects of the two programs differ across categories of
             disability, but do not vary significantly across subgroups
             of children identified by race, ethnicity, and maternal
             education levels.},
   Doi = {10.3102/0162373714559096},
   Key = {fds315898}
}

@article{fds315900,
   Author = {Lansford, JE and Godwin, J and Uribe Tirado and LM and Zelli, A and Al-Hassan, SM and Bacchini, D and Bombi, AS and Bornstein, MH and Chang,
             L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya,
             S and Peña Alampay and L},
   Title = {Individual, family, and culture level contributions to child
             physical abuse and neglect: A longitudinal study in nine
             countries.},
   Journal = {Development and psychopathology},
   Volume = {27},
   Number = {4 Pt 2},
   Pages = {1417-1428},
   Year = {2015},
   Month = {November},
   ISSN = {0954-5794},
   url = {http://dx.doi.org/10.1017/s095457941500084x},
   Abstract = {This study advances understanding of predictors of child
             abuse and neglect at multiple levels of influence. Mothers,
             fathers, and children (N = 1,418 families, M age of children
             = 8.29 years) were interviewed annually in three waves in 13
             cultural groups in nine countries (China, Colombia, Italy,
             Jordan, Kenya, Philippines, Sweden, Thailand, and the United
             States). Multilevel models were estimated to examine
             predictors of (a) within-family differences across the three
             time points, (b) between-family within-culture differences,
             and (c) between-cultural group differences in mothers' and
             fathers' reports of corporal punishment and children's
             reports of their parents' neglect. These analyses addressed
             to what extent mothers' and fathers' use of corporal
             punishment and children's perceptions of their parents'
             neglect were predicted by parents' belief in the necessity
             of using corporal punishment, parents' perception of the
             normativeness of corporal punishment in their community,
             parents' progressive parenting attitudes, parents'
             endorsement of aggression, parents' education, children's
             externalizing problems, and children's internalizing
             problems at each of the three levels. Individual-level
             predictors (especially child externalizing behaviors) as
             well as cultural-level predictors (especially normativeness
             of corporal punishment in the community) predicted corporal
             punishment and neglect. Findings are framed in an
             international context that considers how abuse and neglect
             are defined by the global community and how countries have
             attempted to prevent abuse and neglect.},
   Doi = {10.1017/s095457941500084x},
   Key = {fds315900}
}

@article{fds271899,
   Author = {Hanson, JL and Albert, WD and Iselin, AR and Carré, JM and Dodge, KA and Hariri, AR},
   Title = {Cumulative Stress In Childhood is Associated with Blunted
             Reward-Related Brain Activity In Adulthood},
   Journal = {Social Cognitive and Affective Neuroscience},
   Volume = {11},
   Number = {3},
   Pages = {405-412},
   Year = {2015},
   Month = {October},
   ISSN = {1749-5016},
   url = {http://hdl.handle.net/10161/10777 Duke open
             access},
   Abstract = {Early life stress (ELS) is strongly associated with negative
             outcomes in adulthood, including reduced motivation and
             increased negative mood. The mechanisms mediating these
             relations, however, are poorly understood. We examined the
             relation between exposure to ELS and reward-related brain
             activity, which is known to predict motivation and mood, at
             age 26, in a sample followed since kindergarten with annual
             assessments. Using functional neuroimaging, we assayed
             individual differences in the activity of the ventral
             striatum (VS) during the processing of monetary rewards
             associated with a simple card-guessing task, in a sample of
             72 male participants. We examined associations between a
             cumulative measure of ELS exposure and VS activity in
             adulthood. We found that greater levels of cumulative stress
             during childhood and adolescence predicted lower
             reward-related VS activity in adulthood. Extending this
             general developmental pattern, we found that exposure to
             stress early in development (between kindergarten and grade
             3) was significantly associated with variability in adult VS
             activity. Our results provide an important demonstration
             that cumulative life stress, especially during this
             childhood period, is associated with blunted reward-related
             VS activity in adulthood. These differences suggest
             neurobiological pathways through which a history of ELS may
             contribute to reduced motivation and increased negative
             mood.},
   Doi = {10.1093/scan/nsv124},
   Key = {fds271899}
}

@article{fds315902,
   Author = {Sorensen, LC and Cook, PJ and Dodge, KA},
   Title = {The emergence of peer orientation: A study of how and when
             classroom peer effects develop},
   Year = {2015},
   Month = {August},
   Key = {fds315902}
}

@article{fds271900,
   Author = {Salvatore, JE and Meyers, JL and Yan, J and Aliev, F and Lansford, JE and Pettit, GS and Bates, JE and Dodge, KA and Rose, RJ and Pulkkinen, L and Kaprio, J and Dick, DM},
   Title = {Intergenerational continuity in parents' and adolescents'
             externalizing problems: The role of life events and their
             interaction with GABRA2.},
   Journal = {Journal of abnormal psychology},
   Volume = {124},
   Number = {3},
   Pages = {709-728},
   Year = {2015},
   Month = {August},
   ISSN = {0021-843X},
   url = {http://dx.doi.org/10.1037/abn0000066},
   Abstract = {We examine whether parental externalizing behavior has an
             indirect effect on adolescent externalizing behavior via
             elevations in life events, and whether this indirect effect
             is further qualified by an interaction between life events
             and adolescents' GABRA2 genotype (rs279871). We use data
             from 2 samples: the Child Development Project (CDP; n = 324)
             and FinnTwin12 (n = 802). In CDP, repeated measures of life
             events, mother-reported adolescent externalizing, and
             teacher-reported adolescent externalizing were used. In
             FinnTwin12, life events and externalizing were assessed at
             age 14. Parental externalizing was indexed by measures of
             antisocial behavior and alcohol problems or alcohol
             dependence symptoms in both samples. In CDP, parental
             externalizing was associated with more life events, and the
             association between life events and subsequent adolescent
             externalizing varied as a function of GABRA2 genotype (p ≤
             .05). The association between life events and subsequent
             adolescent externalizing was stronger for adolescents with 0
             copies of the G minor allele compared to those with 1 or 2
             copies of the minor allele. Parallel moderation trends were
             observed in FinnTwin12 (p ≤ .11). The discussion focuses
             on how the strength of intergenerational pathways for
             externalizing psychopathology may differ as a function of
             adolescent-level individual differences.},
   Doi = {10.1037/abn0000066},
   Key = {fds271900}
}

@article{fds271908,
   Author = {Putnick, DL and Bornstein, MH and Lansford, JE and Malone, PS and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe
             Tirado, LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini,
             D and Bombi, AS and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Oburu, P},
   Title = {Perceived mother and father acceptance-rejection predict
             four unique aspects of child adjustment across nine
             countries.},
   Journal = {Journal of child psychology and psychiatry, and allied
             disciplines},
   Volume = {56},
   Number = {8},
   Pages = {923-932},
   Year = {2015},
   Month = {August},
   ISSN = {0021-9630},
   url = {http://dx.doi.org/10.1111/jcpp.12366},
   Abstract = {<h4>Background</h4>It is generally believed that parental
             rejection of children leads to child maladaptation. However,
             the specific effects of perceived parental
             acceptance-rejection on diverse domains of child adjustment
             and development have been incompletely documented, and
             whether these effects hold across diverse populations and
             for mothers and fathers are still open questions.<h4>Methods</h4>This
             study assessed children's perceptions of mother and father
             acceptance-rejection in 1,247 families from China, Colombia,
             Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and
             the United States as antecedent predictors of later
             internalizing and externalizing behavior problems, school
             performance, prosocial behavior, and social
             competence.<h4>Results</h4>Higher perceived parental
             rejection predicted increases in internalizing and
             externalizing behavior problems and decreases in school
             performance and prosocial behavior across 3 years
             controlling for within-wave relations, stability across
             waves, and parental age, education, and social desirability
             bias. Patterns of relations were similar across mothers and
             fathers and, with a few exceptions, all nine
             countries.<h4>Conclusions</h4>Children's perceptions of
             maternal and paternal acceptance-rejection have small but
             nearly universal effects on multiple aspects of their
             adjustment and development regardless of the family's
             country of origin.},
   Doi = {10.1111/jcpp.12366},
   Key = {fds271908}
}

@article{fds271914,
   Author = {Petersen, IT and Bates, JE and Dodge, KA and Lansford, JE and Pettit,
             GS},
   Title = {Describing and predicting developmental profiles of
             externalizing problems from childhood to
             adulthood.},
   Journal = {Development and psychopathology},
   Volume = {27},
   Number = {3},
   Pages = {791-818},
   Year = {2015},
   Month = {August},
   ISSN = {0954-5794},
   url = {http://dx.doi.org/10.1017/s0954579414000789},
   Abstract = {This longitudinal study considers externalizing behavior
             problems from ages 5 to 27 (N = 585). Externalizing problem
             ratings by mothers, fathers, teachers, peers, and
             self-report were modeled with growth curves. Risk and
             protective factors across many different domains and time
             frames were included as predictors of the trajectories. A
             major contribution of the study is in demonstrating how
             heterotypic continuity and changing measures can be handled
             in modeling changes in externalizing behavior over long
             developmental periods. On average, externalizing problems
             decreased from early childhood to preadolescence, increased
             during adolescence, and decreased from late adolescence to
             adulthood. There was strong nonlinear continuity in
             externalizing problems over time. Family process, peer
             process, stress, and individual characteristics predicted
             externalizing problems beyond the strong continuity of
             externalizing problems. The model accounted for 70% of the
             variability in the development of externalizing problems.
             The model's predicted values showed moderate sensitivity and
             specificity in prediction of arrests, illegal drug use, and
             drunk driving. Overall, the study showed that by using
             changing, developmentally relevant measures and
             simultaneously taking into account numerous characteristics
             of children and their living situations, research can model
             lengthy spans of development and improve predictions of the
             development of later, severe externalizing
             problems.},
   Doi = {10.1017/s0954579414000789},
   Key = {fds271914}
}

@article{fds271901,
   Author = {Dodge, KA and Malone, PS and Lansford, JE and Sorbring, E and Skinner,
             AT and Tapanya, S and Tirado, LMU and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi, AS and Bornstein, MH and Chang,
             L and Deater-Deckard, K and Di Giunta and L and Oburu, P and Pastorelli,
             C},
   Title = {Hostile attributional bias and aggressive behavior in global
             context.},
   Journal = {Proceedings of the National Academy of Sciences of the
             United States of America},
   Volume = {112},
   Number = {30},
   Pages = {9310-9315},
   Year = {2015},
   Month = {July},
   ISSN = {0027-8424},
   url = {http://hdl.handle.net/10161/10328 Duke open
             access},
   Abstract = {We tested a model that children's tendency to attribute
             hostile intent to others in response to provocation is a key
             psychological process that statistically accounts for
             individual differences in reactive aggressive behavior and
             that this mechanism contributes to global group differences
             in children's chronic aggressive behavior problems.
             Participants were 1,299 children (mean age at year 1 = 8.3
             y; 51% girls) from 12 diverse ecological-context groups in
             nine countries worldwide, followed across 4 y. In year 3,
             each child was presented with each of 10 hypothetical
             vignettes depicting an ambiguous provocation toward the
             child and was asked to attribute the likely intent of the
             provocateur (coded as benign or hostile) and to predict his
             or her own behavioral response (coded as nonaggression or
             reactive aggression). Mothers and children independently
             rated the child's chronic aggressive behavior problems in
             years 2, 3, and 4. In every ecological group, in those
             situations in which a child attributed hostile intent to a
             peer, that child was more likely to report that he or she
             would respond with reactive aggression than in situations
             when that same child attributed benign intent. Across
             children, hostile attributional bias scores predicted higher
             mother- and child-rated chronic aggressive behavior
             problems, even controlling for prior aggression. Ecological
             group differences in the tendency for children to attribute
             hostile intent statistically accounted for a significant
             portion of group differences in chronic aggressive behavior
             problems. The findings suggest a psychological mechanism for
             group differences in aggressive behavior and point to
             potential interventions to reduce aggressive
             behavior.},
   Doi = {10.1073/pnas.1418572112},
   Key = {fds271901}
}

@article{fds271903,
   Author = {Bornstein, MH and Putnick, DL and Lansford, JE and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi,
             AS and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P},
   Title = {Mother and father socially desirable responding in nine
             countries: Two kinds of agreement and relations to parenting
             self-reports.},
   Journal = {International journal of psychology : Journal international
             de psychologie},
   Volume = {50},
   Number = {3},
   Pages = {174-185},
   Year = {2015},
   Month = {June},
   ISSN = {0020-7594},
   url = {http://dx.doi.org/10.1002/ijop.12084},
   Abstract = {We assessed 2 forms of agreement between mothers' and
             fathers' socially desirable responding in China, Colombia,
             Italy, Jordan, Kenya, the Philippines, Sweden, Thailand and
             the United States (N = 1110 families). Mothers and fathers
             in all 9 countries reported socially desirable responding in
             the upper half of the distribution, and countries varied
             minimally (but China was higher than the cross-country grand
             mean and Sweden lower). Mothers and fathers did not differ
             in reported levels of socially desirable responding, and
             mothers' and fathers' socially desirable responding were
             largely uncorrelated. With one exception, mothers' and
             fathers' socially desirable responding were similarly
             correlated with self-perceptions of parenting, and
             correlations varied somewhat across countries. These
             findings are set in a discussion of socially desirable
             responding, cultural psychology and family
             systems.},
   Doi = {10.1002/ijop.12084},
   Key = {fds271903}
}

@article{fds271926,
   Author = {Schwartz, D and Lansford, JE and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Peer victimization during middle childhood as a lead
             indicator of internalizing problems and diagnostic outcomes
             in late adolescence.},
   Journal = {Journal of clinical child and adolescent psychology : the
             official journal for the Society of Clinical Child and
             Adolescent Psychology, American Psychological Association,
             Division 53},
   Volume = {44},
   Number = {3},
   Pages = {393-404},
   Year = {2015},
   Month = {May},
   ISSN = {1537-4416},
   url = {http://dx.doi.org/10.1080/15374416.2014.881293},
   Abstract = {We examined evidence that peer victimization in middle
             childhood is a lead indicator of internalizing behavior
             problems and diagnostic outcomes during adolescence. This
             research was conducted as part of an ongoing multisite
             longitudinal investigation. The participants were 388
             children (198 boys, 190 girls). Peer victimization was
             assessed with a peer nomination inventory that was
             administered when the average age of the participants was
             approximately 8.5 years. Internalizing problems were
             assessed using a behavior problem checklist completed by
             mothers in 9 consecutive years, and a structured clinical
             interview was administered to the participants in the summer
             following high school graduation (10-11 years after the
             victimization assessment). Peer victimization in middle
             childhood was correlated with internalizing problems on a
             bivariate basis through the late years of adolescence.
             Multilevel analyses also revealed associations between peer
             victimization and increases in internalizing problems over
             time. In addition, peer victimization had a modest link to
             unipolar depressive disorders in late adolescence.
             Victimization in the peer group during middle childhood
             appears to be a marker of long-term risk for internalizing
             behavior problems and unipolar depression.},
   Doi = {10.1080/15374416.2014.881293},
   Key = {fds271926}
}

@article{fds271916,
   Author = {Dodge, KA},
   Title = {Nurse home visits for infants and toddlers of low-income
             families improve behavioural, language and attention
             outcomes at age 6-9 years; paraprofessional visits improve
             visual attention and task switching.},
   Journal = {Evidence-based nursing},
   Volume = {18},
   Number = {2},
   Pages = {50-51},
   Year = {2015},
   Month = {April},
   ISSN = {1367-6539},
   url = {http://dx.doi.org/10.1136/eb-2014-101828},
   Abstract = {Implications for practice and research: Infant home visiting
             can be efficacious in improving child developmental outcomes
             throughout early childhood. Home visiting by trained nurses
             produce positive outcomes, whereas outcomes for
             paraprofessionals are mixed. This study suggests that future
             research should be directed towards understanding how nurses
             have a more positive impact on mothers and their children
             than paraprofessionals.},
   Doi = {10.1136/eb-2014-101828},
   Key = {fds271916}
}

@article{fds271907,
   Author = {Albert, D and Belsky, DW and Crowley, DM and Bates, JE and Pettit, GS and Lansford, JE and Dick, D and Dodge, KA},
   Title = {Developmental mediation of genetic variation in response to
             the Fast Track prevention program.},
   Journal = {Development and psychopathology},
   Volume = {27},
   Number = {1},
   Pages = {81-95},
   Year = {2015},
   Month = {February},
   ISSN = {0954-5794},
   url = {http://dx.doi.org/10.1017/s095457941400131x},
   Abstract = {We conducted a developmental analysis of genetic moderation
             of the effect of the Fast Track intervention on adult
             externalizing psychopathology. The Fast Track intervention
             enrolled 891 children at high risk to develop externalizing
             behavior problems when they were in kindergarten. Half of
             the enrolled children were randomly assigned to receive 10
             years of treatment, with a range of services and resources
             provided to the children and their families, and the other
             half to usual care (controls). We previously showed that the
             effect of the Fast Track intervention on participants' risk
             of externalizing psychopathology at age 25 years was
             moderated by a variant in the glucocorticoid receptor gene.
             Children who carried copies of the A allele of the single
             nucleotide polymorphism rs10482672 had the highest risk of
             externalizing psychopathology if they were in the control
             arm of the trial and the lowest risk of externalizing
             psychopathology if they were in the treatment arm. In this
             study, we test a developmental hypothesis about the origins
             of this for better and for worse Gene × Intervention
             interaction (G × I): that the observed G × I effect on
             adult psychopathology is mediated by the proximal impact of
             intervention on childhood externalizing problems and
             adolescent substance use and delinquency. We analyzed
             longitudinal data tracking the 270 European American
             children in the Fast Track randomized control trial with
             available genetic information (129 intervention children,
             141 control group peers, 69% male) from kindergarten through
             age 25 years. Results show that the same pattern of for
             better and for worse susceptibility to intervention observed
             at the age 25 follow-up was evident already during
             childhood. At the elementary school follow-ups and at the
             middle/high school follow-ups, rs10482672 predicted better
             adjustment among children receiving the Fast Track
             intervention and worse adjustment among children in the
             control condition. In turn, these proximal G × I effects
             early in development mediated the ultimate G × I effect on
             externalizing psychopathology at age 25 years. We discuss
             the contribution of these findings to the growing literature
             on genetic susceptibility to environmental
             intervention.},
   Doi = {10.1017/s095457941400131x},
   Key = {fds271907}
}

@article{fds271910,
   Author = {Dodge, KA and Bierman, KL and Coie, JD and Greenberg, MT and Lochman,
             JE and McMahon, RJ and Pinderhughes, EE and Conduct Problems
             Prevention Research Group},
   Title = {Impact of early intervention on psychopathology, crime, and
             well-being at age 25.},
   Journal = {The American journal of psychiatry},
   Volume = {172},
   Number = {1},
   Pages = {59-70},
   Year = {2015},
   Month = {January},
   ISSN = {0002-953X},
   url = {http://dx.doi.org/10.1176/appi.ajp.2014.13060786},
   Abstract = {<h4>Objective</h4>This randomized controlled trial tested
             the efficacy of early intervention to prevent adult
             psychopathology and improve well-being in early-starting
             conduct-problem children.<h4>Method</h4>Kindergarteners
             (N=9,594) in three cohorts (1991-1993) at 55 schools in four
             communities were screened for conduct problems, yielding 979
             early starters. A total of 891 (91%) consented (51% African
             American, 47% European American; 69% boys). Children were
             randomly assigned by school cluster to a 10-year
             intervention or control. The intervention goal was to
             develop social competencies in children that would carry
             them throughout life, through social skills training, parent
             behavior-management training with home visiting, peer
             coaching, reading tutoring, and classroom social-emotional
             curricula. Manualization and supervision ensured program
             fidelity. Ninety-eight percent participated during grade 1,
             and 80% continued through grade 10. At age 25, arrest
             records were reviewed (N=817, 92%), and condition-blinded
             adults psychiatrically interviewed participants (N=702; 81%
             of living participants) and a peer (N=535) knowledgeable
             about the participant.<h4>Results</h4>Intent-to-treat
             logistic regression analyses indicated that 69% of
             participants in the control arm displayed at least one
             externalizing, internalizing, or substance abuse psychiatric
             problem (based on self- or peer interview) at age 25, in
             contrast with 59% of those assigned to intervention (odds
             ratio=0.59, CI=0.43-0.81; number needed to treat=8). This
             pattern also held for self-interviews, peer interviews,
             scores using an "and" rule for self- and peer reports, and
             separate tests for externalizing problems, internalizing
             problems, and substance abuse problems, as well as for each
             of three cohorts, four sites, male participants, female
             participants, African Americans, European Americans,
             moderate-risk, and high-risk subgroups. Intervention
             participants also received lower severity-weighted violent
             (standardized estimate=-0.37) and drug (standardized
             estimate=-0.43) crime conviction scores, lower risky sexual
             behavior scores (standardized estimate=-0.24), and higher
             well-being scores (standardized estimate=0.19).<h4>Conclusions</h4>This
             study provides evidence for the efficacy of early
             intervention in preventing adult psychopathology among
             high-risk early-starting conduct-problem
             children.},
   Doi = {10.1176/appi.ajp.2014.13060786},
   Key = {fds271910}
}

@article{fds271902,
   Author = {Albert, D and Belsky, DW and Crowley, DM and Latendresse, SJ and Aliev,
             F and Riley, B and Group, CPPR and Dick, DM and Dodge,
             KA},
   Title = {Can Genetics Predict Response to Complex Behavioral
             Interventions? Evidence from a Genetic Analysis of the Fast
             Track Randomized Control Trial},
   Journal = {Journal of Policy Analysis and Management},
   Volume = {34},
   Number = {3},
   Pages = {n/a-n/a},
   Year = {2015},
   ISSN = {0276-8739},
   url = {http://hdl.handle.net/10161/9365 Duke open
             access},
   Abstract = {Early interventions are a preferred method for addressing
             behavioral problems in high-risk children, but often have
             only modest effects. Identifying sources of variation in
             intervention effects can suggest means to improve
             efficiency. One potential source of such variation is the
             genome. We conducted a genetic analysis of the Fast Track
             randomized control trial, a 10-year-long intervention to
             prevent high-risk kindergarteners from developing adult
             externalizing problems including substance abuse and
             antisocial behavior. We tested whether variants of the
             glucocorticoid receptor gene NR3C1 were associated with
             differences in response to the Fast Track intervention. We
             found that in European-American children, a variant of NR3C1
             identified by the single-nucleotide polymorphism rs10482672
             was associated with increased risk for externalizing
             psychopathology in control group children and decreased risk
             for externalizing psychopathology in intervention group
             children. Variation in NR3C1 measured in this study was not
             associated with differential intervention response in
             African-American children. We discuss implications for
             efforts to prevent externalizing problems in high-risk
             children and for public policy in the genomic
             era.},
   Doi = {10.1002/pam.21811},
   Key = {fds271902}
}

@article{fds271934,
   Author = {Ladd, HF and Muschkin, CG and Dodge, KA},
   Title = {From birth to school: Early childhood initiatives and
             third-grade outcomes in North Carolina},
   Journal = {Journal of Policy Analysis and Management},
   Volume = {33},
   Number = {1},
   Pages = {162-187},
   Year = {2014},
   Month = {December},
   ISSN = {0276-8739},
   url = {http://dx.doi.org/10.1002/pam.21734},
   Abstract = {This study examines the community-wide effects of two
             statewide early childhood policy initiatives in North
             Carolina. One initiative provides funding to improve the
             quality of child care services at the county level for all
             children between the ages of 0 to 5, and the other provides
             funding for preschool slots for disadvantaged
             four-year-olds. Differences across counties in the timing of
             the rollout and in the magnitude of the state financial
             investments per child provide the variation in programs
             needed to estimate their effects on schooling outcomes in
             third grade. We find robust positive effects of each program
             on third-grade test scores in both reading and math. These
             effects can best be explained by a combination of direct
             benefits for participants and spillover benefits for others.
             Our preferred models suggest that the combined average
             effects on test scores of investments in both programs at
             2009 funding levels are equivalent to two to four months of
             instruction in grade 3. © 2013 by the Association for
             Public Policy Analysis and Management.},
   Doi = {10.1002/pam.21734},
   Key = {fds271934}
}

@article{fds271918,
   Author = {Kokko, K and Simonton, S and Dubow, E and Lansford, JE and Olson, SL and Huesmann, LR and Boxer, P and Pulkkinen, L and Bates, JE and Dodge, KA and Pettit, GS},
   Title = {Country, sex, and parent occupational status: moderators of
             the continuity of aggression from childhood to
             adulthood.},
   Journal = {Aggressive behavior},
   Volume = {40},
   Number = {6},
   Pages = {552-567},
   Year = {2014},
   Month = {November},
   ISSN = {0096-140X},
   url = {http://dx.doi.org/10.1002/ab.21546},
   Abstract = {Using data from two American and one Finnish long-term
             longitudinal studies, we examined continuity of general
             aggression from age 8 to physical aggression in early
             adulthood (age 21-30) and whether continuity of aggression
             differed by country, sex, and parent occupational status. In
             all samples, childhood aggression was assessed via peer
             nominations and early adulthood aggression via self-reports.
             Multi-group structural equation models revealed significant
             continuity in aggression in the American samples but not in
             the Finnish sample. These relations did not differ by sex
             but did differ by parent occupational status: whereas there
             was no significant continuity among American children from
             professional family-of-origin backgrounds, there was
             significant continuity among American children from
             non-professional backgrounds.},
   Doi = {10.1002/ab.21546},
   Key = {fds271918}
}

@article{fds271936,
   Author = {Lansford, JE and Laird, RD and Pettit, GS and Bates, JE and Dodge,
             KA},
   Title = {Mothers' and fathers' autonomy-relevant parenting:
             longitudinal links with adolescents' externalizing and
             internalizing behavior.},
   Journal = {Journal of youth and adolescence},
   Volume = {43},
   Number = {11},
   Pages = {1877-1889},
   Year = {2014},
   Month = {November},
   ISSN = {1573-6601},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/24337705},
   Abstract = {The goal of this study was to advance the understanding of
             separate and joint effects of mothers' and fathers'
             autonomy-relevant parenting during early and middle
             adolescence. In a sample of 518 families, adolescents (49 %
             female; 83 % European American, 16 % African American,
             1 % other ethnic groups) reported on their mothers' and
             fathers' psychological control and knowledge about
             adolescents' whereabouts, friends, and activities at ages 13
             and 16. Mothers and adolescents reported on adolescents'
             externalizing and internalizing behaviors at ages 12, 14,
             15, and 17. Adolescents perceived their mothers as using
             more psychological control and having more knowledge than
             their fathers, but there was moderate concordance between
             adolescents' perceptions of their mothers and fathers. More
             parental psychological control predicted increases in boys'
             and girls' internalizing problems and girls' externalizing
             problems. More parental knowledge predicted decreases in
             boys' externalizing and internalizing problems. The
             perceived levels of behavior of mothers and fathers did not
             interact with one another in predicting adolescent
             adjustment. The results generalize across early and late
             adolescence and across mothers' and adolescents' reports of
             behavior problems. Autonomy-relevant mothering and fathering
             predict changes in behavior problems during early and late
             adolescence, but only autonomy-relevant fathering accounts
             for unique variance in adolescent behavior
             problems.},
   Doi = {10.1007/s10964-013-0079-2},
   Key = {fds271936}
}

@article{fds271913,
   Author = {Lansford, JE and Dodge, KA and Fontaine, RG and Bates, JE and Pettit,
             GS},
   Title = {Peer rejection, affiliation with deviant peers, delinquency,
             and risky sexual behavior.},
   Journal = {Journal of youth and adolescence},
   Volume = {43},
   Number = {10},
   Pages = {1742-1751},
   Year = {2014},
   Month = {October},
   ISSN = {0047-2891},
   url = {http://dx.doi.org/10.1007/s10964-014-0175-y},
   Abstract = {Risky sexual behavior poses significant health risks by
             increasing sexually transmitted infections and unintended
             pregnancies. Previous research has documented many factors
             related to risky sexual behavior. This study adds to the
             literature by proposing a prospective, developmental model
             of peer factors related to risky sexual behavior.
             Developmental pathways to risky sexual behavior were
             examined in a sample of 517 individuals (51% female; 82%
             European American, 16% African American, 2% other) followed
             from age 5-27. Structural equation models examined direct
             and indirect effects of peer rejection (assessed via peer
             nominations at ages 5, 6, 7, and 8), affiliation with
             deviant peers (assessed via self-report at ages 11 and 12),
             and delinquency (assessed via maternal report at ages 10 and
             16) on risky sexual behavior (assessed via self-report at
             age 27). More peer rejection during childhood, affiliation
             with deviant peers during pre- adolescence, and delinquency
             in childhood and adolescence predicted more risky sexual
             behavior through age 27, although delinquency at age 16 was
             the only risk factor that had a significant direct effect on
             risky sexual behavior through age 27 above and beyond the
             other risk factors. Peer rejection was related to subsequent
             risk factors for girls but not boys. Peer risk factors as
             early as age 5 shape developmental pathways through
             childhood and adolescence and have implications for risky
             sexual behavior into adulthood.},
   Doi = {10.1007/s10964-014-0175-y},
   Key = {fds271913}
}

@article{fds271924,
   Author = {Lansford, JE and Woodlief, D and Malone, PS and Oburu, P and Pastorelli,
             C and Skinner, AT and Sorbring, E and Tapanya, S and Tirado, LMU and Zelli,
             A and Al-Hassan, SM and Alampay, LP and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA},
   Title = {A longitudinal examination of mothers' and fathers' social
             information processing biases and harsh discipline in nine
             countries.},
   Journal = {Development and psychopathology},
   Volume = {26},
   Number = {3},
   Pages = {561-573},
   Year = {2014},
   Month = {August},
   ISSN = {0954-5794},
   url = {http://dx.doi.org/10.1017/s0954579414000236},
   Abstract = {This study examined whether parents' social information
             processing was related to their subsequent reports of their
             harsh discipline. Interviews were conducted with mothers (n
             = 1,277) and fathers (n = 1,030) of children in 1,297
             families in nine countries (China, Colombia, Italy, Jordan,
             Kenya, the Philippines, Sweden, Thailand, and the United
             States), initially when children were 7 to 9 years old and
             again 1 year later. Structural equation models showed that
             parents' positive evaluations of aggressive responses to
             hypothetical childrearing vignettes at Time 1 predicted
             parents' self-reported harsh physical and nonphysical
             discipline at Time 2. This link was consistent across
             mothers and fathers, and across the nine countries,
             providing support for the universality of the link between
             positive evaluations of harsh discipline and parents'
             aggressive behavior toward children. The results suggest
             that international efforts to eliminate violence toward
             children could target parents' beliefs about the
             acceptability and advisability of using harsh physical and
             nonphysical forms of discipline.},
   Doi = {10.1017/s0954579414000236},
   Key = {fds271924}
}

@article{fds271919,
   Title = {Targeting High‐Risk, Socially Influential Middle School
             Students to Reduce Aggression: Universal Versus Selective
             Preventive Intervention Effects},
   Journal = {Journal of Research on Adolescence},
   Volume = {24},
   Number = {2},
   Pages = {364-382},
   Publisher = {Wiley},
   Year = {2014},
   Month = {June},
   ISSN = {1050-8392},
   url = {http://dx.doi.org/10.1111/jora.12067},
   Abstract = {<jats:p>Early adolescence may be an opportune time for
             violence prevention, particularly if shifts in risk patterns
             and the importance of peer influence are considered. An
             important question is whether to target high‐risk students
             or the entire population. Thirty‐seven schools were
             randomized to four conditions: universal classroom
             intervention; selective family intervention; combined
             interventions; or control to test effects on a high‐risk
             sample (<jats:italic>N </jats:italic>=<jats:italic> </jats:italic>1,805)
             of sixth graders targeted due to elevated aggression and
             social influence. Intent‐to‐treat and dosage‐weighted
             growth comparisons through two years of postintervention
             revealed selective intervention benefits for physical
             aggression, aggressive strategies, and targeted family
             characteristics. Universal and combined interventions
             affected valuing academic achievement. Implications for
             middle school prevention, particularly selective targeting
             of socially influential high‐risk youth, are
             discussed.</jats:p>},
   Doi = {10.1111/jora.12067},
   Key = {fds271919}
}

@article{fds271920,
   Author = {The Multisite Violence Prevention Project},
   Title = {Implementation and process effects on prevention outcomes
             for middle school students.},
   Journal = {Journal of clinical child and adolescent psychology : the
             official journal for the Society of Clinical Child and
             Adolescent Psychology, American Psychological Association,
             Division 53},
   Volume = {43},
   Number = {3},
   Pages = {473-485},
   Year = {2014},
   Month = {May},
   ISSN = {1537-4416},
   url = {http://dx.doi.org/10.1080/15374416.2013.814540},
   Abstract = {This study addressed 5 research questions about the role of
             implementation (dosage and fidelity) and process (alliance
             with the provider, and satisfaction/engagement with the
             intervention) characteristics in explaining effects on
             parenting characteristics targeted by a selective
             family-focused violence prevention program for high-risk,
             socially influential, middle school youth. The intervention
             was part of a multisite trial involving random assignment of
             37 schools to 4 conditions: (a) a universal intervention
             composed of a student social-cognitive curriculum and
             teacher training, (b) this selective intervention, (c) a
             condition combining these two interventions, and (d) a
             no-intervention control condition. The present study uses
             data from 334 participating families who attended at least 1
             intervention session at which process measures of alliance
             with the provider and satisfaction with the intervention
             were administered. Although parent and child alliance with
             the provider and satisfaction with the program increased
             over the course of the intervention, these process
             characteristics were not associated with higher levels of
             intervention attendance. Higher intervention dosage was
             associated with more positive change in the parenting
             characteristics targeted by the intervention. Process
             characteristics had mixed positive and negative effects that
             were limited to a single outcome. Within structured,
             manualized, family-focused preventive efforts, as contrasted
             with less structured therapeutic interventions, these
             findings suggest that monitoring and improving program
             dosage may have stronger effects on parenting practices than
             improving therapeutic alliance or engagement in the
             intervention.},
   Doi = {10.1080/15374416.2013.814540},
   Key = {fds271920}
}

@article{fds271923,
   Author = {Carré, JM and Iselin, A-MR and Welker, KM and Hariri, AR and Dodge,
             KA},
   Title = {Testosterone reactivity to provocation mediates the effect
             of early intervention on aggressive behavior.},
   Journal = {Psychological science},
   Volume = {25},
   Number = {5},
   Pages = {1140-1146},
   Year = {2014},
   Month = {May},
   ISSN = {0956-7976},
   url = {http://dx.doi.org/10.1177/0956797614525642},
   Abstract = {We tested the hypotheses that the Fast Track intervention
             program for high-risk children would reduce adult aggressive
             behavior and that this effect would be mediated by decreased
             testosterone responses to social provocation. Participants
             were a subsample of males from the full trial sample, who
             during kindergarten had been randomly assigned to the
             10-year Fast Track intervention or to a control group. The
             Fast Track program attempted to develop children's social
             competencies through child social-cognitive and
             emotional-coping skills training, peer-relations coaching,
             academic tutoring, and classroom management, as well as
             training for parents to manage their child's behavior. At a
             mean age of 26 years, participants responded to laboratory
             provocations. Results indicated that, relative to control
             participants, men assigned to the intervention demonstrated
             reduced aggression and testosterone reactivity to social
             provocations. Moreover, reduced testosterone reactivity
             mediated the effect of intervention on aggressive behavior,
             which provides evidence for an enduring biological mechanism
             underlying the effect of early psychosocial intervention on
             aggressive behavior in adulthood.},
   Doi = {10.1177/0956797614525642},
   Key = {fds271923}
}

@article{fds271931,
   Author = {Lansford, JE and Yu, T and Pettit, GS and Bates, JE and Dodge,
             KA},
   Title = {Pathways of Peer Relationships from Childhood to Young
             Adulthood.},
   Journal = {Journal of applied developmental psychology},
   Volume = {35},
   Number = {2},
   Pages = {111-117},
   Year = {2014},
   Month = {March},
   ISSN = {0193-3973},
   url = {http://dx.doi.org/10.1016/j.appdev.2013.12.002},
   Abstract = {This study examined trajectories of peer social preference
             during childhood and personality assessed in early
             adolescence in relation to trajectories of friendship
             quality during early adulthood. Participants (<i>N</i> =
             585) were followed from age 5 to age 23. At ages 5 to 8,
             peers provided sociometric nominations; at age 12
             participants reported their own personality characteristics;
             from age 19 to 23 participants rated their friendship
             quality. Latent growth modeling revealed that trajectories
             characterized by high levels of childhood peer social
             preference were related to trajectories characterized by
             high levels of early adulthood friendship quality. Early
             adolescent personality characterized by extraversion and
             conscientiousness predicted higher friendship quality at age
             19, and conscientiousness predicted change in friendship
             quality from age 19 to 23. This study demonstrates that peer
             relationships show continuity from childhood to early
             adulthood and that qualities of core personality are linked
             to the development of adult friendships.},
   Doi = {10.1016/j.appdev.2013.12.002},
   Key = {fds271931}
}

@article{fds271941,
   Author = {Chan, TWS and Bates, JE and Lansford, JE and Dodge, KA and Pettit, GS and Dick, DM and Latendresse, SJ},
   Title = {Impulsivity and genetic variants in DRD2 and ANKK1 moderate
             longitudinal associations between sleep problems and
             overweight from ages 5 to 11.},
   Journal = {International journal of obesity (2005)},
   Volume = {38},
   Number = {3},
   Pages = {404-410},
   Year = {2014},
   Month = {March},
   ISSN = {0307-0565},
   url = {http://dx.doi.org/10.1038/ijo.2013.123},
   Abstract = {<h4>Objective</h4>Short sleep duration and sleep problems
             increase risks of overweight and weight gain. Few previous
             studies have examined sleep and weight repeatedly over
             development. This study examined the associations between
             yearly reports of sleep problems and weight status from ages
             5 to 11. Although, previous studies have shown that
             inter-individual differences moderate the effect of short
             sleep duration on weight, it is not known whether
             inter-individual differences also moderate the effect of
             sleep problems on weight. We tested how the longitudinal
             associations between sleep problems and weight status were
             moderated by impulsivity and genetic variants in DRD2 and
             ANKK1.<h4>Design</h4>Seven-year longitudinal
             study.<h4>Participants</h4>A total of 567 children from the
             Child Development Project for the analysis with impulsivity
             and 363 for the analysis with genetic variants.<h4>Measurements
             and results</h4>Sleep problems and weight status were
             measured by mothers' reports yearly. Impulsivity was
             measured by teachers' reports yearly. Six single-nucleotide
             polymorphisms located in DRD2 and ANKK1 were genotyped. Data
             were analyzed using multilevel modeling. Higher average
             levels of sleep deprivation across years were associated
             with greater increases in overweight (P=0.0024). Sleep
             problems and overweight were associated at both
             within-person across time (P<0.0001) and between-person
             levels (P<0.0001). Impulsivity and two polymorphisms,
             rs1799978 and rs4245149 in DRD2, moderated the association
             between sleep problems and overweight; the association was
             stronger in children who were more impulsive (P=0.0022), in
             G allele carriers for rs1799978 (P=0.0007) and in A allele
             carriers for rs4245149 (P=0.0002).<h4>Conclusions</h4>This
             study provided incremental evidence for the influence of
             sleep problems on weight. Findings of DRD2, ANKK1 and
             impulsivity are novel; they suggest that reward sensitivity
             and self-regulatory abilities might modulate the influences
             of sleep on weight gain. The analysis of polymorphisms was
             restricted to European Americans and hence the results might
             not generalize to other populations.},
   Doi = {10.1038/ijo.2013.123},
   Key = {fds271941}
}

@article{fds271929,
   Author = {Conduct Problems Prevention Research Group},
   Title = {Trajectories of risk for early sexual activity and early
             substance use in the Fast Track prevention
             program.},
   Journal = {Prevention science : the official journal of the Society for
             Prevention Research},
   Volume = {15 Suppl 1},
   Pages = {S33-S46},
   Year = {2014},
   Month = {February},
   ISSN = {1389-4986},
   url = {http://dx.doi.org/10.1007/s11121-012-0328-8},
   Abstract = {Children who exhibit early-starting conduct problems are
             more likely than their peers to initiate sexual activity and
             substance use at an early age, experience pregnancy, and
             contract a sexually-transmitted disease [STD], placing them
             at risk for HIV/AIDS. Hence, understanding the development
             of multi-problem profiles among youth with early-starting
             conduct problems may benefit the design of prevention
             programs. In this study, 1,199 kindergarten children (51%
             African American; 47% European American; 69% boys)
             over-sampled for high rates of aggressive-disruptive
             behavior problems were followed through age 18. Latent class
             analyses (LCA) were used to define developmental profiles
             associated with the timing of initiation of sexual activity,
             tobacco and alcohol/drug use and indicators of risky
             adolescent sex (e.g. pregnancy and STD). Half of the
             high-risk children were randomized to a multi-component
             preventive intervention (Fast Track). The intervention did
             not significantly reduce membership in the classes
             characterized by risky sex practices. However, additional
             analyses examined predictors of poor outcomes, which may
             inform future prevention efforts.},
   Doi = {10.1007/s11121-012-0328-8},
   Key = {fds271929}
}

@article{fds271937,
   Author = {Dodge, KA and Goodman, WB and Murphy, RA and O'Donnell, K and Sato, J and Guptill, S},
   Title = {Implementation and randomized controlled trial evaluation of
             universal postnatal nurse home visiting.},
   Journal = {Am J Public Health},
   Volume = {104 Suppl 1},
   Number = {Suppl 1},
   Pages = {S136-S143},
   Year = {2014},
   Month = {February},
   url = {http://hdl.handle.net/10161/12076 Duke open
             access},
   Abstract = {OBJECTIVES: We evaluated whether a brief, universal,
             postnatal nurse home-visiting intervention can be
             implemented with high penetration and fidelity, prevent
             emergency health care services, and promote positive
             parenting by infant age 6 months. METHODS: Durham Connects
             is a manualized 4- to 7-session program to assess family
             needs and connect parents with community resources to
             improve infant health and well-being. All 4777 resident
             births in Durham, North Carolina, between July 1, 2009, and
             December 31, 2010, were randomly assigned to intervention
             and control conditions. A random, representative subset of
             549 families received blinded interviews for impact
             evaluation. RESULTS: Of all families, 80% initiated
             participation; adherence was 84%. Hospital records indicated
             that Durham Connects infants had 59% fewer infant emergency
             medical care episodes than did control infants. Durham
             Connects mothers reported fewer infant emergency care
             episodes and more community connections, more positive
             parenting behaviors, participation in higher quality
             out-of-home child care, and lower rates of anxiety than
             control mothers. Blinded observers reported higher quality
             home environments for Durham Connects than for control
             families. CONCLUSIONS: A brief universal home-visiting
             program implemented with high penetration and fidelity can
             lower costly emergency medical care and improve family
             outcomes.},
   Doi = {10.2105/AJPH.2013.301361},
   Key = {fds271937}
}

@article{fds271912,
   Author = {Skinner, AT and Bacchini, D and Lansford, JE and Godwin, J and Sorbring,
             E and Tapanya, S and Tirado, LMU and Zelli, A and Alampay, LP and Al-Hassan, SM and Bombi, AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Giunta, LD and Dodge, KA and Malone, PS and Miranda, MC and Oburu, P and Pastorelli, C},
   Title = {Neighborhood Danger, Parental Monitoring, Harsh Parenting,
             and Child Aggression in Nine Countries.},
   Journal = {Societies (Basel, Switzerland)},
   Volume = {4},
   Number = {1},
   Pages = {45-67},
   Year = {2014},
   Month = {January},
   url = {http://dx.doi.org/10.3390/soc4010045},
   Abstract = {Exposure to neighborhood danger during childhood has
             negative effects that permeate multiple dimensions of
             childhood. The current study examined whether mothers',
             fathers', and children's perceptions of neighborhood danger
             are related to child aggression, whether parental monitoring
             moderates this relation, and whether harsh parenting
             mediates this relation. Interviews were conducted with a
             sample of 1,293 children (age <i>M</i> = 10.68, <i>SD</i> =
             .66; 51% girls) and their mothers (<i>n</i> = 1,282) and
             fathers (<i>n</i> = 1,075) in nine countries (China,
             Colombia, Italy, Jordan, Kenya, the Philippines, Sweden,
             Thailand, and the United States). Perceptions of greater
             neighborhood danger were associated with more child
             aggression in all nine countries according to mothers' and
             fathers' reports and in five of the nine countries according
             to children's reports. Parental monitoring did not moderate
             the relation between perception of neighborhood danger and
             child aggression. The mediating role of harsh parenting was
             inconsistent across countries and reporters. Implications
             for further research are discussed, and include examination
             of more specific aspects of parental monitoring as well as
             more objective measures of neighborhood danger.},
   Doi = {10.3390/soc4010045},
   Key = {fds271912}
}

@article{fds271930,
   Author = {Harrist, AW and Achacoso, JA and John, A and Pettit, GS and Bates, JE and Dodge, KA},
   Title = {Reciprocal and Complementary Sibling Interactions: Relations
             with Socialization Outcomes in the Kindergarten
             Classroom.},
   Journal = {Early education and development},
   Volume = {25},
   Number = {2},
   Pages = {202-222},
   Year = {2014},
   Month = {January},
   ISSN = {1040-9289},
   url = {http://dx.doi.org/10.1080/10409289.2014.848500},
   Abstract = {<h4>Research findings</h4>To examine associations between
             sibling interaction patterns and later social outcomes in
             single- and two-parent families, 113 kindergarteners took
             part in naturalistic observations at home with siblings,
             classmates participated in sociometric interviews, and
             teachers completed behavior ratings. Sibling interactions
             were coded using a newly-developed 39-item checklist, and
             proportions of complementary and reciprocal sibling
             interactions computed. Complementarity occurred more among
             dyads where kindergartners were with toddler or infant
             siblings than among kindergartners with older or near-age
             younger siblings. Higher levels of complementarity predicted
             lower levels of internalizing but were not related to
             externalizing problems. Kindergartners' sociometric status
             in the classroom differed as a function of sibling
             interaction patterns, with neglected and controversial
             children experiencing less complementarity/more reciprocity
             than popular, average, and rejected children. Finally, there
             was some evidence for differential associations of sibling
             interaction patterns with social outcomes for children in
             single- versus two-parent families: regressions testing
             interaction effects show sibling reciprocity positively
             associated with kindergartners' social skills only in
             single-parent families, and complementary sibling
             interactions positively related to internalizing problems
             only in two-parent families.<h4>Implications for
             practice</h4>Those working with divorcing or other
             single-parent families might consider sibling interactions
             as a potential target for social skill building.},
   Doi = {10.1080/10409289.2014.848500},
   Key = {fds271930}
}

@article{fds317255,
   Author = {Lansford, JE and Sharma, C and Malone, PS and Woodlief, D and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya,
             S and Tirado, LMU and Zelli, A and Al-Hassan, SM and Alampay, LP and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L},
   Title = {Corporal punishment, maternal warmth, and child adjustment:
             a longitudinal study in eight countries.},
   Journal = {Journal of clinical child and adolescent psychology : the
             official journal for the Society of Clinical Child and
             Adolescent Psychology, American Psychological Association,
             Division 53},
   Volume = {43},
   Number = {4},
   Pages = {670-685},
   Year = {2014},
   Month = {January},
   ISSN = {1537-4416},
   url = {http://dx.doi.org/10.1080/15374416.2014.893518},
   Abstract = {Two key tasks facing parents across cultures are managing
             children's behaviors (and misbehaviors) and conveying love
             and affection. Previous research has found that corporal
             punishment generally is related to worse child adjustment,
             whereas parental warmth is related to better child
             adjustment. This study examined whether the association
             between corporal punishment and child adjustment problems
             (anxiety and aggression) is moderated by maternal warmth in
             a diverse set of countries that vary in a number of
             sociodemographic and psychological ways. Interviews were
             conducted with 7- to 10-year-old children (N = 1,196; 51%
             girls) and their mothers in 8 countries: China, Colombia,
             Italy, Jordan, Kenya, the Philippines, Thailand, and the
             United States. Follow-up interviews were conducted 1 and 2
             years later. Corporal punishment was related to increases,
             and maternal warmth was related to decreases, in children's
             anxiety and aggression over time; however, these
             associations varied somewhat across groups. Maternal warmth
             moderated the effect of corporal punishment in some
             countries, with increases in anxiety over time for children
             whose mothers were high in both warmth and corporal
             punishment. The findings illustrate the overall association
             between corporal punishment and child anxiety and aggression
             as well as patterns specific to particular countries.
             Results suggest that clinicians across countries should
             advise parents against using corporal punishment, even in
             the context of parent-child relationships that are otherwise
             warm, and should assist parents in finding other ways to
             manage children's behaviors.},
   Doi = {10.1080/15374416.2014.893518},
   Key = {fds317255}
}

@article{fds224096,
   Author = {Dymnicki, A.B. and the Multisite Violence Prevention
             Project},
   Title = {Moderating Effects of School Climate on Outcomes for the
             Multisite Violence Prevention Project Universal
             Program},
   Journal = {Journal of Research in Adolescence},
   Volume = {24},
   Pages = {383-398},
   Year = {2014},
   url = {http://dx.doi.org/10.1111/jora.12073},
   Doi = {10.1111/jora.12073},
   Key = {fds224096}
}

@article{fds223306,
   Author = {Dodge, K.A. and Goodman, W.B. and Murphy, R.A. and O’Donnell, K. and Sato, J. and Guptill, S.},
   Title = {Implementation and randomized controlled trial evaluation of
             universal postnatal nurse home visiting},
   Journal = {American Journal of Public Health},
   Volume = {104},
   Pages = {36-43},
   Year = {2014},
   url = {http://dx.doi.org/10.2105/AJPH.2013.301361},
   Doi = {10.2105/AJPH.2013.301361},
   Key = {fds223306}
}

@article{fds335172,
   Author = {Michaels, R},
   Title = {Foreword},
   Volume = {39},
   Number = {6},
   Pages = {1107-},
   Year = {2014},
   url = {http://dx.doi.org/10.1109/TGRS.2001.927415},
   Doi = {10.1109/TGRS.2001.927415},
   Key = {fds335172}
}

@article{fds271933,
   Author = {Dodge, KA},
   Title = {Nurse home visits decreased infant emergency
             care},
   Journal = {Pediatric Annals},
   Volume = {42},
   Number = {12},
   Pages = {480},
   Year = {2013},
   Month = {December},
   ISSN = {0090-4481},
   Key = {fds271933}
}

@article{fds271939,
   Author = {Dodge, KA and Goodman, WB and Murphy, RA and O'Donnell, K and Sato,
             J},
   Title = {Randomized controlled trial of universal postnatal nurse
             home visiting: impact on emergency care.},
   Journal = {Pediatrics},
   Volume = {132 Suppl 2},
   Number = {Suppl 2},
   Pages = {S140-S146},
   Year = {2013},
   Month = {November},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/24187116},
   Abstract = {BACKGROUND AND OBJECTIVES: Although nurse home visiting has
             proven efficacious with small samples, scaling up to
             community populations with diverse families has not yet
             proven effective. The Durham Connects program was developed
             in collaboration with community leaders as a brief,
             universal, postnatal nurse home visiting intervention
             designed to screen for risk, provide brief intervention, and
             connect families with more intensive evidence-based services
             as needed. This study tested program effectiveness in
             reducing infant emergency medical care between birth and age
             12 months. METHODS: All 4777 resident births in Durham,
             North Carolina across 18 months were randomly assigned, with
             even birth date families to intervention and odd birth date
             families to control. Intervention families were offered 3 to
             7 contacts between 3 and 12 weeks after birth to assess
             family needs and connect parents with community resources to
             improve infant health and well-being. Hospital records were
             analyzed by using an intent-to-treat design to evaluate
             impact among a representative subset of 549 families.
             RESULTS: After demographic factors (ie, birth risk, Medicaid
             status, ethnicity, and single parenthood) were covaried,
             relative to control families, families assigned to
             intervention had 50% less total emergency medical care use
             (mean [M] emergency department visits and hospital
             overnights) (M(intervention) = 0.78 and M(control) = 1.57; P
             < .001, effect size = 0.28) across the first 12 months of
             life. CONCLUSIONS: This brief, universal, postnatal nurse
             home visiting program improves population-level infant
             health care outcomes for the first 12 months of life. Nurse
             home visiting can be implemented universally at high
             fidelity with positive impacts on infant emergency health
             care that are similar to those of longer, more intensive
             home visiting programs. This approach offers a novel
             solution to the paradox of targeting by offering
             individually tailored intervention while achieving
             population-level impact.},
   Doi = {10.1542/peds.2013-1021M},
   Key = {fds271939}
}

@article{fds271949,
   Author = {Alonso-Marsden, S and Dodge, KA and O'Donnell, KJ and Murphy, RA and Sato, JM and Christopoulos, C},
   Title = {Family risk as a predictor of initial engagement and
             follow-through in a universal nurse home visiting program to
             prevent child maltreatment.},
   Journal = {Child Abuse Negl},
   Volume = {37},
   Number = {8},
   Pages = {555-565},
   Year = {2013},
   Month = {August},
   ISSN = {0145-2134},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/23660409},
   Abstract = {OBJECTIVE: As nurse home visiting to prevent child
             maltreatment grows in popularity with both program
             administrators and legislators, it is important to
             understand engagement in such programs in order to improve
             their community-wide effects. This report examines family
             demographic and infant health risk factors that predict
             engagement and follow-through in a universal home-based
             maltreatment prevention program for new mothers in Durham
             County, North Carolina. METHODS: Trained staff members
             attempted to schedule home visits for all new mothers during
             the birthing hospital stay, and then nurses completed
             scheduled visits three to five weeks later. Medical record
             data was used to identify family demographic and infant
             health risk factors for maltreatment. These variables were
             used to predict program engagement (scheduling a visit) and
             follow-through (completing a scheduled visit). RESULTS:
             Program staff members were successful in scheduling 78% of
             eligible families for a visit and completing 85% of
             scheduled visits. Overall, 66% of eligible families
             completed at least one visit. Structural equation modeling
             (SEM) analyses indicated that high demographic risk and low
             infant health risk were predictive of scheduling a visit.
             Both low demographic and infant health risk were predictive
             of visit completion. CONCLUSIONS: Findings suggest that
             while higher demographic risk increases families' initial
             engagement, it might also inhibit their follow-through.
             Additionally, parents of medically at-risk infants may be
             particularly difficult to engage in universal home visiting
             interventions. Implications for recruitment strategies of
             home visiting programs are discussed.},
   Doi = {10.1016/j.chiabu.2013.03.012},
   Key = {fds271949}
}

@article{fds271945,
   Author = {Berlin, LJ and Dodge, KA and Reznick, JS},
   Title = {Examining pregnant women's hostile attributions about
             infants as a predictor of offspring maltreatment.},
   Journal = {JAMA pediatrics},
   Volume = {167},
   Number = {6},
   Pages = {549-553},
   Year = {2013},
   Month = {June},
   ISSN = {2168-6203},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000319829700010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {<h4>Importance</h4>Child maltreatment is a serious public
             health problem that disproportionately affects infants and
             toddlers. In the interest of informing prevention and
             intervention efforts, this study examined pregnant women's
             attributions about infants as a risk factor for child
             maltreatment and harsh parenting during their children's
             first and second years. We also provide specific methods for
             practitioners to assess hostile attributions.<h4>Objective</h4>To
             evaluate pregnant women's hostile attributions about infants
             as a risk factor for early child maltreatment and harsh
             parenting.<h4>Design</h4>Prospective longitudinal
             study.<h4>Setting</h4>A small Southeastern city and its
             surrounding county.<h4>Participants</h4>A diverse,
             community-based sample of 499 pregnant women.<h4>Main
             outcomes and measures</h4>Official records of child
             maltreatment and mother-reported harsh parenting behaviors.
             Hostile attributions were examined in terms of women's
             beliefs about infants' negative intentions (eg, the extent
             to which infants purposefully dirty their
             diapers).<h4>Results</h4>Mothers' hostile attributions
             increased the likelihood that their child would be
             maltreated by the age of 26 months (adjusted odds ratio,
             1.26 [90% CI, 1.02-1.56]). Mothers who made more hostile
             attributions during pregnancy reported engaging in more
             harsh parenting behaviors when their children were toddlers
             (β = 0.14, P < .05). Both associations were robust to the
             inclusion of 7 psychosocial covariates.<h4>Conclusions</h4>AND
             RELEVANCE: A pregnant woman's hostile attributions about
             infant's intentions signal risk for maltreatment and harsh
             parenting of her child during the first years of life.
             Practitioners' attention to women's hostile attributions may
             help identify those in need of immediate practitioner input
             and/or referral to parenting services.},
   Doi = {10.1001/jamapediatrics.2013.1212},
   Key = {fds271945}
}

@article{fds328783,
   Author = {Powers, CJ and Bierman, KL and Conduct Problems Prevention
             Research Group},
   Title = {The multifaceted impact of peer relations on
             aggressive-disruptive behavior in early elementary
             school.},
   Journal = {Developmental psychology},
   Volume = {49},
   Number = {6},
   Pages = {1174-1186},
   Year = {2013},
   Month = {June},
   url = {http://dx.doi.org/10.1037/a0028400},
   Abstract = {Following a large, diverse sample of 4,096 children in 27
             schools, this study evaluated the impact of 3 aspects of
             peer relations, measured concurrently, on subsequent child
             aggressive-disruptive behavior during early elementary
             school: peer dislike, reciprocated friends' aggressiveness,
             and classroom levels of aggressive-disruptive behavior.
             Teachers rated child aggressive-disruptive behavior in 1st
             and 3rd grades, and peer relations were assessed during 2nd
             grade. Results indicated that heightened classroom
             aggressive-disruptive behavior levels were related to
             proximal peer relations, including an increased likelihood
             of having aggressive friends and lower levels of peer
             dislike of aggressive-disruptive children. Controlling for
             1st grade aggressive-disruptive behavior, the three 2nd
             grade peer experiences each made unique contributions to 3rd
             grade child aggressive-disruptive behavior. These findings
             replicate and extend a growing body of research documenting
             the multifaceted nature of peer influence on
             aggressive-disruptive behavior in early elementary school.
             They highlight the importance of the classroom ecology and
             proximal peer relations in the socialization of
             aggressive-disruptive behavior.},
   Doi = {10.1037/a0028400},
   Key = {fds328783}
}

@article{fds271946,
   Author = {Petersen, IT and Bates, JE and D'Onofrio, BM and Coyne, CA and Lansford,
             JE and Dodge, KA and Pettit, GS and Van Hulle and CA},
   Title = {Language ability predicts the development of behavior
             problems in children.},
   Journal = {Journal of abnormal psychology},
   Volume = {122},
   Number = {2},
   Pages = {542-557},
   Year = {2013},
   Month = {May},
   ISSN = {0021-843X},
   url = {http://dx.doi.org/10.1037/a0031963},
   Abstract = {Prior studies have suggested, but not fully established,
             that language ability is important for regulating attention
             and behavior. Language ability may have implications for
             understanding attention-deficit hyperactivity disorder
             (ADHD) and conduct disorders, as well as subclinical
             problems. This article reports findings from two
             longitudinal studies to test (a) whether language ability
             has an independent effect on behavior problems, and (b) the
             direction of effect between language ability and behavior
             problems. In Study 1 (N = 585), language ability was
             measured annually from ages 7 to 13 years by language
             subtests of standardized academic achievement tests
             administered at the children's schools. Inattentive-hyperactive
             (I-H) and externalizing (EXT) problems were reported
             annually by teachers and mothers. In Study 2 (N = 11,506),
             language ability (receptive vocabulary) and mother-rated I-H
             and EXT problems were measured biannually from ages 4 to 12
             years. Analyses in both studies showed that language ability
             predicted within-individual variability in the development
             of I-H and EXT problems over and above the effects of sex,
             ethnicity, socioeconomic status (SES), and performance in
             other academic and intellectual domains (e.g., math, reading
             comprehension, reading recognition, and short-term memory
             [STM]). Even after controls for prior levels of behavior
             problems, language ability predicted later behavior problems
             more strongly than behavior problems predicted later
             language ability, suggesting that the direction of effect
             may be from language ability to behavior problems. The
             findings suggest that language ability may be a useful
             target for the prevention or even treatment of attention
             deficits and EXT problems in children.},
   Doi = {10.1037/a0031963},
   Key = {fds271946}
}

@article{fds271956,
   Author = {Dodge, KA and Godwin, J and Conduct Problems Prevention Research
             Group},
   Title = {Social-information-processing patterns mediate the impact of
             preventive intervention on adolescent antisocial
             behavior.},
   Journal = {Psychological science},
   Volume = {24},
   Number = {4},
   Pages = {456-465},
   Year = {2013},
   Month = {April},
   ISSN = {0956-7976},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/23406610},
   Abstract = {In the study reported here, we tested the hypothesis that
             the Fast Track preventive intervention's positive impact on
             antisocial behavior in adolescence is mediated by its impact
             on social-cognitive processes during elementary school. Fast
             Track is the largest and longest federally funded preventive
             intervention trial for children showing aggressive behavior
             at an early age. Participants were 891 high-risk
             kindergarten children (69% male, 31% female; 49% ethnic
             minority, 51% ethnic majority) who were randomly assigned to
             an intervention or a control group by school cluster.
             Multiyear intervention addressed social-cognitive processes
             through social-skill training groups, parent groups,
             classroom curricula, peer coaching, and tutoring. Assigning
             children to the intervention decreased their mean
             antisocial-behavior score after Grade 9 by 0.16 standardized
             units (p < .01). Structural equation models indicated that
             27% of the intervention's impact on antisocial behavior was
             mediated by its impact on three social-cognitive processes:
             reducing hostile-attribution biases, increasing competent
             response generation to social problems, and devaluing
             aggression. These findings support a model of antisocial
             behavioral development mediated by social-cognitive
             processes, and they guide prevention planners to focus on
             these processes.},
   Doi = {10.1177/0956797612457394},
   Key = {fds271956}
}

@article{fds328784,
   Author = {Makin-Byrd, K and Bierman, KL and Conduct Problems Prevention
             Research Group},
   Title = {Individual and family predictors of the perpetration of
             dating violence and victimization in late
             adolescence.},
   Journal = {Journal of youth and adolescence},
   Volume = {42},
   Number = {4},
   Pages = {536-550},
   Year = {2013},
   Month = {April},
   url = {http://dx.doi.org/10.1007/s10964-012-9810-7},
   Abstract = {Teen dating violence is a crime of national concern with
             approximately one-fourth of adolescents reporting
             victimization of physical, psychological, or sexual dating
             violence each year. The present study examined how
             aggressive family dynamics in both childhood and early
             adolescence predicted the perpetration of dating violence
             and victimization in late adolescence. Children (n = 401, 43
             % female) were followed from kindergarten entry to the age
             of 18 years. Early adolescent aggressive-oppositional
             problems at home and aggressive-oppositional problems at
             school each made unique predictions to the emergence of
             dating violence in late adolescence. The results suggest
             that aggressive family dynamics during childhood and early
             adolescence influence the development of dating violence
             primarily by fostering a child's oppositional-aggressive
             responding style initially in the home, which is then
             generalized to other contexts. Although this study is
             limited by weaknesses detailed in the discussion, the
             contribution of longitudinal evidence including parent,
             teacher, and adolescent reports from both boys and girls, a
             dual-emphasis on the prediction of perpetration and
             victimization, as well as an analysis of both relations
             between variables and person-oriented group comparisons
             combine to make a unique contribution to the growing
             literature on adolescent partner violence.},
   Doi = {10.1007/s10964-012-9810-7},
   Key = {fds328784}
}

@article{fds271950,
   Author = {Bierman, KL and Coie, J and Dodge, K and Greenberg, M and Lochman, J and McMohan, R and Pinderhughes, E and Conduct Problems Prevention
             Research Group},
   Title = {School outcomes of aggressive-disruptive children:
             prediction from kindergarten risk factors and impact of the
             fast track prevention program.},
   Journal = {Aggressive behavior},
   Volume = {39},
   Number = {2},
   Pages = {114-130},
   Year = {2013},
   Month = {March},
   ISSN = {0096-140X},
   url = {http://dx.doi.org/10.1002/ab.21467},
   Abstract = {A multi-gate screening process identified 891 children with
             aggressive-disruptive behavior problems at school entry.
             Fast Track provided a multi-component preventive
             intervention in the context of a randomized-controlled
             design. In addition to psychosocial support and skill
             training for parents and children, the intervention included
             intensive reading tutoring in first grade, behavioral
             management consultation with teachers, and the provision of
             homework support (as needed) through tenth grade. This study
             examined the impact of the intervention, as well as the
             impact of the child's initial aggressive-disruptive
             behaviors and associated school readiness skills (cognitive
             ability, reading readiness, attention problems) on academic
             progress and educational placements during elementary school
             (Grades 1-4) and during the secondary school years (Grades
             7-10), as well as high school graduation. Child behavior
             problems and skills at school entry predicted school
             difficulties (low grades, grade retention, placement in a
             self-contained classroom, behavior disorder classification,
             and failure to graduate). Disappointingly, intervention did
             not significantly improve these long-term school
             outcomes.},
   Doi = {10.1002/ab.21467},
   Key = {fds271950}
}

@article{fds271953,
   Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
             JE and McMahon, RJ and Pinderhughes, EE},
   Title = {Assessing findings from the fast track study},
   Journal = {Journal of Experimental Criminology},
   Volume = {9},
   Number = {1},
   Pages = {119-126},
   Publisher = {Springer Nature},
   Year = {2013},
   Month = {March},
   ISSN = {1573-3750},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000315092500007&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {Objectives The aim of this paper is to respond to the
             Commentary, “Reassessing Findings from the Fast Track
             Study: Problems of Methods and Analysis” provided by E.
             Michael Foster (Foster, this issue) to our article “Fast
             Track Intervention Effects on Youth Arrests and
             Delinquency” (Conduct Problems Prevention Research Group
             2010, Journal of Experimental Criminology, 6, 131-157). Our
             response begins with a description of the mission and goals
             of the Fast Track project, and how they guided the original
             design of the study and continue to inform outcome analyses.
             Then, we respond to the Commentary’s five points in the
             order they were raised. Conclusions We agree with the
             Commentary that efforts to prevent crime and delinquency are
             of high public health significance because the costs of
             crime anddelinquency to society are indeed enormous. We
             believe that rigorous, careful intervention research is
             needed to accumulate evidence that informs prevention
             programs and activities. We have appreciated the opportunity
             to respond to the Commentary and to clarify the procedures
             and results that we presented in our paper on Fast Track
             effects on youth arrests and delinquency. Our response has
             clarified the framework for the number of statistical tests
             made, has reiterated the randomization process, has
             supported our tests for site-by-intervention effects, has
             provided our rationale for assuming missing at random, and
             has clarified that the incarceration variable was not
             included as a covariate in the hazard analyses. We stand by
             our conclusion that random assignment to Fast Track had a
             positive impact in preventing juvenile arrests, and we echo
             our additional caveat that it will be essential to determine
             whether intervention produces any longer-term effects on
             adult arrests as the sample transitions into young
             adulthood. We also appreciate the opportunity for open
             scientific debate on the values and risks associated with
             multiple analyses in long-term prevention program designs
             such as Fast Track. We believe that, once collected,
             completed longitudinal intervention datasets should be fully
             used to understand the impact, process, strengths, and
             weaknesses of the intervention approach. We agree with the
             Commentary that efforts to prevent crime and delinquency are
             of high public health significance because the costs of
             crime and delinquency to society are indeed enormous. As a
             result, we argue that it is important to balance the need to
             maintain awareness and caution regarding potential risks in
             the design or approach that may confound interpretation of
             findings, in the manner raised by the Commentator, with the
             need for extended analyses of the available data so we can
             better understand over time how antisocial behavior and
             violence can be effectively reduced.},
   Doi = {10.1007/s11292-013-9173-4},
   Key = {fds271953}
}

@article{fds271951,
   Author = {Schwartz, D and Lansford, JE and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {The link between harsh home environments and negative
             academic trajectories is exacerbated by victimization in the
             elementary school peer group.},
   Journal = {Developmental psychology},
   Volume = {49},
   Number = {2},
   Pages = {305-316},
   Year = {2013},
   Month = {February},
   ISSN = {0012-1649},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000314193900010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {This article presents a prospective investigation focusing
             on the moderating role of peer victimization on associations
             between harsh home environments in the preschool years and
             academic trajectories during elementary school. The
             participants were 388 children (198 boys, 190 girls) who we
             recruited as part of an ongoing multisite longitudinal
             investigation. Preschool home environment was assessed with
             structured interviews and questionnaires completed by
             parents. Peer victimization was assessed with a peer
             nomination inventory that was administered when the average
             age of the participants was approximately 8.5 years. Grade
             point averages (GPAs) were obtained from reviews of school
             records, conducted for 7 consecutive years. Indicators of
             restrictive punitive discipline and exposure to violence
             were associated with within-subject declines in academic
             functioning over 7 years. However, these effects were
             exacerbated for those children who had also experienced
             victimization in the peer group during the intervening
             years.},
   Doi = {10.1037/a0028249},
   Key = {fds271951}
}

@article{fds271954,
   Author = {Witkiewitz, K and King, K and McMahon, RJ and Wu, J and Luk, J and Bierman,
             KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and Pinderhughes, EE and Conduct Problems Prevention Research
             Group},
   Title = {Evidence for a multi-dimensional latent structural model of
             externalizing disorders.},
   Journal = {Journal of abnormal child psychology},
   Volume = {41},
   Number = {2},
   Pages = {223-237},
   Year = {2013},
   Month = {February},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/22936218},
   Abstract = {Strong associations between conduct disorder (CD),
             antisocial personality disorder (ASPD) and substance use
             disorders (SUD) seem to reflect a general vulnerability to
             externalizing behaviors. Recent studies have characterized
             this vulnerability on a continuous scale, rather than as
             distinct categories, suggesting that the revision of the
             Diagnostic and Statistical Manual of Mental Disorders
             (DSM-5) take into account the underlying continuum of
             externalizing behaviors. However, most of this research has
             not included measures of disorders that appear in childhood
             [e.g., attention-deficit/hyperactivity disorder (ADHD) or
             oppositional defiant disorder (ODD)], nor has it considered
             the full range of possibilities for the latent structure of
             externalizing behaviors, particularly factor mixture models,
             which allow for a latent factor to have both continuous and
             categorical dimensions. Finally, the majority of prior
             studies have not tested multidimensional models. Using
             lifetime diagnoses of externalizing disorders from
             participants in the Fast Track Project (n = 715), we
             analyzed a series of latent variable models ranging from
             fully continuous factor models to fully categorical mixture
             models. Continuous models provided the best fit to the
             observed data and also suggested that a two-factor model of
             externalizing behavior, defined as (1) ODD+ADHD+CD and (2)
             SUD with adult antisocial behavior sharing common variance
             with both factors, was necessary to explain the covariation
             in externalizing disorders. The two-factor model of
             externalizing behavior was then replicated using a
             nationally representative sample drawn from the National
             Comorbidity Survey-Replication data (n = 5,692). These
             results have important implications for the
             conceptualization of externalizing disorders in
             DSM-5.},
   Doi = {10.1007/s10802-012-9674-z},
   Key = {fds271954}
}

@article{fds271955,
   Author = {Dodge, KA and Goodman, WB and Murphy, R and O'Donnell, K and Sato,
             J},
   Title = {Toward Population Impact from Home Visiting.},
   Journal = {Zero Three},
   Volume = {33},
   Number = {3},
   Pages = {17-23},
   Year = {2013},
   Month = {January},
   ISSN = {0736-8038},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/23526864},
   Abstract = {Although some home-visiting programs have proven effective
             with the families they serve, no program has yet
             demonstrated an impact at the population level. We describe
             the Durham Connects (DC) initiative, which aims to achieve
             population impact by coalescing community agencies to serve
             early-intervention goals through a Preventive System Of Care
             and by delivering a universal, short-term, postnatal nurse
             home-visiting program. The home-visitor delivers brief
             intervention, assesses family needs in 12 domains, and
             connects the family with community resources to address
             individualized family needs. Evaluation of DC occurred
             through a population randomized controlled trial of all
             4,777 births in Durham, NC, over an 18-month period. DC was
             implemented with high penetration and high fidelity. Impact
             evaluation indicated that by age 6 months, DC infants had 18
             percent fewer emergency room visits and 80 percent fewer
             overnights in the hospital than did control families. We
             conclude that population impact is achievable if a program
             attends to challenges of community partnership, universal
             reach and assessment, rigorous evaluation, and models for
             sustaining funding.},
   Key = {fds271955}
}

@misc{fds219475,
   Author = {Dodge, K.A. and Goodman, W.B. and Murphy, R.A. and O’Donnell, K. and Sato, J.},
   Title = {Randomized controlled trial evaluation of universal
             postnatal nurse home visiting: Impacts on child emergency
             medical care at age 12-months},
   Journal = {Pediatrics},
   Volume = {132},
   Pages = {S140-S146},
   Year = {2013},
   Key = {fds219475}
}

@article{fds219476,
   Author = {Henry, D. and Multisite Violence Prevention
             Project},
   Title = {The moderating role of developmental microsystems in
             selective preventive intervention effects on aggression and
             victimization of aggressive and socially-influential
             students.},
   Journal = {Prevention Science},
   Volume = {14},
   Pages = {390-399},
   Year = {2013},
   Key = {fds219476}
}

@article{fds218849,
   Author = {Rabiner, D.L. and Carrig, M. and Dodge, K.A.},
   Title = {Attention problems and academic achievement: do persistent
             and earlier-emerging problems have more adverse long-term
             effects?},
   Journal = {Journal of Attention Disorders},
   Year = {2013},
   url = {http://dx.doi.org/10.1177/1087054713507974},
   Doi = {10.1177/1087054713507974},
   Key = {fds218849}
}

@article{fds218551,
   Author = {Conduct Problems Prevention Research Group},
   Title = {Assessing findings from the Fast Track Study},
   Journal = {. Journal of Experimental Criminology},
   Volume = {9},
   Pages = {119-126},
   Year = {2013},
   url = {http://link.springer.com/article/10.1007%2Fs11292-013-9173-4#page-1},
   Key = {fds218551}
}

@article{fds224095,
   Author = {Racz, S.J. and King, K.M. and Wu, J. and Witkiewitz, K. and McMahon, R.J. and Conduct Problems Prevention Research
             Group},
   Title = {The predictive utility of a brief kindergarten screening
             measure of child behavior problems},
   Journal = {Journal of Consulting and Clinical Psychology},
   Volume = {81},
   Pages = {588-599},
   Year = {2013},
   url = {http://dx.doi.org/10.1037/a0032366},
   Doi = {10.1037/a0032366},
   Key = {fds224095}
}

@article{fds317258,
   Author = {Ladd, HF and Muschkin, CG and Dodge, KA},
   Title = {From Birth to School: Early Childhood Initiatives and
             Third-Grade Outcomes in North Carolina},
   Journal = {Journal of Policy Analysis and Management},
   Volume = {33},
   Number = {1},
   Pages = {162-187},
   Publisher = {WILEY},
   Year = {2013},
   ISSN = {0276-8739},
   url = {http://dx.doi.org/10.1002/pam.21734},
   Abstract = {This study examines the community-wide effects of two
             statewide early childhood policy initiatives in North
             Carolina. One initiative provides funding to improve the
             quality of child care services at the county level for all
             children between the ages of 0 to 5, and the other provides
             funding for preschool slots for disadvantaged
             four-year-olds. Differences across counties in the timing of
             the rollout and in the magnitude of the state financial
             investments per child provide the variation in programs
             needed to estimate their effects on schooling outcomes in
             third grade. We find robust positive effects of each program
             on third-grade test scores in both reading and math. These
             effects can best be explained by a combination of direct
             benefits for participants and spillover benefits for others.
             Our preferred models suggest that the combined average
             effects on test scores of investments in both programs at
             2009 funding levels are equivalent to two to four months of
             instruction in grade 3. © 2013 by the Association for
             Public Policy Analysis and Management.},
   Doi = {10.1002/pam.21734},
   Key = {fds317258}
}

@article{fds271959,
   Author = {Petersen, IT and Bates, JE and Goodnight, JA and Dodge, KA and Lansford,
             JE and Pettit, GS and Latendresse, SJ and Dick, DM},
   Title = {Interaction between serotonin transporter polymorphism
             (5-HTTLPR) and stressful life events in adolescents'
             trajectories of anxious/depressed symptoms.},
   Journal = {Developmental psychology},
   Volume = {48},
   Number = {5},
   Pages = {1463-1475},
   Year = {2012},
   Month = {September},
   ISSN = {0012-1649},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000307935600023&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {Caspi et al. (2003) found an interaction between the
             serotonin transporter polymorphism gene (5-HTTLPR) and
             stressful life events on depression. Subsequent attempts to
             replicate have been inconsistent. The present research
             included long allele variants modified by SNP rs25531 and
             tested the interaction on adolescents' trajectories of
             anxious/depressed symptoms, with consideration of possible
             age effects. Adolescents (N = 574), of whom 436 were
             genotyped, were followed from ages 12 to 17. Analyses
             demonstrated a G × E interaction in predicting the
             development of anxious/depressed symptoms. Specifically,
             adolescents with lower serotonin transcriptional efficiency
             (TE) genotypes whose mothers reported more stressful events
             were reported to show more anxious/depressed symptoms and
             greater increases in the development of symptoms of anxiety
             and depression than were higher TE adolescents, particularly
             at ages 16 and 17. Interactions did not differ by gender.
             Findings demonstrate that stress may affect adolescents'
             likelihood of experiencing anxious/depressed symptoms when
             they have a low serotonin TE (A/G-modified 5-HTTLPR)
             genotype and suggest that the vulnerability may be stronger
             in late than early adolescence.},
   Doi = {10.1037/a0027471},
   Key = {fds271959}
}

@article{fds271952,
   Author = {Dodge, KA and Mandel, AD},
   Title = {Building Evidence for Evidence-Based Policy
             Making.},
   Journal = {Criminology & public policy},
   Volume = {11},
   Number = {3},
   Pages = {525-534},
   Year = {2012},
   Month = {August},
   ISSN = {1538-6473},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000313554100008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Doi = {10.1111/j.1745-9133.2012.00828.x},
   Key = {fds271952}
}

@article{fds272021,
   Author = {Putnick, DL and Bornstein, MH and Lansford, JE and Chang, L and Deater-Deckard, K and Di Giunta and L and Gurdal, S and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
             E and Tapanya, S and Uribe Tirado and LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi, AS},
   Title = {Agreement in Mother and Father Acceptance-Rejection, Warmth,
             and Hostility/Rejection/Neglect of Children across Nine
             Countries.},
   Journal = {Cross-cultural research : official journal of the Society
             for Cross-Cultural Research},
   Volume = {46},
   Number = {3},
   Pages = {191-223},
   Year = {2012},
   Month = {August},
   ISSN = {1069-3971},
   url = {http://dx.doi.org/10.1177/1069397112440931},
   Abstract = {We assessed whether mothers' and fathers' self-reports of
             acceptance-rejection, warmth, and hostility/rejection/neglect
             (HRN) of their pre-adolescent children differ
             cross-nationally and relative to the gender of the parent
             and child in 10 communities in 9 countries, including China,
             Colombia, Italy, Jordan, Kenya, the Philippines, Sweden,
             Thailand, and the United States (N = 998 families). Mothers
             and fathers in all countries reported a high degree of
             acceptance and warmth, and a low degree of HRN, but
             countries also varied. Mothers reported greater acceptance
             of children than fathers in China, Italy, Sweden, and the
             United States, and these effects were accounted for by
             greater self-reported warmth in mothers than fathers in
             China, Italy, the Philippines, Sweden, and Thailand and less
             HRN in mothers than fathers in Sweden. Fathers reported
             greater warmth than mothers in Kenya. Mother and father
             acceptance-rejection were moderately correlated. Relative
             levels of mother and father acceptance and rejection appear
             to be country specific.},
   Doi = {10.1177/1069397112440931},
   Key = {fds272021}
}

@article{fds272008,
   Author = {Lansford, JE and Skinner, AT and Sorbring, E and Di Giunta and L and Deater-Deckard, K and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Tapanya, S and Tirado, LMU and Zelli, A and Al-Hassan,
             SM and Alampay, LP and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L},
   Title = {Boys’ and Girls’ Relational and Physical Aggression in
             Nine Countries.},
   Journal = {Aggressive behavior},
   Volume = {38},
   Number = {4},
   Pages = {298-308},
   Year = {2012},
   Month = {July},
   ISSN = {0096-140X},
   url = {http://dx.doi.org/10.1002/ab.21433},
   Abstract = {Distinguishing between relational and physical aggression
             has become a key feature of many developmental studies in
             North America and Western Europe, but very little
             information is available on relational and physical
             aggression in more diverse cultural contexts. This study
             examined the factor structure of, associations between, and
             gender differences in relational and physical aggression in
             China, Colombia, Italy, Jordan, Kenya, the Philippines,
             Sweden, Thailand, and the United States. Children ages
             7–10 years (N = 1,410) reported on their relationally and
             physically aggressive behavior. Relational and physical
             aggression shared a common factor structure across
             countries. In all nine countries, relational and physical
             aggression were significantly correlated (average r = .49).
             Countries differed in the mean levels of both relational and
             physical aggression that children reported using and with
             respect to whether children reported using more physical
             than relational aggression or more relational than physical
             aggression. Boys reported being more physically aggressive
             than girls across all nine countries; no consistent gender
             differences emerged in relational aggression. Despite
             mean-level differences in relational and physical aggression
             across countries, the findings provided support for
             cross-country similarities in associations between
             relational and physical aggression as well as links between
             gender and aggression.},
   Doi = {10.1002/ab.21433},
   Key = {fds272008}
}

@misc{fds272006,
   Author = {Dodge, KA and Albert, D},
   Title = {Evolving science in adolescence: comment on Ellis et al.
             (2012).},
   Journal = {Developmental psychology},
   Volume = {48},
   Number = {3},
   Pages = {624-627},
   Year = {2012},
   Month = {May},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/22545848},
   Abstract = {Ellis et al. (2012) bring an evolutionary perspective to
             bear on adolescent risky behavioral development, clinical
             practice, and public policy. The authors offer important
             insights that (a) some risky behaviors may be adaptive for
             the individual and the species by being hard-wired due to
             fitness benefits and (b) interventions might be more
             successful if they move with, rather than against, the
             natural tendencies of an adolescent. Ellis and colleagues
             criticize the field of developmental psychopathology, but we
             see the 2 fields as complementary. Their position would be
             enhanced by integrating it with contemporary perspectives on
             dynamic cascades through which normative behavior turns into
             genuinely maladaptive outcomes, dual processes in adolescent
             neural development, and adolescent decision making. Finally,
             they rightly note that innovation is needed in interventions
             and policies toward adolescent problem behavior.},
   Doi = {10.1037/a0027683},
   Key = {fds272006}
}

@article{fds272009,
   Author = {Shapiro, DN and Kaplow, JB and Amaya-Jackson, L and Dodge,
             KA},
   Title = {Behavioral markers of coping and psychiatric symptoms among
             sexually abused children.},
   Journal = {J Trauma Stress},
   Volume = {25},
   Number = {2},
   Pages = {157-163},
   Year = {2012},
   Month = {April},
   ISSN = {0894-9867},
   url = {http://dx.doi.org/10.1002/jts.21674},
   Abstract = {The current study examined coping and psychiatric symptoms
             in a longitudinal sample of sexually abused children. Coping
             was behaviorally coded from children's forensic interviews
             in the aftermath of sexual abuse. Using principal components
             analysis, coping behaviors were found to cluster into 3
             categories: avoidant, expressive, and positive affective
             coping. Avoidant coping had predictive utility for a range
             of psychiatric symptoms, including depressive, posttraumatic
             stress, anxiety, and dissociative symptoms as well as
             aggression and attention problems measured 8-36 months
             following the forensic interview. Specific behaviors, namely
             fidgetiness and distractibility, were also found to be
             associated with future symptoms. These findings suggest the
             predictive utility of avoidant behaviors in general, and
             fidgetiness and distractibility in particular, among
             sexually abused children.},
   Doi = {10.1002/jts.21674},
   Key = {fds272009}
}

@article{fds272010,
   Author = {Lansford, JE and Wager, LB and Bates, JE and Pettit, GS and Dodge,
             KA},
   Title = {Forms of Spanking and Children's Externalizing
             Behaviors.},
   Journal = {Family relations},
   Volume = {61},
   Number = {2},
   Pages = {224-236},
   Year = {2012},
   Month = {April},
   ISSN = {0197-6664},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/22544988},
   Abstract = {Research suggests that corporal punishment is related to
             higher levels of child externalizing behavior, but there has
             been controversy regarding whether infrequent, mild spanking
             predicts child externalizing or whether more severe and
             frequent forms of corporal punishment account for the link.
             Mothers rated the frequency with which they spanked and
             whether they spanked with a hand or object when their child
             was 6, 7, and 8 years old. Mothers and teachers rated
             children's externalizing behaviors at each age. Analyses of
             covariance revealed higher levels of mother-reported
             externalizing behavior for children who experienced harsh
             spanking. Structural equation models for children who
             experienced no spanking or mild spanking only revealed that
             spanking was related to concurrent and prior, but not
             subsequent, externalizing. Mild spanking in one year was a
             risk factor for harsh spanking in the next year. Findings
             are discussed in the context of efforts to promote
             children's rights to protection.},
   Doi = {10.1111/j.1741-3729.2011.00700.x},
   Key = {fds272010}
}

@article{fds272011,
   Author = {Snyder, EH and Lawrence, CN and Dodge, KA},
   Title = {The impact of system of care support in adherence to
             wraparound principles in Child and Family Teams in child
             welfare in North Carolina.},
   Journal = {Children and youth services review},
   Volume = {34},
   Number = {4},
   Pages = {639-647},
   Year = {2012},
   Month = {April},
   ISSN = {0190-7409},
   url = {http://dx.doi.org/10.1016/j.childyouth.2011.12.010},
   Abstract = {North Carolina is one of a growing number of states to
             implement family meeting models in child welfare as a way to
             engage families, while simultaneously addressing complex
             familial needs and child safety issues. However, much is
             still unknown regarding how family meetings actually operate
             in child welfare, underscoring a clear need for further
             evaluation of this process. Utilizing direct observational
             data of Child and Family Team (CFT) meetings, collected as
             part of two separate evaluations of the North Carolina
             Division of Social Service's Multiple Response System (MRS)
             and System of Care (SOC) initiatives, the purpose of the
             current study was to examine whether the support provided by
             SOC improved fidelity to the CFT model in child welfare. The
             observations were conducted using the Team Observation
             Measure consisting of 78 indicators that measure adherence
             to ten domains associated with high quality family team
             meetings (e.g., collaborative, individualized, natural
             supports, outcomes based, strengths-based). Findings
             indicate that receiving SOC support in child welfare leads
             to a more collaborative and individualized decision-making
             process with families. Meeting facilitators in SOC counties
             were better prepared for CFTs, and had greater ability to
             lead a more robust and creative brainstorming process to
             develop a family-driven case plan. The current study also
             provides a much needed description of the CFT meeting
             process within child welfare using a direct observational
             measure.},
   Doi = {10.1016/j.childyouth.2011.12.010},
   Key = {fds272011}
}

@article{fds271965,
   Author = {Simon, TR and Ikeda, RM and Smith, EP and Reese, LE and Rabiner, DL and Miller, S and Winn, D-M and Dodge, KA and Asher, SR and Horne, AM and Orpinas, P and Martin, R and Quinn, WH and Tolan, PH and Gorman-Smith,
             D and Henry, DB and Gay, FN and Schoeny, M and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP},
   Title = {Mediators of Effects of a Selective Family-Focused Violence
             Prevention Approach for Middle School Students},
   Journal = {PREVENTION SCIENCE},
   Volume = {13},
   Number = {1},
   Pages = {1-14},
   Publisher = {Springer Nature},
   Year = {2012},
   Month = {February},
   ISSN = {1389-4986},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000300663600001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {This study examined how parenting and family characteristics
             targeted in a selective prevention program mediated effects
             on key youth proximal outcomes related to violence
             perpetration. The selective intervention was evaluated
             within the context of a multi-site trial involving random
             assignment of 37 schools to four conditions: a universal
             intervention composed of a student social-cognitive
             curriculum and teacher training, a selective family-focused
             intervention with a subset of high-risk students, a
             condition combining these two interventions, and a
             no-intervention control condition. Two cohorts of
             sixth-grade students (total N = 1,062) exhibiting high
             levels of aggression and social influence were the sample
             for this study. Analyses of pre-post change compared to
             controls using intent-to-treat analyses found no significant
             effects. However, estimates incorporating participation of
             those assigned to the intervention and predicted
             participation among those not assigned revealed significant
             positive effects on student aggression, use of aggressive
             strategies for conflict management, and parental estimation
             of student's valuing of achievement. Findings also indicated
             intervention effects on two targeted family processes:
             discipline practices and family cohesion. Mediation analyses
             found evidence that change in these processes mediated
             effects on some outcomes, notably aggressive behavior and
             valuing of school achievement. Results support the notion
             that changing parenting practices and the quality of family
             relationships can prevent the escalation in aggression and
             maintain positive school engagement for high-risk
             youth.},
   Doi = {10.1007/s11121-011-0245-2},
   Key = {fds271965}
}

@article{fds272018,
   Author = {Glennie, E and Bonneau, K and Vandellen, M and Dodge,
             KA},
   Title = {Addition by Subtraction: The Relation Between Dropout Rates
             and School-Level Academic Achievement.},
   Journal = {Teachers College record (1970)},
   Volume = {114},
   Number = {8},
   Pages = {1-26},
   Year = {2012},
   Month = {January},
   ISSN = {0161-4681},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000308594300004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {<h4>Background/context</h4>Efforts to improve student
             achievement should increase graduation rates. However, work
             investigating the effects of student-level accountability
             has consistently demonstrated that increases in the
             standards for high school graduation are correlated with
             increases in dropout rates. The most favored explanation for
             this finding is that high-stakes testing policies that
             mandate grade repetition and high school exit exams may be
             the tipping point for students who are already struggling
             academically. These extra demands may, in fact, push
             students out of school.<h4>Purpose/objective/focus</h4>This
             article examines two hypotheses regarding the relation
             between school-level accountability and dropout rates. The
             first posits that improvements in school performance lead to
             improved success for everyone. If school-level
             accountability systems improve a school for all students,
             then the proportion of students performing at grade level
             increases, and the dropout rate decreases. The second
             hypothesis posits that schools facing pressure to improve
             their overall accountability score may pursue this increase
             at the cost of other student outcomes, including dropout
             rate.<h4>Research design</h4>Our approach focuses on the
             dynamic relation between school-level academic achievement
             and dropout rates over time-that is, between one year's
             achievement and the subsequent year's dropout rate, and vice
             versa. This article employs longitudinal data of records on
             all students in North Carolina public schools over an 8-year
             period. Analyses employ fixed-effects models clustering
             schools and districts within years and controls each year
             for school size, percentage of students who were
             free/reduced-price lunch eligible, percentage of students
             who are ethnic minorities, and locale.<h4>Findings/results</h4>This
             study finds partial evidence that improvements in
             school-level academic performance will lead to improvements
             (i.e., decreases) in school-level dropout rates. Schools
             with improved performance saw decreased dropout rates
             following these successes. However, we find more evidence of
             a negative side of the quest for improved academic
             performance. When dropout rates increase, the performance
             composites in subsequent years increase.<h4>Conclusions/recommendations</h4>Accountability
             systems need to remove any indirect benefit a school may
             receive from increasing its dropout rate. Schools should be
             held accountable for those who drop out of school. Given the
             personal and social costs of dropping out, accountability
             systems need to place more emphasis on dropout prevention.
             Such an emphasis could encompass increasing the dropout age
             and having the school's performance composite include scores
             of zero on end-of-grade tests for those who leave
             school.},
   Key = {fds272018}
}

@article{fds289621,
   Author = {Lansford, JE and Wager, LB and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {Parental Reasoning, Denying Privileges, Yelling, and
             Spanking: Ethnic Differences and Associations with Child
             Externalizing Behavior.},
   Journal = {Parenting, science and practice},
   Volume = {12},
   Number = {1},
   Pages = {42-56},
   Year = {2012},
   Month = {January},
   ISSN = {1529-5192},
   url = {http://dx.doi.org/10.1080/15295192.2011.613727},
   Abstract = {<h4>Objective</h4>This study was designed to examine whether
             African American and European American mothers differ in
             their discipline use when reasoning, denying privileges,
             yelling, and spanking are considered simultaneously and
             whether there are ethnic group differences in how these four
             forms of discipline are associated with child externalizing
             behavior.<h4>Design</h4>Structural equation models were used
             to examine relations between children's externalizing
             behavior in kindergarten (age 5), mothers' discipline in
             grades 1-3 (ages 6-8), and children's externalizing behavior
             in grade 4 (age 9) in a sample of 585 mothers and
             children.<h4>Results</h4>African American and European
             American mothers showed the same rank order frequency of
             reported use of each of the four forms of discipline, most
             frequently using reasoning, followed by yelling, denying
             privileges, and least frequently spanking. However, European
             American mothers more frequently reported using three of the
             four forms of discipline than did African American mothers,
             with no ethnic differences in the frequency with which
             mothers reported spanked. For European American children,
             higher levels of teacher-reported child externalizing in
             kindergarten predicted mothers' more frequent report of
             denying privileges, yelling, and spanking in grades 1-3;
             only spanking was associated with more child externalizing
             behaviors in grade 4. For African American children,
             teacher-reported child externalizing in kindergarten was
             unrelated to mothers' report of discipline in grades 1-3;
             considering predictions from discipline to grade 4 child
             externalizing, only denying privileges was
             predictive.<h4>Conclusions</h4>European American and African
             American families differ in links between children's
             teacher-reported externalizing behaviors and subsequent
             mother-reported discipline as well as links between
             mother-reported discipline and children's subsequent
             teacher-reported externalizing.},
   Doi = {10.1080/15295192.2011.613727},
   Key = {fds289621}
}

@article{fds271938,
   Author = {Rauer, AJ and Pettit, GS and Lansford, JE and Bates, JE and Dodge,
             KA},
   Title = {Romantic relationship patterns in young adulthood and their
             developmental antecedents},
   Journal = {Developmental Psychology},
   Volume = {49},
   Number = {11},
   Pages = {2159-2171},
   Year = {2012},
   url = {http://dx.doi.org/10.1037/a0031845},
   Abstract = {The delayed entry into marriage that characterizes modern
             society raises questions about young adults' romantic
             relationship trajectories and whether patterns found to
             characterize adolescent romantic relationships persist into
             young adulthood. The current study traced developmental
             transitions into and out of romantic relationships from age
             18 through age 25 in a sample of 511 young adults. The
             developmental antecedents of these different romantic
             relationship experiences in both distal and proximal family
             and peer domains were also examined. Analyses included both
             person-oriented and variable-oriented approaches. Findings
             show 5 distinct clusters varying in timing, duration, and
             frequency of participation in romantic relationships that
             range from those who had only recently entered into a
             romantic relationship to those who had been in the same
             relationship from age 18 to age 25. These relationship
             outcome trajectory clusters were predicted by variations in
             competence in early relationships with family and peers.
             Interpersonal experiences in family and peer contexts in
             early childhood through adolescence thus may form a scaffold
             on which later competence in romantic relationships
             develops. Findings shed light on both normative and
             nonnormative developmental transitions of romantic
             relationships in young adulthood.},
   Doi = {10.1037/a0031845},
   Key = {fds271938}
}

@article{fds271940,
   Author = {Schermerhorn, AC and Bates, JE and Goodnight, JA and Lansford, JE and Dodge, KA and Pettit, GS},
   Title = {Temperament moderates associations between exposure to
             stress and children’s externalizing problems},
   Journal = {Child Development},
   Volume = {84},
   Number = {5},
   Pages = {1579-1593},
   Year = {2012},
   url = {http://dx.doi.org/10.1111/cdev.12076},
   Abstract = {The interaction between a temperament profile (four groups
             determined by high vs. low resistance to control
             [unmanageability] and unadaptability [novelty distress]) and
             family stress in predicting externalizing problems at school
             in children followed from kindergarten through eighth grade
             (ages 5-13) was investigated. The sample consisted of 556
             families (290 boys). At Time 1 just prior to kindergarten,
             mothers retrospectively reported on their child's
             temperament during infancy. Each year, mothers reported
             stress and teachers reported children's externalizing
             problems. Temperament profile was tested as a moderator of
             the stress-externalizing association for various time
             periods. Results indicated that the combination of high
             resistance to control and high unadaptability strengthens
             the stress-externalizing association. Findings are discussed
             in terms of possible underlying mechanisms.},
   Doi = {10.1111/cdev.12076},
   Key = {fds271940}
}

@article{fds271943,
   Author = {Olson, SL and Sameroff, AJ and Davis Kean and P and Lansford, JE and Sexton, H and Bates, JE and Pettit, GS and Dodge,
             KA},
   Title = {Deconstructing the externalizing spectrum: Growth patterns
             of overt aggression, covert aggression, oppositional
             behavior, impulsivity/inattention and emotion dysregulation
             between school entry and early adolescence},
   Journal = {Development and Psychopathology},
   Volume = {25},
   Number = {3},
   Pages = {817-842},
   Year = {2012},
   url = {http://dx.doi.org/10.1017/s0954579413000199},
   Abstract = {The purpose of this study was to determine whether five
             subcomponents of children's externalizing behavior showed
             distinctive patterns of long-term growth and predictive
             correlates. We examined growth in teachers' ratings of overt
             aggression, covert aggression, oppositional defiance,
             impulsivity/inattention, and emotion dysregulation across
             three developmental periods spanning kindergarten through
             Grade 8 (ages 5-13 years). We also determined whether three
             salient background characteristics, family socioeconomic
             status, child ethnicity, and child gender, differentially
             predicted growth in discrete categories of child
             externalizing symptoms across development. Participants were
             543 kindergarten-age children (52% male, 81% European
             American, 17% African American) whose problem behaviors were
             rated by teachers each successive year of development
             through Grade 8. Latent growth curve analyses were performed
             for each component scale, contrasting with overall
             externalizing, in a piecewise fashion encompassing three
             developmental periods: kindergarten-Grade 2, Grades 3-5, and
             Grades 6-8. We found that most subconstructs of
             externalizing behavior increased significantly across the
             early school age period relative to middle childhood and
             early adolescence. However, overt aggression did not show
             early positive growth, and emotion dysregulation
             significantly increased across middle childhood. Advantages
             of using subscales were most clear in relation to
             illustrating different growth functions between the discrete
             developmental periods. Moreover, growth in some discrete
             subcomponents was differentially associated with variations
             in family socioeconomic status and ethnicity. Our findings
             strongly affirmed the necessity of adopting a developmental
             approach to the analysis of growth in children's
             externalizing behavior and provided unique data concerning
             similarities and differences in growth between subconstructs
             of child and adolescent externalizing behavior.},
   Doi = {10.1017/s0954579413000199},
   Key = {fds271943}
}

@article{fds271944,
   Author = {Lansford, JE and Staples, AD and Bates, JE and Pettit, GS and Dodge,
             KA},
   Title = {Trajectories of mothers’ discipline strategies and
             interparental conflict: Interrelated change during middle
             childhood},
   Journal = {Journal of Family Communication},
   Volume = {13},
   Number = {3},
   Pages = {178-195},
   Year = {2012},
   url = {http://dx.doi.org/10.1080/15267431.2013.796947},
   Abstract = {Using data collected annually when children were in
             kindergarten through 3<sup>rd</sup> grade (<i>N</i> = 478),
             this study investigated changes in mothers' use of nonharsh,
             harsh verbal, and physical discipline; changes in
             interparental conflict; and associations between changes in
             discipline and interparental conflict. Controlling for
             potential confounds, physical discipline decreased over the
             course of middle childhood, whereas harsh verbal and
             nonharsh discipline remained stable. Increases in
             interparental conflict were associated with increases in
             physical discipline; decreases in interparental conflict
             were associated with decreases in physical discipline.
             Change in interparental conflict was unrelated to change in
             harsh verbal or nonharsh discipline, although more frequent
             interparental conflict was associated with more frequen10t
             use of all three types of discipline in 1<sup>st</sup>
             grade. Findings extend previous research on how two major
             forms of communication within families-conflict between
             parents and parents' attempts to influence their children
             through discipline-change across middle childhood.},
   Doi = {10.1080/15267431.2013.796947},
   Key = {fds271944}
}

@article{fds271947,
   Author = {Rudolph, KD and Lansford, JE and Agoston, AM and Sugimura, N and Schwartz, D and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Peer victimization and social alienation: Predicting deviant
             peer affiliation in middle school},
   Journal = {Child Development},
   Volume = {85},
   Number = {1},
   Pages = {124-139},
   Year = {2012},
   url = {http://dx.doi.org/10.1111/cdev.12112},
   Abstract = {Two prospective studies examined a theoretical model wherein
             exposure to victimization, resulting from early behavioral
             risk, heightens children's social alienation and subsequent
             deviant peer affiliation (DPA). Across Study 1 (298 girls,
             287 boys; K-7th grade; 5-12 years) and Study 2 (338 girls,
             298 boys; 2nd-6th grade; 8-12 years), children, parents,
             peers, and teachers reported on children's externalizing
             behavior and internalizing symptoms, peer victimization,
             social alienation, and DPA. Path analyses supported the
             proposed pathway: Peer victimization predicted social
             alienation, which then predicted DPA. Early externalizing
             behavior set this path in motion and made an independent
             contribution to DPA. This research identifies an important
             pathway through which externalizing behavior and consequent
             peer victimization launch children onto a risky social
             trajectory.},
   Doi = {10.1111/cdev.12112},
   Key = {fds271947}
}

@article{fds271999,
   Author = {Lee, SJ and Lansford, JE and Pettit, GS and Bates, JE and Dodge,
             KA},
   Title = {Parental agreement of reporting parent to child aggression
             using the Conflict Tactics Scales},
   Journal = {Child Abuse and Neglect},
   Volume = {36},
   Number = {6},
   Pages = {510-518},
   Year = {2012},
   ISSN = {0145-2134},
   url = {http://dx.doi.org/10.1016/j.chiabu.2012.04.005},
   Abstract = {<h4>Objectives</h4>This study examined mothers' and fathers'
             reporting congruency using the Parent-Child Conflict Tactics
             Scales. We asked if the mother's report of the father's
             parenting aggression was consistent with the father's
             self-report of parenting aggression and if the father's
             report of the mother's parenting aggression was consistent
             with the mother's self- report of those same behaviors. We
             assessed moderators of parental reporting congruency:
             severity of the aggression, interparental conflict, child
             temperament, and child gender.<h4>Methods</h4>Participants
             were from the Child Development Project, a longitudinal
             study beginning when children were in kindergarten. The
             analyses herein included 163 children for whom 2 parents
             provided data about their own and their spouse or partner's
             behavior toward the child. Most parents (87%) were married.
             Mothers and fathers independently completed the Parent-Child
             Conflict Tactics Scale, both with respect to their own
             behavior toward the child and with respect to their
             partner's behavior toward the child. Mothers completed the
             retrospective Infant Characteristics Questionnaire to assess
             child temperament. Mothers and fathers completed measures of
             interparental conflict.<h4>Results</h4>Both fathers and
             mothers self-reported more frequently engaging in each
             behavior than the other parent reported they did. Parents
             were more congruent on items assessing harsher parenting
             behavior. Furthermore, there was more agreement between
             parents regarding fathers' behavior than mothers' behavior.
             Analyses of interparental conflict, child difficult
             temperament, and child gender as moderators yielded findings
             suggesting that mothers' and fathers' reports of their own
             and their spouses' harsh parenting behaviors were more
             concordant in couples with low levels of conflict, for
             children with easy temperaments, and for boys versus
             girls.<h4>Conclusions</h4>Prior studies indicate only a
             moderate level of agreement in couples' reports of violence
             between intimate partners and suggest that perpetrators tend
             to underreport their use of aggression. The results of this
             study suggest that parents may be more consistent in their
             reports of parent to child violence using the Parent-Child
             Conflict Tactics Scales than they are when reporting
             intimate partner violence. The results suggest that parental
             reports of their spouse's parent to child aggression are
             reliable.},
   Doi = {10.1016/j.chiabu.2012.04.005},
   Key = {fds271999}
}

@article{fds272005,
   Author = {Huang, L and Malone, PS and Lansford, JE and Deater Deckard and K and Di
             Giunnta, L and Bombi, AS and Bornstein, MH and Chang, L and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya,
             S and Uribe Tirado and LM and Zelli, A and Alampay, L and Al Hassan and SM and Bacchini, D},
   Title = {Measurement invariance of mother reports of discipline in
             different cultural contexts},
   Journal = {Family Science},
   Volume = {2},
   Number = {3},
   Pages = {212-219},
   Publisher = {Informa UK Limited},
   Year = {2012},
   ISSN = {1942-4620},
   url = {http://dx.doi.org/10.1080/19424620.2011.655997},
   Abstract = {The measurement invariance of mother-reported use of 18
             discipline strategies was examined in samples from 13
             different ethnic/cultural groups in nine countries (China,
             Colombia, Italy, Jordan, Kenya, the Philippines, Sweden,
             Thailand, and the United States). Participants included
             approximately 100-120 mothers and their children aged 7 to
             10 years from each group. The results of exploratory factor
             analyses and multigroup categorical confirmatory factor
             analyses (MCCFA) indicated that a seven-factor solution was
             feasible across the cultural groups, as shown by marginally
             sufficient evidence for configural and metric invariance for
             the mother-reported frequency on the discipline interview.
             This study makes a contribution on measurement invariance to
             the parenting literature, and establishes the mother-report
             aspect of the discipline interview as an instrument for use
             in further cross-cultural research on discipline.},
   Doi = {10.1080/19424620.2011.655997},
   Key = {fds272005}
}

@article{fds272024,
   Author = {Kupersmidt, JB and Stelter, R and Dodge, KA},
   Title = {Development and validation of the social information
             processing application: a Web-based measure of social
             information processing patterns in elementary school-age
             boys.},
   Journal = {Psychological assessment},
   Volume = {23},
   Number = {4},
   Pages = {834-847},
   Year = {2011},
   Month = {December},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/21534693},
   Abstract = {The purpose of this study was to evaluate the psychometric
             properties of an audio computer-assisted self-interviewing
             Web-based software application called the Social Information
             Processing Application (SIP-AP) that was designed to assess
             social information processing skills in boys in 3rd through
             5th grades. This study included a racially and ethnically
             diverse sample of 244 boys ages 8 through 12 (M = 9.4) from
             public elementary schools in 3 states. The SIP-AP includes 8
             videotaped vignettes, filmed from the first-person
             perspective, that depict common misunderstandings among
             boys. Each vignette shows a negative outcome for the victim
             and ambiguous intent on the part of the perpetrator. Boys
             responded to 16 Web-based questions representing the 5
             social information processing mechanisms, after viewing each
             vignette. Parents and teachers completed measures assessing
             boys' antisocial behavior. Confirmatory factor analyses
             revealed that a model positing the original 5 cognitive
             mechanisms fit the data well when the items representing
             prosocial cognitions were included on their own factor,
             creating a 6th factor. The internal consistencies for each
             of the 16 individual cognitions as well as for the 6
             cognitive mechanism scales were excellent. Boys with
             elevated scores on 5 of the 6 cognitive mechanisms exhibited
             more antisocial behavior than boys whose scores were not
             elevated. These findings highlight the need for further
             research on the measurement of prosocial cognitions or
             cognitive strengths in boys in addition to assessing
             cognitive deficits. Findings suggest that the SIP-AP is a
             reliable and valid tool for use in future research of social
             information processing skills in boys.},
   Doi = {10.1037/a0023621},
   Key = {fds272024}
}

@article{fds272016,
   Author = {van Ijzendoorn, MH and Bakermans-Kranenburg, MJ and Belsky, J and Beach, S and Brody, G and Dodge, KA and Greenberg, M and Posner, M and Scott, S},
   Title = {Gene-by-environment experiments: a new approach to finding
             the missing heritability.},
   Journal = {Nature reviews. Genetics},
   Volume = {12},
   Number = {12},
   Pages = {881},
   Year = {2011},
   Month = {November},
   ISSN = {1471-0056},
   url = {http://dx.doi.org/10.1038/nrg2764-c1},
   Doi = {10.1038/nrg2764-c1},
   Key = {fds272016}
}

@article{fds272025,
   Author = {Lawrence, CN and Rosanbalm, KD and Dodge, KA},
   Title = {Multiple Response System: Evaluation of Policy Change in
             North Carolina's Child Welfare System.},
   Journal = {Children and youth services review},
   Volume = {33},
   Number = {11},
   Pages = {2355-2365},
   Year = {2011},
   Month = {November},
   ISSN = {0190-7409},
   url = {http://hdl.handle.net/10161/7996 Duke open
             access},
   Abstract = {Systemic challenges within child welfare have prompted many
             states to explore new strategies aimed at protecting
             children while meeting the needs of families, but doing so
             within the confines of shrinking budgets. Differential
             Response has emerged as a promising practice for low or
             moderate risk cases of child maltreatment. This mixed
             methods evaluation explored various aspects of North
             Carolina's differential response system, known as the
             Multiple Response System (MRS), including: child safety,
             timeliness of response and case decision, frontloading of
             services, case distribution, implementation of Child and
             Family Teams, collaboration with community-based service
             providers and Shared Parenting. Utilizing Child Protective
             Services (CPS) administrative data, researchers found that
             compared to matched control counties, MRS: had a positive
             impact on child safety evidenced by a decline in the rates
             of substantiations and re-assessments; temporarily disrupted
             timeliness of response in pilot counties but had no effect
             on time to case decision; and increased the number of
             upfront services provided to families during assessment.
             Qualitative data collected through focus groups with
             providers and phone interviews with families provided
             important information on key MRS strategies, highlighting
             aspects that families and social workers like as well as
             identifying areas for improvement. This information is
             useful for continuous quality improvement efforts,
             particularly related to the development of training and
             technical assistance programs at the state and local
             level.},
   Doi = {10.1016/j.childyouth.2011.08.007},
   Key = {fds272025}
}

@article{fds272027,
   Author = {Pettit, GS and Erath, SA and Lansford, JE and Dodge, KA and Bates,
             JE},
   Title = {Dimensions of social capital and life adjustment in the
             transition to early adulthood.},
   Journal = {International journal of behavioral development},
   Volume = {35},
   Number = {6},
   Pages = {482-489},
   Year = {2011},
   Month = {November},
   ISSN = {0165-0254},
   url = {http://dx.doi.org/10.1177/0165025411422995},
   Abstract = {The predictive relations between social capital depth
             (high-quality relationships across contexts) and breadth
             (friendship network extensivity) and early-adult, life
             adjustment outcomes were examined using data from a
             prospective longitudinal study. Interviews at age 22 yielded
             (a) psychometrically sound indexes of relationship quality
             with parents, peers, and romantic partners that served as
             indicators of a latent construct of social capital depth,
             and (b) a measure of number of close friends. In follow-up
             interviews at age 24, participants reported on their
             behavioral adjustment, educational attainment, and arrests
             and illicit substance use. Early-adolescent assessments of
             behavioral adjustment and academic performance served as
             controls; data on what were construed as interpersonal
             assets (teacher-rated social skills) and opportunities
             (family income) were also collected at this time. Results
             showed that depth was associated with overall better
             young-adult adjustment, net of prior adjustment, and assets
             and opportunities. Breadth was only modestly associated with
             later outcomes, and when its overlap with depth was taken
             into account, breadth predicted higher levels of subsequent
             externalizing problems. These findings are consistent with
             the notion that social capital is multidimensional and that
             elements of it confer distinct benefits during an important
             life transition.},
   Doi = {10.1177/0165025411422995},
   Key = {fds272027}
}

@article{fds272028,
   Author = {Latendresse, SJ and Bates, JE and Goodnight, JA and Lansford, JE and Budde, JP and Goate, A and Dodge, KA and Pettit, GS and Dick,
             DM},
   Title = {Differential susceptibility to adolescent externalizing
             trajectories: examining the interplay between CHRM2 and peer
             group antisocial behavior.},
   Journal = {Child development},
   Volume = {82},
   Number = {6},
   Pages = {1797-1814},
   Year = {2011},
   Month = {November},
   ISSN = {0009-3920},
   url = {http://dx.doi.org/10.1111/j.1467-8624.2011.01640.x},
   Abstract = {The present study characterized prototypical patterns of
             development in self-reported externalizing behavior, between
             12 and 22 years of age, within a community sample of 452
             genotyped individuals. A Caucasian subset (n = 378) was then
             examined to determine whether their probabilities of
             displaying discrete trajectories were differentially
             associated with CHRM2, a gene implicated in self-regulatory
             processes across a range of externalizing behaviors, and if
             affiliating with antisocial peers moderated these
             associations. Findings indicate that relative to a normative
             "lower risk" externalizing trajectory, likelihood of
             membership in two "higher risk" trajectories increased with
             each additional copy of the minor allelic variant at CHRM2,
             and that this association was exacerbated among those
             exposed to higher levels of peer group antisocial
             behavior.},
   Doi = {10.1111/j.1467-8624.2011.01640.x},
   Key = {fds272028}
}

@article{fds304175,
   Author = {Deater-Deckard, K and Lansford, JE and Malone, PS and Alampay, LP and Sorbring, E and Bacchini, D and Bombi, AS and Bornstein, MH and Chang,
             L and Di Giunta and L and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Tapanya, S and Tirado, LMU and Zelli, A and Al-Hassan,
             SM},
   Title = {The association between parental warmth and control in
             thirteen cultural groups.},
   Journal = {Journal of family psychology : JFP : journal of the Division
             of Family Psychology of the American Psychological
             Association (Division 43)},
   Volume = {25},
   Number = {5},
   Pages = {790-794},
   Year = {2011},
   Month = {October},
   ISSN = {0893-3200},
   url = {http://dx.doi.org/10.1037/a0025120},
   Abstract = {The goal of the current study was to investigate potential
             cross-cultural differences in the covariation between two of
             the major dimensions of parenting behavior: control and
             warmth. Participants included 1,421 (51% female) 7- to
             10-year-old (M = 8.29, SD = .67 years) children and their
             mothers and fathers representing 13 cultural groups in nine
             countries in Africa, Asia, Europe, the Middle East, and
             North and South America. Children and parents completed
             questionnaires and interviews regarding mother and father
             control and warmth. Greater warmth was associated with more
             control, but this association varied widely between cultural
             groups.},
   Doi = {10.1037/a0025120},
   Key = {fds304175}
}

@article{fds272030,
   Author = {Appleyard, K and Berlin, LJ and Rosanbalm, KD and Dodge,
             KA},
   Title = {Preventing early child maltreatment: implications from a
             longitudinal study of maternal abuse history, substance use
             problems, and offspring victimization.},
   Journal = {Prev Sci},
   Volume = {12},
   Number = {2},
   Pages = {139-149},
   Year = {2011},
   Month = {June},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/21240556},
   Abstract = {In the interest of improving child maltreatment prevention
             science, this longitudinal, community based study of 499
             mothers and their infants tested the hypothesis that
             mothers' childhood history of maltreatment would predict
             maternal substance use problems, which in turn would predict
             offspring victimization. Mothers (35% White/non-Latina, 34%
             Black/non-Latina, 23% Latina, 7% other) were recruited and
             interviewed during pregnancy, and child protective services
             records were reviewed for the presence of the participants'
             target infants between birth and age 26 months. Mediating
             pathways were examined through structural equation modeling
             and tested using the products of the coefficients approach.
             The mediated pathway from maternal history of sexual abuse
             to substance use problems to offspring victimization was
             significant (standardized mediated path [ab] = .07, 95%
             CI [.02, .14]; effect size = .26), as was the mediated
             pathway from maternal history of physical abuse to substance
             use problems to offspring victimization (standardized
             mediated path [ab] = .05, 95% CI [.01, .11]; effect
             size = .19). There was no significant mediated pathway
             from maternal history of neglect. Findings are discussed in
             terms of specific implications for child maltreatment
             prevention, including the importance of assessment and early
             intervention for maternal history of maltreatment and
             substance use problems, targeting women with maltreatment
             histories for substance use services, and integrating child
             welfare and parenting programs with substance use
             treatment.},
   Doi = {10.1007/s11121-010-0193-2},
   Key = {fds272030}
}

@article{fds271957,
   Author = {Dodge, KA},
   Title = {Handbook of Clinical Child Neuropsychology, 3rd
             ed},
   Journal = {The Journal of Clinical Psychiatry},
   Volume = {72},
   Number = {05},
   Pages = {726-726},
   Publisher = {Physicians Postgraduate Press, Inc},
   Year = {2011},
   Month = {May},
   ISSN = {0160-6689},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000291240600027&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Doi = {10.4088/jcp.10bk06741},
   Key = {fds271957}
}

@article{fds272022,
   Author = {Dick, DM and Meyers, JL and Latendresse, SJ and Creemers, HE and Lansford, JE and Pettit, GS and Bates, JE and Dodge, KA and Budde, J and Goate, A and Buitelaar, JK and Ormel, J and Verhulst, FC and Huizink,
             AC},
   Title = {CHRM2, parental monitoring, and adolescent externalizing
             behavior: evidence for gene-environment interaction.},
   Journal = {Psychological science},
   Volume = {22},
   Number = {4},
   Pages = {481-489},
   Year = {2011},
   Month = {April},
   ISSN = {0956-7976},
   url = {http://dx.doi.org/10.1177/0956797611403318},
   Abstract = {Psychologists, with their long-standing tradition of
             studying mechanistic processes, can make important
             contributions to further characterizing the risk associated
             with genes identified as influencing risk for psychiatric
             disorders. We report one such effort with respect to CHRM2,
             which codes for the cholinergic muscarinic 2 receptor and
             was of interest originally for its association with alcohol
             dependence. We tested for association between CHRM2 and
             prospectively measured externalizing behavior in a
             longitudinal, community-based sample of adolescents, as well
             as for moderation of this association by parental
             monitoring. We found evidence for an interaction in which
             the association between the genotype and externalizing
             behavior was stronger in environments with lower parental
             monitoring. There was also suggestion of a crossover effect,
             in which the genotype associated with the highest levels of
             externalizing behavior under low parental monitoring had the
             lowest levels of externalizing behavior at the extreme high
             end of parental monitoring. The difficulties involved in
             distinguishing mechanisms of gene-environment interaction
             are discussed.},
   Doi = {10.1177/0956797611403318},
   Key = {fds272022}
}

@article{fds272029,
   Author = {Kam, C-M and Greenberg, MT and Bierman, KL and Coie, JD and Dodge, KA and Foster, ME and Lochman, JE and McMahon, RJ and Pinderhughes, EE and Conduct Problems Prevention Research Group},
   Title = {Maternal depressive symptoms and child social preference
             during the early school years: mediation by maternal warmth
             and child emotion regulation.},
   Journal = {Journal of abnormal child psychology},
   Volume = {39},
   Number = {3},
   Pages = {365-377},
   Year = {2011},
   Month = {April},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/21080053},
   Abstract = {This longitudinal study examined processes that mediate the
             association between maternal depressive symptoms and peer
             social preference during the early school years. Three
             hundred and fifty six kindergarten children (182 boys) and
             their mothers participated in the study. During
             kindergarten, mothers reported their level of depressive
             symptomatology. In first grade, teachers rated children's
             emotion regulation at school and observers rated the
             affective quality of mother-child interactions. During
             second grade, children's social preference was assessed by
             peer nomination. Results indicated that mothers' level of
             depressive symptomatology negatively predicted their child's
             social preference 2 years later, controlling for the family
             SES and teacher-rated social preference during kindergarten.
             Among European American families, the association between
             maternal depressive symptoms and social preference was
             partially mediated by maternal warmth and the child's
             emotion regulation. Although the relation between maternal
             depressive symptoms and children peer preference was
             stronger among African American families than Europrean
             American families, its mediation by the maternal warmth and
             child's emotion regulation was not found in African American
             families.},
   Doi = {10.1007/s10802-010-9468-0},
   Key = {fds272029}
}

@article{fds272031,
   Author = {Lansford, JE and Criss, MM and Laird, RD and Shaw, DS and Pettit, GS and Bates, JE and Dodge, KA},
   Title = {Reciprocal relations between parents' physical discipline
             and children's externalizing behavior during middle
             childhood and adolescence.},
   Journal = {Development and psychopathology},
   Volume = {23},
   Number = {1},
   Pages = {225-238},
   Year = {2011},
   Month = {February},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/21262050},
   Abstract = {Using data from two long-term longitudinal projects, we
             investigated reciprocal relations between maternal reports
             of physical discipline and teacher and self-ratings of child
             externalizing behavior, accounting for continuity in both
             discipline and externalizing over time. In Study 1, which
             followed a community sample of 562 boys and girls from age 6
             to 9, high levels of physical discipline in a given year
             predicted high levels of externalizing behavior in the next
             year, and externalizing behavior in a given year predicted
             high levels of physical discipline in the next year. In
             Study 2, which followed an independent sample of 290 lower
             income, higher risk boys from age 10 to 15, mother-reported
             physical discipline in a given year predicted child ratings
             of antisocial behavior in the next year, but child
             antisocial behavior in a given year did not predict parents'
             use of physical discipline in the next year. In neither
             sample was there evidence that associations between physical
             discipline and child externalizing changed as the child
             aged, and findings were not moderated by gender, race,
             socioeconomic status, or the severity of the physical
             discipline. Implications for the reciprocal nature of the
             socialization process and the risks associated with physical
             discipline are discussed.},
   Doi = {10.1017/s0954579410000751},
   Key = {fds272031}
}

@article{fds272023,
   Author = {Lansford, JE and Bornstein, MH and Dodge, KA and Skinner, AT and Putnick, DL and Deater-Deckard, K},
   Title = {Attributions and Attitudes of Mothers and Fathers in the
             United States.},
   Journal = {Parenting, science and practice},
   Volume = {11},
   Number = {2-3},
   Pages = {199-213},
   Year = {2011},
   Month = {January},
   ISSN = {1529-5192},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/21822402},
   Abstract = {OBJECTIVE.: The present study examined mean level
             similarities and differences as well as correlations between
             U.S. mothers' and fathers' attributions regarding successes
             and failures in caregiving situations and progressive versus
             authoritarian attitudes. DESIGN.: Interviews were conducted
             with both mothers and fathers in 139 European American,
             Latin American, and African American families. RESULTS.:
             Interactions between parent gender and ethnicity emerged for
             adult-controlled failure and perceived control over failure.
             Fathers reported higher adult-controlled failure and
             child-controlled failure attributions than did mothers,
             whereas mothers reported attitudes that were more
             progressive and modern than did fathers; these differences
             remained significant after controlling for parents' age,
             education, and possible social desirability bias. Ethnic
             differences emerged for five of the seven attributions and
             attitudes examined; four remained significant after
             controlling for parents' age, education, and possible social
             desirability bias. Medium effect sizes were found for
             concordance between parents in the same family for
             attributions regarding uncontrollable success,
             child-controlled failure, progressive attitudes,
             authoritarian attitudes, and modernity of attitudes after
             controlling for parents' age, education, and possible social
             desirability bias. CONCLUSIONS.: This work elucidates ways
             that parent gender and ethnicity relate to attributions
             regarding U.S. parents' successes and failures in caregiving
             situations and to their progressive versus authoritarian
             parenting attitudes.},
   Doi = {10.1080/15295192.2011.585567},
   Key = {fds272023}
}

@article{fds272032,
   Author = {Dodge, KA},
   Title = {Context matters in child and family policy.},
   Journal = {Child development},
   Volume = {82},
   Number = {1},
   Pages = {433-442},
   Year = {2011},
   Month = {January},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/21291450},
   Abstract = {The traditional model of translation from basic laboratory
             science to efficacy trials to effectiveness trials to
             community dissemination has flaws that arise from false
             assumptions that context changes little or matters little.
             One of the most important findings in developmental science
             is that context matters, but this fact is not sufficiently
             taken into account in many translation efforts. Studies
             reported in this special issue highlight both the potential
             of systematic interventions in parenting, peer relations,
             and social-cognitive skills training, and the problems that
             will be encountered in trying to bring these interventions
             to a community context. It is advocated that developmental
             scientists start from within the community context itself so
             that translation to policy is only a small step. It is also
             advocated that this research be conducted through rigorous
             community randomized controlled trials.},
   Doi = {10.1111/j.1467-8624.2010.01565.x},
   Key = {fds272032}
}

@article{fds272033,
   Author = {Conduct Problems Prevention Research Group},
   Title = {The effects of the fast track preventive intervention on the
             development of conduct disorder across childhood.},
   Journal = {Child development},
   Volume = {82},
   Number = {1},
   Pages = {331-345},
   Year = {2011},
   Month = {January},
   ISSN = {0009-3920},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000286986600021&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {The impact of the Fast Track intervention on externalizing
             disorders across childhood was examined. Eight
             hundred-ninety-one early-starting children (69% male; 51%
             African American) were randomly assigned by matched sets of
             schools to intervention or control conditions. The 10-year
             intervention addressed parent behavior-management, child
             social cognitive skills, reading, home visiting, mentoring,
             and classroom curricula. Outcomes included psychiatric
             diagnoses after grades 3, 6, 9, and 12 for conduct disorder,
             oppositional defiant disorder, attention deficit
             hyperactivity disorder, and any externalizing disorder.
             Significant interaction effects between intervention and
             initial risk level indicated that intervention prevented the
             lifetime prevalence of all diagnoses, but only among those
             at highest initial risk, suggesting that targeted
             intervention can prevent externalizing disorders to promote
             the raising of healthy children.},
   Doi = {10.1111/j.1467-8624.2010.01558.x},
   Key = {fds272033}
}

@article{fds272035,
   Author = {Berlin, LJ and Dunning, RD and Dodge, KA},
   Title = {Enhancing the Transition to Kindergarten: A Randomized Trial
             to Test the Efficacy of the "Stars" Summer Kindergarten
             Orientation Program.},
   Journal = {Early childhood research quarterly},
   Volume = {26},
   Number = {2},
   Pages = {247-254},
   Year = {2011},
   Month = {January},
   ISSN = {0885-2006},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/21969767},
   Abstract = {This randomized trial tested the efficacy of an intensive,
             four-week summer program designed to enhance low-income
             children's transition to kindergarten (n's = 60 program
             children, 40 controls). Administered in four public schools,
             the program focused on social competence, pre-literacy and
             pre-numeracy skills, school routines, and parental
             involvement. Hierarchical linear modeling indicated that the
             program significantly improved teachers' ratings of (a) the
             transition to the social aspect of kindergarten for girls
             (but not boys); and (b) the transition to kindergarten
             routines for the subgroup of children who had the same
             teacher for kindergarten as for the summer program. Findings
             are discussed in terms of practices and policies for
             supporting children's transition to school.},
   Doi = {10.1016/j.ecresq.2010.07.004},
   Key = {fds272035}
}

@article{fds191683,
   Author = {Berlin, L.J. and Appleyard, K. and Dodge, K.A.},
   Title = {Intergenerational continuity in child maltreatment:
             Mediating mechanisms and implications for
             prevention},
   Journal = {Child Development},
   Volume = {82},
   Number = {1},
   Pages = {162-176},
   Year = {2011},
   url = {http://dx.doi.org/10.1111/j.1467-8624.2010.01547.x},
   Doi = {10.1111/j.1467-8624.2010.01547.x},
   Key = {fds191683}
}

@article{fds272012,
   Author = {Wager, L and Lansford, JE and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {Reasoning, denying privileges, yelling, and spanking: Ethnic
             differences and associations with child externalizing
             behavior},
   Journal = {Parenting: Science and Practice},
   Year = {2011},
   url = {http://dx.doi.org/10.1080/15295192.2011.613727},
   Doi = {10.1080/15295192.2011.613727},
   Key = {fds272012}
}

@article{fds272026,
   Author = {Deater Deckard and K and Lansford, JE and Malone, PS and Alampay, LP and Sorbring, E and Bacchini, D and Bombi, AS and Bornstein, MH and Chang,
             L and Di Giunta and L and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Tapanya, S and Tirado, LMU and Zelli, A and Al Hassan,
             SM},
   Title = {The association between parental warmth and control in
             thirteen cultural groups},
   Journal = {Journal of Family Psychology},
   Volume = {25},
   Number = {5},
   Pages = {791-794},
   Year = {2011},
   ISSN = {0893-3200},
   url = {http://dx.doi.org/10.1037/a0025120},
   Abstract = {The goal of the current study was to investigate potential
             cross-cultural differences in the covariation between two of
             the major dimensions of parenting behavior: control and
             warmth. Participants included 1,421 (51% female) 7- to
             10-year-old (M = 8.29, SD = .67 years) children and their
             mothers and fathers representing 13 cultural groups in nine
             countries in Africa, Asia, Europe, the Middle East, and
             North and South America. Children and parents completed
             questionnaires and interviews regarding mother and father
             control and warmth. Greater warmth was associated with more
             control, but this association varied widely between cultural
             groups. © 2011 American Psychological Association.},
   Doi = {10.1037/a0025120},
   Key = {fds272026}
}

@article{fds272034,
   Author = {Thomas, DE and Bierman, KL and Powers, CJ and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ},
   Title = {The influence of classroom aggression and classroom climate
             on the early development of aggressive-disruptive behavior
             problems in school},
   Journal = {Child Development},
   Volume = {82},
   Number = {3},
   Pages = {751-757},
   Year = {2011},
   url = {http://hdl.handle.net/10161/7997 Duke open
             access},
   Key = {fds272034}
}

@article{fds272064,
   Author = {Berlin, LJ and Appleyard, K and Dodge, KA},
   Title = {Intergenerational continuity in child maltreatment:
             mediating mechanisms and implications for
             prevention.},
   Journal = {Child Dev},
   Volume = {82},
   Number = {1},
   Pages = {162-176},
   Year = {2011},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/21291435},
   Abstract = {In the interest of improving child maltreatment prevention,
             this prospective, longitudinal, community-based study of 499
             mothers and their infants examined (a) direct associations
             between mothers' experiences of childhood maltreatment and
             their offspring's maltreatment, and (b) mothers' mental
             health problems, social isolation, and social information
             processing patterns (hostile attributions and aggressive
             response biases) as mediators of these associations.
             Mothers' childhood physical abuse--but not neglect--directly
             predicted offspring victimization. This association was
             mediated by mothers' social isolation and aggressive
             response biases. Findings are discussed in terms of specific
             implications for child maltreatment prevention.},
   Doi = {10.1111/j.1467-8624.2010.01547.x},
   Key = {fds272064}
}

@article{fds272015,
   Author = {Donahue, KL and D'Onofrio, BM and Bates, JE and Lansford, JE and Dodge,
             KA and Pettit, GS},
   Title = {Early exposure to parents' relationship instability:
             implications for sexual behavior and depression in
             adolescence.},
   Journal = {The Journal of adolescent health : official publication of
             the Society for Adolescent Medicine},
   Volume = {47},
   Number = {6},
   Pages = {547-554},
   Year = {2010},
   Month = {December},
   ISSN = {1054-139X},
   url = {http://dx.doi.org/10.1016/j.jadohealth.2010.04.004},
   Abstract = {<h4>Purpose</h4>Examine the effects of the timing of
             parents' relationship instability on adolescent sexual and
             mental health.<h4>Methods</h4>We assessed whether the timing
             of parents' relationship instability predicted adolescents'
             history of sexual partnerships (SP) and major depressive
             episodes. Multivariate logistic regression analyses
             controlled for potential mediators related to parenting and
             the family, including parent knowledge of activities,
             parent-child relationship quality, number of parents'
             post-separation relationship transitions, and number of
             available caregivers. Participants were assessed annually
             from age 5 through young adulthood as part of a multisite
             community sample (N = 585).<h4>Results</h4>Participants who
             experienced parents' relationship instability before age 5
             were more likely to report SP at age 16 (odds ratio
             [OR](adj) = 1.58) or an episode of major depression during
             adolescence (OR(adj) = 2.61). Greater parent knowledge at
             age 12 decreased the odds of SP at age 16, but none of the
             hypothesized parenting and family variables statistically
             mediated the association between early instability and SP or
             major depressive episode.<h4>Conclusions</h4>These results
             suggest that experiencing parents' relationship instability
             in early childhood is associated with sexual behavior and
             major depression in adolescence, but these associations are
             not explained by the parenting and family variables included
             in our analyses. Limitations of the current study and
             implications for future research are discussed.},
   Doi = {10.1016/j.jadohealth.2010.04.004},
   Key = {fds272015}
}

@article{fds272014,
   Author = {Miller, S and Malone, PS and Dodge, KA and Conduct Problems
             Prevention Research Group},
   Title = {Developmental trajectories of boys' and girls' delinquency:
             sex differences and links to later adolescent
             outcomes.},
   Journal = {Journal of abnormal child psychology},
   Volume = {38},
   Number = {7},
   Pages = {1021-1032},
   Year = {2010},
   Month = {October},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/s10802-010-9430-1},
   Abstract = {This study examined gender differences in trajectories of
             delinquent behaviors over a 6-year period in adolescence and
             differential outcomes of these diverse developmental
             pathways. Participants were 754 children who were part of a
             longitudinal study of the development of early starting
             conduct problems. Four trajectory patterns were identified
             across grades 7-12: increasing, desisting, chronic, and
             nonproblem groups. Although the proportion of boys and girls
             varied across the pathways, both genders were represented on
             these trajectories. Boys were more represented on the
             chronic and desisting trajectories; girls were more
             represented in the nonproblem group. However, the proportion
             of boys and girls was similar in the increasing trajectory.
             Trajectory membership significantly predicted age 19
             outcomes for partner violence, risky sexual behavior and
             depression, and the risk conferred on these negative
             adjustment outcomes did not vary by gender. The overall
             pattern was characterized by poor outcomes at age 19 for
             youth in both the chronic and the increasing trajectories.
             The major conclusion is that, other than base rate
             differences, developmental patterns and outcomes for girls
             mimic those previously found for boys.},
   Doi = {10.1007/s10802-010-9430-1},
   Key = {fds272014}
}

@article{fds272039,
   Author = {Wu, J and Witkiewitz, K and McMahon, RJ and Dodge, KA and Conduct
             Problems Prevention Research Group},
   Title = {A parallel process growth mixture model of conduct problems
             and substance use with risky sexual behavior.},
   Journal = {Drug and alcohol dependence},
   Volume = {111},
   Number = {3},
   Pages = {207-214},
   Year = {2010},
   Month = {October},
   ISSN = {0376-8716},
   url = {http://dx.doi.org/10.1016/j.drugalcdep.2010.04.013},
   Abstract = {Conduct problems, substance use, and risky sexual behavior
             have been shown to coexist among adolescents, which may lead
             to significant health problems. The current study was
             designed to examine relations among these problem behaviors
             in a community sample of children at high risk for conduct
             disorder. A latent growth model of childhood conduct
             problems showed a decreasing trend from grades K to 5.
             During adolescence, four concurrent conduct problem and
             substance use trajectory classes were identified (high
             conduct problems and high substance use, increasing conduct
             problems and increasing substance use, minimal conduct
             problems and increasing substance use, and minimal conduct
             problems and minimal substance use) using a parallel process
             growth mixture model. Across all substances (tobacco, binge
             drinking, and marijuana use), higher levels of childhood
             conduct problems during kindergarten predicted a greater
             probability of classification into more problematic
             adolescent trajectory classes relative to less problematic
             classes. For tobacco and binge drinking models, increases in
             childhood conduct problems over time also predicted a
             greater probability of classification into more problematic
             classes. For all models, individuals classified into more
             problematic classes showed higher proportions of early
             sexual intercourse, infrequent condom use, receiving money
             for sexual services, and ever contracting an STD.
             Specifically, tobacco use and binge drinking during early
             adolescence predicted higher levels of sexual risk taking
             into late adolescence. Results highlight the importance of
             studying the conjoint relations among conduct problems,
             substance use, and risky sexual behavior in a unified
             model.},
   Doi = {10.1016/j.drugalcdep.2010.04.013},
   Key = {fds272039}
}

@article{fds272044,
   Author = {Lansford, JE and Malone, PS and Dodge, KA and Chang, L and Chaudhary, N and Tapanya, S and Oburu, P and Deater-Deckard, K},
   Title = {Children's Perceptions of Maternal Hostility as a Mediator
             of the Link between Discipline and Children's Adjustment in
             Four Countries.},
   Journal = {International journal of behavioral development},
   Volume = {34},
   Number = {5},
   Pages = {452-461},
   Year = {2010},
   Month = {September},
   ISSN = {0165-0254},
   url = {http://dx.doi.org/10.1177/0165025409354933},
   Abstract = {Using data from 195 dyads of mothers and children (age range
             = 8-12 years; M = 10.63) in four countries (China, India,
             the Philippines, and Thailand), this study examined
             children's perceptions of maternal hostility as a mediator
             of the links between physical discipline and harsh verbal
             discipline and children's adjustment. Both physical
             discipline and harsh verbal discipline had direct effects on
             mothers' reports of children's anxiety and aggression; three
             of these four links were mediated by children's perceptions
             of maternal hostility. In contrast, there were no
             significant direct effects of physical discipline and harsh
             verbal discipline on children's reports of their own anxiety
             and aggression. Instead, both physical discipline and harsh
             verbal discipline had indirect effects on the outcomes
             through children's perceptions of maternal hostility. We
             identified a significant interaction between perceived
             normativeness and use of harsh verbal discipline on
             children's perception of maternal hostility, but children's
             perception of the normativeness of physical discipline did
             not moderate the relation between physical discipline and
             perceived maternal hostility. The effects of harsh verbal
             discipline were more adverse when children perceived that
             form of discipline as being nonnormative than when children
             perceived that form of discipline as being normative.
             Results are largely consistent with a theoretical model
             positing that the meaning children attach to parents'
             discipline strategies is important in understanding
             associations between discipline and children's adjustment,
             and that cultural context is associated with children's
             interpretations of their parents' behavior.},
   Doi = {10.1177/0165025409354933},
   Key = {fds272044}
}

@article{fds272048,
   Author = {Lansford, JE and Yu, T and Erath, S and Pettit, GS and Bates, JE and Dodge,
             KA},
   Title = {Developmental Precursors of Number of Sexual Partners from
             Age 16 to 22.},
   Journal = {Journal of research on adolescence : the official journal of
             the Society for Research on Adolescence},
   Volume = {20},
   Number = {3},
   Pages = {651-677},
   Year = {2010},
   Month = {September},
   ISSN = {1050-8392},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/20823951},
   Abstract = {This study examines family and child characteristics, parent
             and peer relationships, and early adolescent behavior as
             statistical predictors of trajectories of number of sexual
             partners from mid-adolescence through early adulthood using
             data from 527 participants in the Child Development Project.
             Early adolescent developmental antecedents accounted for
             modest variance in number of sexual partners. Latent growth
             models revealed that African American race, more advanced
             pubertal development, lower parental monitoring knowledge,
             association with more deviant peers, and lower GPA in early
             adolescence each predicted having more sexual partners at
             age 16. In addition, non-African American race, lower child
             IQ, higher parental monitoring knowledge, and lower early
             adolescent internalizing problems each was associated with a
             higher rate of growth in number of sexual partners over time
             at the ages following 16. Latent growth mixture modeling
             identified subgroups with distinct trajectories of
             involvement with sexual partners that were associated with
             family and child characteristics, parent and peer
             relationships, and behavior in early adolescence.},
   Doi = {10.1111/j.1532-7795.2010.00654.x},
   Key = {fds272048}
}

@article{fds272041,
   Author = {Lansford, JE and Malone, PS and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Developmental cascades of peer rejection, social information
             processing biases, and aggression during middle
             childhood.},
   Journal = {Development and psychopathology},
   Volume = {22},
   Number = {3},
   Pages = {593-602},
   Year = {2010},
   Month = {August},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/20576181},
   Abstract = {This study tested a developmental cascade model of peer
             rejection, social information processing (SIP), and
             aggression using data from 585 children assessed at 12 time
             points from kindergarten through Grade 3. Peer rejection had
             direct effects on subsequent SIP problems and aggression.
             SIP had direct effects on subsequent peer rejection and
             aggression. Aggression had direct effects on subsequent peer
             rejection. Each construct also had indirect effects on each
             of the other constructs. These findings advance the
             literature beyond a simple mediation approach by
             demonstrating how each construct effects changes in the
             others in a snowballing cycle over time. The progressions of
             SIP problems and aggression cascaded through lower liking,
             and both better SIP skills and lower aggression facilitated
             the progress of social preference. Findings are discussed in
             terms of the dynamic, developmental relations among social
             environments, cognitions, and behavioral
             adjustment.},
   Doi = {10.1017/s0954579410000301},
   Key = {fds272041}
}

@article{fds272046,
   Author = {Conduct Problems Prevention Research Group},
   Title = {The Difficulty of Maintaining Positive Intervention Effects:
             A Look at Disruptive Behavior, Deviant Peer Relations, and
             Social Skills During the Middle School Years.},
   Journal = {The Journal of early adolescence},
   Volume = {30},
   Number = {4},
   Pages = {593-624},
   Publisher = {SAGE Publications},
   Year = {2010},
   Month = {August},
   ISSN = {0272-4316},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000280098000005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {This paper examines the effects of the Fast Track preventive
             intervention on youths' functioning in three domains:
             disruptive behavior problems, involvement with deviant
             peers, and social skills during the middle school years.
             Eight hundred ninety-one children had been randomly assigned
             by sets of schools within four sites to intervention
             (<i>n</i> = 445) or to control (<i>n</i> = 446) conditions.
             In contrast to prior findings of the effectiveness of the
             Fast Track intervention during the elementary school years,
             the current findings indicate that Fast Track had little
             overall impact on children's functioning in these domains
             during this age period. There were positive intervention
             effects on only 2 of 17 outcomes examined. Although the
             intervention had positive impact on children's hyperactive
             and self-reported delinquent behaviors in seventh grade,
             there were no intervention effects on other externalizing
             behavior problems or on social skills, and there was a
             negative intervention effect on children's involvement with
             deviant peers during this age period.},
   Doi = {10.1177/0272431609340513},
   Key = {fds272046}
}

@article{fds271996,
   Author = {Fontaine, RG and Tanha, M and Yang, C and Dodge, KA and Bates, JE and Pettit, GS},
   Title = {Does response evaluation and decision (RED) mediate the
             relation between hostile attributional style and antisocial
             behavior in adolescence?},
   Journal = {Journal of abnormal child psychology},
   Volume = {38},
   Number = {5},
   Pages = {615-626},
   Year = {2010},
   Month = {July},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/s10802-010-9397-y},
   Abstract = {The role of hostile attributional style (HAS) in antisocial
             development has been well-documented. We analyzed
             longitudinal data on 585 youths (48% female; 19% ethnic
             minority) to test the hypothesis that response evaluation
             and decision (RED) mediates the relation between HAS and
             antisocial behavior in adolescence. In Grades 10 and 12,
             adolescent participants and their parents reported
             participants' antisocial conduct. In Grade 11, participants
             were asked to imagine themselves in videotaped
             ambiguous-provocation scenarios. Segment 1 of each scenario
             presented an ambiguous provocation, after which participants
             answered HAS questions. In segment 2, participants were
             asked to imagine themselves responding aggressively to the
             provocateur, after which RED was assessed. Structural
             equation modeling indicated that RED mediates the relation
             between HAS and subsequent antisocial conduct, controlling
             for previous misconduct. Findings are consistent with
             research on the development of executive function processes
             in adolescence, and suggest that the relation between HAS
             and RED changes after childhood.},
   Doi = {10.1007/s10802-010-9397-y},
   Key = {fds271996}
}

@article{fds272042,
   Author = {Conduct Problems Prevention Research Group},
   Title = {Fast Track intervention effects on youth arrests and
             delinquency.},
   Journal = {Journal of experimental criminology},
   Volume = {6},
   Number = {2},
   Pages = {131-157},
   Year = {2010},
   Month = {June},
   ISSN = {1573-3750},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000295470600002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {This paper examines the effects of the Fast Track preventive
             intervention on youth arrests and self-reported delinquent
             behavior through age 19. High-risk youth randomly assigned
             to receive a long-term, comprehensive preventive
             intervention from 1st grade through 10th grade at four sites
             were compared to high-risk control youth. Findings indicated
             that random assignment to Fast Track reduced court-recorded
             juvenile arrest activity based on a severity weighted sum of
             juvenile arrests. Supplementary analyses revealed an
             intervention effect on the reduction in the number of
             court-recorded moderate-severity juvenile arrests, relative
             to control children. In addition, among youth with higher
             initial behavioral risk, the intervention reduced the number
             of high-severity adult arrests relative to the control
             youth. Survival analyses examining the onset of arrests and
             delinquent behavior revealed a similar pattern of findings.
             Intervention decreased the probability of any juvenile
             arrest among intervention youth not previously arrested. In
             addition, intervention decreased the probability of a
             self-reported high-severity offense among youth with no
             previous self-reported high-severity offense. Intervention
             effects were also evident on the onset of high-severity
             court-recorded adult arrests among participants, but these
             effects varied by site. The current findings suggest that
             comprehensive preventive intervention can prevent juvenile
             arrest rates, although the presence and nature of
             intervention effects differs by outcome.},
   Doi = {10.1007/s11292-010-9091-7},
   Key = {fds272042}
}

@article{fds272045,
   Author = {Edwards, AC and Dodge, KA and Latendresse, SJ and Lansford, JE and Bates, JE and Pettit, GS and Budde, JP and Goate, AM and Dick,
             DM},
   Title = {MAOA-uVNTR and early physical discipline interact to
             influence delinquent behavior.},
   Journal = {Journal of child psychology and psychiatry, and allied
             disciplines},
   Volume = {51},
   Number = {6},
   Pages = {679-687},
   Year = {2010},
   Month = {June},
   ISSN = {0021-9630},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=000272027300049&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {<h4>Background</h4>A functional polymorphism in the promoter
             region of the monoamine oxidizing gene monoamine oxidase A
             (MAOA) has been associated with behavioral sensitivity to
             adverse environmental conditions in multiple studies (e.g.,
             Caspi et al. 2002; Kim-Cohen et al., 2006). The present
             study investigates the effects of genotype and early
             physical discipline on externalizing behavior. We expand on
             the current literature in our assessment of externalizing,
             incorporating information across multiple reporters and over
             a broad developmental time period, and in our understanding
             of environmental risk.<h4>Method</h4>This study uses data
             from the Child Development Project, an ongoing longitudinal
             study following a community sample of children beginning at
             age 5. Physical discipline before age 6 was quantified using
             a subset of questions from the Conflict Tactics Scale
             (Straus, 1979). Externalizing behavior was assessed in the
             male, European-American sub-sample (N = 250) by parent,
             teacher, and self-report using Achenbach's Child Behavior
             Checklist, Teacher Report Form, and Youth Self-Report
             (Achenbach, 1991), at 17 time points from ages 6 to 22.
             Regression analyses tested the influence of genotype,
             physical discipline, and their interaction on externalizing
             behavior, and its subscales, delinquency and
             aggression.<h4>Results</h4>We found a significant
             interaction effect between genotype and physical discipline
             on levels of delinquent behavior. Similar trends were
             observed for aggression and overall externalizing behavior,
             although these did not reach statistical significance. Main
             effects of physical discipline held for all outcome
             variables, and no main effects held for genotype.<h4>Conclusion</h4>The
             adverse consequences of physical discipline on forms of
             externalizing behavior are exacerbated by an underlying
             biological risk conferred by MAOA genotype.},
   Doi = {10.1111/j.1469-7610.2009.02196.x},
   Key = {fds272045}
}

@article{fds272017,
   Author = {Lansford, JE and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Does physical abuse in early childhood predict substance use
             in adolescence and early adulthood?},
   Journal = {Child maltreatment},
   Volume = {15},
   Number = {2},
   Pages = {190-194},
   Year = {2010},
   Month = {May},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/20019026},
   Abstract = {Prospective longitudinal data from 585 families were used to
             examine parents' reports of child physical abuse in the
             first 5 years of life as a predictor of substance use at
             ages 12, 16, and 24. Path analyses revealed that physical
             abuse in the first 5 years of life predicted subsequent
             substance use for females but not males. We found a direct
             effect of early physical abuse on girls'substance use at age
             12 and indirect effects on substance use at age 16 and age
             24 through substance use at age 12. For boys, age 12
             substance use predicted age 16 substance use, and age 16
             substance use predicted age 24 substance use, but physical
             abuse in the first 5 years of life was unrelated to
             subsequent substance use. These findings suggest that for
             females, a mechanism of influence of early physical abuse on
             substance use into early adulthood appears to be through
             precocious initiation of substance use in early
             adolescence.},
   Doi = {10.1177/1077559509352359},
   Key = {fds272017}
}

@article{fds272050,
   Author = {Conduct Problems Prevention Research Group},
   Title = {The effects of a multiyear universal social-emotional
             learning program: The role of student and school
             characteristics.},
   Journal = {Journal of consulting and clinical psychology},
   Volume = {78},
   Number = {2},
   Pages = {156-168},
   Publisher = {American Psychological Association (APA)},
   Year = {2010},
   Month = {April},
   ISSN = {0022-006X},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000276572800003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {<h4>Objective</h4>This article examines the impact of a
             universal social-emotional learning program, the Fast Track
             PATHS (Promoting Alternative Thinking Strategies) curriculum
             and teacher consultation, embedded within the Fast Track
             selective prevention model.<h4>Method</h4>The longitudinal
             analysis involved 2,937 children of multiple ethnicities who
             remained in the same intervention or control schools for
             Grades 1, 2, and 3. The study involved a clustered
             randomized controlled trial involving sets of schools
             randomized within 3 U.S. locations. Measures assessed
             teacher and peer reports of aggression, hyperactive-disruptive
             behaviors, and social competence. Beginning in first grade
             and through 3 successive years, teachers received training
             and support and implemented the PATHS curriculum in their
             classrooms.<h4>Results</h4>The study examined the main
             effects of intervention as well as how outcomes were
             affected by characteristics of the child (baseline level of
             problem behavior, gender) and by the school environment
             (student poverty). Modest positive effects of sustained
             program exposure included reduced aggression and increased
             prosocial behavior (according to both teacher and peer
             report) and improved academic engagement (according to
             teacher report). Peer report effects were moderated by
             gender, with significant effects only for boys. Most
             intervention effects were moderated by school environment,
             with effects stronger in less disadvantaged schools, and
             effects on aggression were larger in students who showed
             higher baseline levels of aggression.<h4>Conclusions</h4>A
             major implication of the findings is that well-implemented
             multiyear social-emotional learning programs can have
             significant and meaningful preventive effects on the
             population-level rates of aggression, social competence, and
             academic engagement in the elementary school
             years.},
   Doi = {10.1037/a0018607},
   Key = {fds272050}
}

@article{fds272051,
   Author = {Yu, T and Pettit, GS and Lansford, JE and Dodge, KA and Bates,
             JE},
   Title = {The Interactive Effects of Marital Conflict and Divorce on
             Parent-Adult Children's Relationships.},
   Journal = {Journal of marriage and the family},
   Volume = {72},
   Number = {2},
   Pages = {282-292},
   Year = {2010},
   Month = {April},
   ISSN = {0022-2445},
   url = {http://dx.doi.org/10.1111/j.1741-3737.2010.00699.x},
   Abstract = {This study examines main effect and interactive models of
             the relations between marital conflict, divorce, and
             parent-adult child relationships, and gender differences in
             these relations. Data were drawn from a longitudinal study
             of a community sample (N = 585). Parental marital conflict
             and divorce were measured from age 5 through age 17.
             Mother-child and father-child relationship quality at age 22
             was assessed in terms of Closeness-Support and
             Conflict-Control. Results indicate that both marital
             conflict and divorce were associated with poorer quality of
             parent-adult child relationships. Divorce moderated the link
             between marital conflict and subsequent negativity in
             mother-child relationships, with the estimated effects being
             stronger in continuously married families than in divorced
             families, especially for women.},
   Doi = {10.1111/j.1741-3737.2010.00699.x},
   Key = {fds272051}
}

@article{fds272052,
   Author = {Dodge, KA and McCourt, SN},
   Title = {Translating models of antisocial behavioral development into
             efficacious intervention policy to prevent adolescent
             violence.},
   Journal = {Developmental psychobiology},
   Volume = {52},
   Number = {3},
   Pages = {277-285},
   Year = {2010},
   Month = {April},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/20175096},
   Abstract = {Adolescent chronic antisocial behavior is costly but
             concentrated in a relatively small number of individuals.
             The search for effective preventive interventions draws from
             empirical findings of three kinds of gene-by-environment
             interactions: (1) parenting behaviors mute the impact of
             genes; (2) genes alter the impact of traumatic environmental
             experiences such as physical abuse and peer social
             rejection; and (3) individuals and environments influence
             each other in a dynamic developmental cascade. Thus,
             environmental interventions that focus on high-risk youth
             may prove effective. The Fast Track intervention and
             randomized controlled trial are described. The intervention
             is a 10-year series of efforts to produce proximal change in
             parenting, peer relations, social cognition, and academic
             performance in order to lead to distal prevention of
             adolescent conduct disorder. Findings indicate that conduct
             disorder cases can be prevented, but only in the highest
             risk group of children. Implications for policy are
             discussed.},
   Doi = {10.1002/dev.20440},
   Key = {fds272052}
}

@article{fds304174,
   Author = {Gershoff, ET and Grogan-Kaylor, A and Lansford, JE and Chang, L and Zelli, A and Deater-Deckard, K and Dodge, KA},
   Title = {Parent discipline practices in an international sample:
             associations with child behaviors and moderation by
             perceived normativeness.},
   Journal = {Child development},
   Volume = {81},
   Number = {2},
   Pages = {487-502},
   Year = {2010},
   Month = {March},
   ISSN = {0009-3920},
   url = {http://dx.doi.org/10.1111/j.1467-8624.2009.01409.x},
   Abstract = {This study examined the associations of 11 discipline
             techniques with children's aggressive and anxious behaviors
             in an international sample of mothers and children from 6
             countries and determined whether any significant
             associations were moderated by mothers' and children's
             perceived normativeness of the techniques. Participants
             included 292 mothers and their 8- to 12-year-old children
             living in China, India, Italy, Kenya, Philippines, and
             Thailand. Parallel multilevel and fixed effects models
             revealed that mothers' use of corporal punishment,
             expressing disappointment, and yelling were significantly
             related to more child aggression symptoms, whereas giving a
             time-out, using corporal punishment, expressing
             disappointment, and shaming were significantly related to
             greater child anxiety symptoms. Some moderation of these
             associations was found for children's perceptions of
             normativeness.},
   Doi = {10.1111/j.1467-8624.2009.01409.x},
   Key = {fds304174}
}

@article{fds272054,
   Author = {Pettit, GS and Lansford, JE and Malone, PS and Dodge, KA and Bates,
             JE},
   Title = {Domain specificity in relationship history,
             social-information processing, and violent behavior in early
             adulthood.},
   Journal = {Journal of personality and social psychology},
   Volume = {98},
   Number = {2},
   Pages = {190-200},
   Year = {2010},
   Month = {February},
   ISSN = {0022-3514},
   url = {http://dx.doi.org/10.1037/a0017991},
   Abstract = {Using prospective longitudinal data, we tested 5 hypotheses:
             (a) that the relation between earlier developmental
             experiences (peer social rejection and victimization in a
             romantic relationship) and adult violent behavior toward
             peers and romantic partners is specific to relationship
             domain; (b) that the relation between social-information
             processing (SIP) biases and subsequent violence is also
             specific to relational domain (romantic partner vs. peer);
             (c) that the relation between developmental experiences and
             SIP biases is domain specific; (d) that domain-specific SIP
             mediates the impact of earlier developmental experiences on
             later violent behavior; and (e) that harsh parenting early
             in life is a domain-general predictor of SIP and later
             violent behavior. Harsh parenting was assessed through
             interviews with parents when their children were age 5
             years. Classroom sociometric assessments indexing peer
             rejection were completed in elementary school, and
             self-report of victimization by romantic partners was
             provided at age 18 years. SIP was assessed via interview at
             age 22 years, and violent behavior was measured via self-
             and partner report at ages 23 years and 24 years. Structural
             equation analyses revealed specificity in the relation
             between developmental experiences and violence and in the
             prediction to and from SIP in the peer domain, but not in
             the romantic-relationship domain. The impact of early harsh
             treatment on violence toward peers was mediated by SIP
             biases in the peer domain. These findings provide support
             for domain specificity in the peer domain but for
             cross-domain generality in the romantic relationship domain
             in the development of violent behavior in early
             adulthood.},
   Doi = {10.1037/a0017991},
   Key = {fds272054}
}

@article{fds272013,
   Author = {Lansford, JE and Alampay, LP and Al-Hassan, S and Bacchini, D and Bombi,
             AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta,
             L and Dodge, KA and Oburu, P and Pastorelli, C and Runyan, DK and Skinner,
             AT and Sorbring, E and Tapanya, S and Tirado, LMU and Zelli,
             A},
   Title = {Corporal punishment of children in nine countries as a
             function of child gender and parent gender.},
   Journal = {International journal of pediatrics},
   Volume = {2010},
   Pages = {672780},
   Year = {2010},
   Month = {January},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/20976255},
   Abstract = {Background. The purpose of this paper is to contribute to a
             global perspective on corporal punishment by examining
             differences between mothers' and fathers' use of corporal
             punishment with daughters and sons in nine countries.
             Methods. Interviews were conducted with 1398 mothers, 1146
             fathers, and 1417 children (age range = 7 to 10 years) in
             China, Colombia, Italy, Jordan, Kenya, the Philippines,
             Sweden, Thailand, and the United States. Results. Across the
             entire sample, 54% of girls and 58% of boys had experienced
             mild corporal punishment, and 13% of girls and 14% of boys
             had experienced severe corporal punishment by their parents
             or someone in their household in the last month. Seventeen
             percent of parents believed that the use of corporal
             punishment was necessary to rear the target child. Overall,
             boys were more frequently punished corporally than were
             girls, and mothers used corporal punishment more frequently
             than did fathers. There were significant differences across
             countries, with reports of corporal punishment use lowest in
             Sweden and highest in Kenya. Conclusion. This work
             establishes that the use of corporal punishment is
             widespread, and efforts to prevent corporal punishment from
             escalating into physical abuse should be commensurately
             widespread.},
   Doi = {10.1155/2010/672780},
   Key = {fds272013}
}

@article{fds289620,
   Author = {Jones, D and Godwin, J and Dodge, KA and Bierman, KL and Coie, JD and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes,
             EE},
   Title = {Impact of the fast track prevention program on health
             services use by conduct-problem youth.},
   Journal = {Pediatrics},
   Volume = {125},
   Number = {1},
   Pages = {e130-e136},
   Year = {2010},
   Month = {January},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/20008428},
   Abstract = {<h4>Objective</h4>We tested the impact of the Fast Track
             conduct disorder prevention program on the use of pediatric,
             general health, and mental health services in
             adolescence.<h4>Patients and methods</h4>Participants were
             891 public kindergarten boys and girls screened from a
             population of 9594 children and found to be at risk for
             conduct disorder. They were assigned randomly (by school) to
             intervention or control conditions and were followed for 12
             years. Intervention lasted 10 years and included parent
             training, child social-cognitive skills training, reading
             tutoring, peer-relations enhancement, and classroom
             curricula and management. Service use was assessed through
             annual interviews of parents and youth.<h4>Results</h4>Youth
             assigned to preventive intervention had significantly
             reduced use of professional general health, pediatric, and
             emergency department services relative to control youth on
             the basis of parent-report data. For control-group youth,
             the odds of greater use of general health services for any
             reason and general health services use for mental health
             purposes were roughly 30% higher and 56% higher,
             respectively. On the basis of self-report data, the
             intervention reduced the likelihood of outpatient mental
             health services among older adolescents for whom odds of
             services use were more than 90% higher among control-group
             youth. No differences were found between intervention and
             control youth on the use of inpatient mental health
             services. Statistical models controlled for key study
             characteristics, and potential moderation of the
             intervention effect was assessed.<h4>Conclusions</h4>Random
             assignment to the Fast Track prevention program is
             associated with reduced use of general health and outpatient
             mental health services in adolescents. Future studies should
             examine the mechanism of this impact and service use
             patterns as subjects reach young adulthood.},
   Doi = {10.1542/peds.2009-0322},
   Key = {fds289620}
}

@article{fds271995,
   Author = {Coleman, D and Dodge, K},
   Title = {Foreword: Corporal Punishment of Children},
   Journal = {Law & Contemporary Problems},
   Volume = {73},
   Number = {2},
   Pages = {i-iv},
   Year = {2010},
   ISSN = {0023-9186},
   Key = {fds271995}
}

@article{fds272036,
   Author = {Rosanbalm, KD and Dodge, KA and Murphy, R and O'Donnell, K and Christopoulos, C and Gibbs, SW and Appleyard, K and Daro,
             D},
   Title = {Evaluation of a Collaborative Community-Based Child
             Maltreatment Prevention Initiative.},
   Journal = {Prot Child},
   Volume = {25},
   Number = {4},
   Pages = {8-23},
   Year = {2010},
   url = {http://hdl.handle.net/10161/7999 Duke open
             access},
   Key = {fds272036}
}

@article{fds272037,
   Author = {McGowan, and H, and Nix, and L, R and Murphy, and A, S and Bierman, and L,
             K and Group, TCPPR},
   Title = {Investigating the impact of selection bias in dose-response
             analyses of preventive interventions},
   Journal = {Prevention Science},
   Volume = {11},
   Pages = {239-251},
   Year = {2010},
   url = {http://dx.doi.org/10.1007/s11121-010-0169-2},
   Doi = {10.1007/s11121-010-0169-2},
   Key = {fds272037}
}

@article{fds272038,
   Author = {McMahon, and J, R and Witkiewitz, and K, and Kotler, and S, J and Group,
             TCPPR},
   Title = {Predictive validity of callous-unemotional traits measured
             in early adolescence with respect to multiple antisocial
             outcomes},
   Journal = {Journal of Abnormal Psychology},
   Volume = {119},
   Number = {4},
   Pages = {752-763},
   Publisher = {American Psychological Association (APA)},
   Year = {2010},
   url = {http://dx.doi.org/10.1037/a0020796},
   Abstract = {This study investigated the predictive validity of youth
             callous-unemotional (CU) traits, as measured in early
             adolescence (Grade 7) by the Antisocial Process Screening
             Device (APSD; Frick & Hare, 2001), in a longitudinal sample
             (N = 754). Antisocial outcomes, assessed in adolescence and
             early adulthood, included self-reported general delinquency
             from 7th grade through 2 years post-high school,
             self-reported serious crimes through 2 years post-high
             school, juvenile and adult arrest records through 1 year
             post-high school, and antisocial personality disorder
             symptoms and diagnosis at 2 years post-high school. CU
             traits measured in 7th grade were highly predictive of 5 of
             the 6 antisocial outcomes-general delinquency, juvenile and
             adult arrests, and early adult antisocial personality
             disorder criterion count and diagnosis-over and above prior
             and concurrent conduct problem behavior (i.e., criterion
             counts of oppositional defiant disorder and conduct
             disorder) and attention-deficit/hyperactivity disorder
             (criterion count). Incorporating a CU traits specifier for
             those with a diagnosis of conduct disorder improved the
             positive prediction of antisocial outcomes, with a very low
             false-positive rate. There was minimal evidence of
             moderation by sex, race, or urban/rural status. Urban/rural
             status moderated one finding, with being from an urban area
             associated with stronger relations between CU traits and
             adult arrests. Findings clearly support the inclusion of CU
             traits as a specifier for the diagnosis of conduct disorder,
             at least with respect to predictive validity.},
   Doi = {10.1037/a0020796},
   Key = {fds272038}
}

@article{fds272040,
   Author = {Thomas, DE and Bierman, KL and Thompson, C and Powers, CJ and Coie,
             JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon,
             RJ},
   Title = {Double jeopardy: Child and school characteristics that
             undermine school readiness and predict disruptive behavior
             at school entry},
   Journal = {School Psychology Review},
   Year = {2010},
   url = {http://hdl.handle.net/10161/7998 Duke open
             access},
   Key = {fds272040}
}

@article{fds272043,
   Author = {Lanza, and T, S and Rhoades, and L, B and Nix, and L, R and Greenberg, and T,
             M and Group, TCPPR},
   Title = {Modeling the interplay of multilevel risk factors for future
             academic and behavior problems: A person-centered
             approach},
   Journal = {Development and Psychopathology},
   Volume = {22},
   Pages = {313-335},
   Year = {2010},
   url = {http://dx.doi.org/10.1017/S0954579410000088},
   Doi = {10.1017/S0954579410000088},
   Key = {fds272043}
}

@article{fds272047,
   Author = {Fontaine, RG and Yang, C and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Development of response evaluation and decision (RED) and
             antisocial behavior in childhood and adolescence},
   Journal = {Developmental Psychology},
   Volume = {38},
   Pages = {615-626},
   Year = {2010},
   url = {http://dx.doi.org/10.1037/a0014142},
   Doi = {10.1037/a0014142},
   Key = {fds272047}
}

@article{fds272053,
   Author = {Gershoff, ET and Grogan Kaylor and A and Lansford, JE and Chang, L and Zelli, A and Deater Deckard and K and Dodge, KA},
   Title = {Parent discipline practices in an international sample:
             Associations with child behaviors and moderation by
             perceived normativeness},
   Journal = {Child Development},
   Volume = {81},
   Number = {2},
   Pages = {480-495},
   Year = {2010},
   ISSN = {0009-3920},
   url = {http://dx.doi.org/10.1111/j.1467-8624.2009.01409.x},
   Abstract = {This study examined the associations of 11 discipline
             techniques with children's aggressive and anxious behaviors
             in an international sample of mothers and children from 6
             countries and determined whether any significant
             associations were moderated by mothers' and children's
             perceived normativeness of the techniques. Participants
             included 292 mothers and their 8- to 12-year-old children
             living in China, India, Italy, Kenya, Philippines, and
             Thailand. Parallel multilevel and fixed effects models
             revealed that mothers' use of corporal punishment,
             expressing disappointment, and yelling were significantly
             related to more child aggression symptoms, whereas giving a
             time-out, using corporal punishment, expressing
             disappointment, and shaming were significantly related to
             greater child anxiety symptoms. Some moderation of these
             associations was found for children's perceptions of
             normativeness. © 2010, the Author(s).},
   Doi = {10.1111/j.1467-8624.2009.01409.x},
   Key = {fds272053}
}

@article{fds272055,
   Author = {Jones, D and Godwin, J and Dodge, KA and Bierman, K and Coie, JD and Greenberg, M and Lochman, JE and McMahon, RJ and Pinderhughes,
             E},
   Title = {The impact of the Fast Track Prevention Trial on health
             services utilization by youth at risk for conduct
             problems},
   Journal = {Pediatrics},
   Volume = {125},
   Pages = {130-136},
   Year = {2010},
   url = {http://dx.doi.org/10.1542/peds.2009-0322},
   Doi = {10.1542/peds.2009-0322},
   Key = {fds272055}
}

@article{fds272056,
   Author = {Coleman, D and Dodge, K and Campbell, S},
   Title = {Where and How to Draw the Line Between Reasonable Corporal
             Punishment and Abuse},
   Journal = {Law & Contemporary Problems},
   Volume = {73},
   Number = {2},
   Pages = {107-165},
   Year = {2010},
   ISSN = {0023-9186},
   url = {http://hdl.handle.net/10161/3756 Duke open
             access},
   Key = {fds272056}
}

@article{fds272060,
   Author = {Erath, SA and Keiley, MK and Pettit, GS and Lansford, JE and Dodge, KA and Bates, JE},
   Title = {Behavioral predictors of mental health service utilization
             in childhood through adolescence.},
   Journal = {Journal of developmental and behavioral pediatrics :
             JDBP},
   Volume = {30},
   Number = {6},
   Pages = {481-488},
   Year = {2009},
   Month = {December},
   ISSN = {0196-206X},
   url = {http://dx.doi.org/10.1097/dbp.0b013e3181c35938},
   Abstract = {<h4>Objectives</h4>This study investigated predictors of
             mental health service utilization from age 5 through age
             16.<h4>Methods</h4>Data were collected on a community sample
             of 399 children, including 338 European Americans and 61
             African Americans. Internalizing and externalizing behaviors
             were assessed by maternal and teacher reports in
             kindergarten. History of mental health service utilization
             was assessed by maternal reports when participants were 16
             years old.<h4>Results</h4>On average, the probability of
             first-time mental health service utilization increased in
             early to middle childhood, stabilized, and then increased in
             early adolescence. Mother reports of internalizing behaviors
             (independent of teacher reports of externalizing behaviors)
             predicted an increased likelihood of service use among
             European American children but a decreased likelihood of
             service use among African American children. Externalizing
             behaviors (independent of internalizing behaviors) predicted
             a higher likelihood of first-time service use in middle
             childhood. The combination of elevated internalizing and
             externalizing behaviors predicted a higher likelihood of
             first-time service use in adolescence, mainly among European
             American children.<h4>Conclusions</h4>This study provides
             evidence that elevated mother-reported internalizing
             behaviors are less likely to forecast mental health service
             utilization among African American children compared with
             European American children. To meet the mental health
             service needs of all children, it is critical to further
             examine reasons for service utilization and underutilization
             among children with internalizing problems.},
   Doi = {10.1097/dbp.0b013e3181c35938},
   Key = {fds272060}
}

@article{fds272066,
   Author = {Lansford, JE and Criss, MM and Dodge, KA and Shaw, DS and Pettit, GS and Bates, JE},
   Title = {Trajectories of physical discipline: early childhood
             antecedents and developmental outcomes.},
   Journal = {Child development},
   Volume = {80},
   Number = {5},
   Pages = {1385-1402},
   Year = {2009},
   Month = {September},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/19765007},
   Abstract = {This study examined childhood antecedents and developmental
             outcomes associated with trajectories of mild and harsh
             parental physical discipline. Interview, questionnaire, and
             observational data were available from 499 children followed
             from ages 5 to 16 and from 258 children in an independent
             sample followed from ages 5 to 15. Analyses indicated
             distinct physical discipline trajectory groups that varied
             in frequency of physical discipline and rate of change. In
             both samples, family ecological disadvantage differentiated
             the trajectory groups; in the first sample, early child
             externalizing also differentiated the groups. Controlling
             for early childhood externalizing, the minimal/ceasing
             trajectory groups were associated with the lowest levels of
             subsequent adolescent antisocial behavior in both samples
             and with parent-adolescent positive relationship quality in
             the second sample.},
   Doi = {10.1111/j.1467-8624.2009.01340.x},
   Key = {fds272066}
}

@article{fds272059,
   Author = {Erath, SA and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {Who Dislikes Whom, and For Whom Does It Matter: Predicting
             Aggression in Middle Childhood.},
   Journal = {Social development (Oxford, England)},
   Volume = {18},
   Number = {3},
   Pages = {577-596},
   Year = {2009},
   Month = {August},
   ISSN = {0961-205X},
   url = {http://dx.doi.org/10.1111/j.1467-9507.2008.00497.x},
   Abstract = {This study investigated the role of mutual dislike dyads
             (MDDs) in the development of aggressive behavior across the
             middle childhood years. Of particular interest was whether
             involvement in MDDs predicted later aggression, and whether
             the magnitude of the association between MDDs and later
             aggression varied based on characteristics of target
             children and 'others' involved in their MDDs. Data were
             collected on a community sample of 453 children
             participating in an ongoing longitudinal study. Classroom
             peer nomination and rating-scale measures were collected in
             kindergarten through third grade; aggressive behavior
             problems were assessed via teacher ratings in the early
             elementary years (kindergarten and first grade) and late
             elementary years (fourth and fifth grade). MDD involvement
             in the middle elementary years (second and third grade) was
             associated with higher levels of aggression in the late
             elementary years among boys (but not girls), and these
             predictions held after controlling for group-level peer
             disliking in the middle elementary years, aggression in the
             early elementary years, and demographic variables. The
             association between MDD involvement and subsequent
             aggression was also qualified by the aggressiveness of
             others in children's MDDs: Having more MDDs predicted later
             aggression only among boys whose MDDs involved mostly
             non-aggressive others.},
   Doi = {10.1111/j.1467-9507.2008.00497.x},
   Key = {fds272059}
}

@article{fds272057,
   Author = {Pettit, GS and Yu, T and Dodge, KA and Bates, JE},
   Title = {A Developmental Process Analysis of Cross-Generational
             Continuity in Educational Attainment.},
   Journal = {Merrill-Palmer quarterly (Wayne State University.
             Press)},
   Volume = {55},
   Number = {3},
   Pages = {250-284},
   Year = {2009},
   Month = {July},
   ISSN = {0272-930X},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000266748400004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {In this prospective longitudinal study (N = 585) we examined
             intergenerational links in level of educational attainment.
             Of particular interest was whether family background
             characteristics, parenting in early childhood and early
             adolescence, and school adjustment and performance in middle
             childhood accounted for (i.e., mediated) continuity and
             amplified or attenuated (i.e., moderated) continuity. Family
             background data, including mother education level, were
             collected when the children were age 5 years; parenting was
             assessed at ages 5 and 12; and school adjustment data
             (behavior problems, peer acceptance, academic performance)
             were collected in the first four years of elementary school.
             Cross-generational continuity in educational attainment was
             moderate (r = .38) and largely indirect via children's
             academic performance in elementary school and mothers'
             academic involvement in early adolescence. Moderator
             analyses indicated greater cross-generational continuity in
             single-parent families; in families low in proactive
             teaching, monitoring, and academic involvement; and in
             families with lower-IQ children who performed poorly in
             school and were disliked by peers, These findings suggest
             that distal and proximal family and child characteristics
             may serve as crucial processes in the intergenerational
             transmission of low educational attainment.},
   Doi = {10.1353/mpq.0.0022},
   Key = {fds272057}
}

@article{fds272061,
   Author = {Dodge, KA},
   Title = {Mechanisms of Gene-Environment Interaction Effects in the
             Development of Conduct Disorder.},
   Journal = {Perspectives on psychological science : a journal of the
             Association for Psychological Science},
   Volume = {4},
   Number = {4},
   Pages = {408-414},
   Year = {2009},
   Month = {July},
   ISSN = {1745-6916},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/19779577},
   Abstract = {The gene-environment interaction effect in the development
             of conduct disorder is one of the most important discoveries
             of the past decade, but the mechanisms through which this
             effect operates remain elusive. I propose a model of these
             processes that focuses on the individual's response to a
             threatening stimulus in ongoing social interaction. The
             individual's response coordinates three interrelated
             systems: neural, autonomic, and information-processing. In
             each system, adaptive, evolutionarily selected response
             patterns characterize normal responding, but in
             psychopathology these patterns have gone awry. Antecedents
             of individual differences in these response patterns arise
             from genetic polymorphisms, adverse environmental
             experiences early in life, and their interaction. Programs
             of research are proposed to test hypotheses in the model
             through longitudinal, experimental, and clinical
             intervention methods. This model can serve as a template for
             inquiry in other forms of developmental psychopathology.},
   Doi = {10.1111/j.1745-6924.2009.01147.x},
   Key = {fds272061}
}

@article{fds272063,
   Author = {Dick, DM and Latendresse, SJ and Lansford, JE and Budde, JP and Goate,
             A and Dodge, KA and Pettit, GS and Bates, JE},
   Title = {Role of GABRA2 in trajectories of externalizing behavior
             across development and evidence of moderation by parental
             monitoring.},
   Journal = {Archives of general psychiatry},
   Volume = {66},
   Number = {6},
   Pages = {649-657},
   Year = {2009},
   Month = {June},
   ISSN = {0003-990X},
   url = {http://dx.doi.org/10.1001/archgenpsychiatry.2009.48},
   Abstract = {<h4>Context</h4>As we identify genes involved in psychiatric
             disorders, the next step will be to study how the risk
             associated with susceptibility genes manifests across
             development and in conjunction with the environment. We
             describe analyses aimed at characterizing the pathway of
             risk associated with GABRA2, a gene previously associated
             with adult alcohol dependence, in a community sample of
             children followed longitudinally from childhood through
             young adulthood.<h4>Objective</h4>To test for an association
             between GABRA2 and trajectories of externalizing behavior
             from adolescence to young adulthood and for moderation of
             genetic effects by parental monitoring.<h4>Design</h4>Data
             were analyzed from the Child Development Project, with
             yearly assessments conducted since that time. A saliva
             sample was collected for DNA at the 2006 follow-up, with a
             93% response rate in the target sample. Growth mixture
             modeling was conducted using Mplus to identify trajectories
             of externalizing behavior and to test for effects of GABRA2
             sequence variants and parental monitoring.<h4>Setting</h4>Nashville
             and Knoxville, Tennessee, and Bloomington,
             Indiana.<h4>Participants</h4>A community-based sample of
             families enrolled at 3 sites as children entered
             kindergarten in 1987 and 1988. Analyses for the white subset
             of the sample (n = 378) are reported here.<h4>Main outcome
             measures</h4>Parental monitoring measured at 11 years of
             age; Child Behavior Checklist youth reports of externalizing
             behavior at ages 12, 14, 15, 16, 17, 19, 20, 21, and 22
             years.<h4>Results</h4>Two classes of externalizing behavior
             emerged: a stable high externalizing class and a moderate
             decreasing externalizing behavior class. The GABRA2 gene was
             associated with class membership, with subjects who showed
             persistent elevated trajectories of externalizing behavior
             more likely to carry the genotype previously associated with
             increased risk of adult alcohol dependence. A significant
             interaction with parental monitoring emerged; the
             association of GABRA2 with externalizing trajectories
             diminished with high levels of parental monitoring.<h4>Conclusions</h4>These
             analyses underscore the importance of studying genetic
             effects across development and of identifying environmental
             factors that moderate risk.},
   Doi = {10.1001/archgenpsychiatry.2009.48},
   Key = {fds272063}
}

@article{fds272020,
   Author = {Laird, RD and Criss, MM and Pettit, GS and Bates, JE and Dodge,
             KA},
   Title = {Developmental Trajectories and Antecedents of Distal
             Parental Supervision.},
   Journal = {The Journal of early adolescence},
   Volume = {29},
   Number = {2},
   Pages = {258-284},
   Year = {2009},
   Month = {April},
   ISSN = {0272-4316},
   url = {http://dx.doi.org/10.1177/0272431608320123},
   Abstract = {Groups of adolescents were identified on the basis of
             developmental trajectories of their families' rules and
             their parents' knowledge of their activities.
             Characteristics of the adolescent, peer antisociality, and
             family context were tested as antecedents. In sum, 404
             parent-adolescent dyads provided data for adolescents aged
             10-16. Most adolescents were classified into groups
             characterized by low levels and reductions in family rules
             over time. However, low socioeconomic status and residence
             in unsafe neighborhoods increased membership in the group
             characterized by consistently high levels of family rules.
             Most adolescents were assigned membership in groups
             characterized by relatively stable moderate-to-high levels
             of parental knowledge of their activities. However, greater
             externalizing problems and peer antisociality, as well as
             residence in an unsafe neighborhood, increased membership in
             the group characterized by low and decreasing levels of
             knowledge. Results suggest that personal and contextual risk
             antecedes nonnormative decreases in parental knowledge,
             whereas contextual risk inhibits normative reductions in
             family rules.},
   Doi = {10.1177/0272431608320123},
   Key = {fds272020}
}

@article{fds271992,
   Author = {Dodge, KA and Malone, PS and Lansford, JE and Miller, S and Pettit, GS and Bates, JE},
   Title = {A dynamic cascade model of the development of substance-use
             onset.},
   Journal = {Monographs of the Society for Research in Child
             Development},
   Volume = {74},
   Number = {3},
   Pages = {vii-119},
   Year = {2009},
   Month = {January},
   ISSN = {0037-976X},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/19930521},
   Abstract = {Although the onset of illicit substance use during
             adolescence can hit parents abruptly like a raging flood,
             its origins likely start as a trickle in early childhood.
             Understanding antecedent factors and how they grow into a
             stream that leads to adolescent drug use is important for
             theories of social development as well as policy
             formulations to prevent onset. Based on a review of the
             extant literature, we posited a dynamic cascade model of the
             development of adolescent substance-use onset, specifying
             that (1) temporally distinct domains of biological factors,
             social ecology, early parenting, early conduct problems,
             early peer relations, adolescent parenting, and adolescent
             peer relations would predict early substance-use onset; (2)
             each domain would predict the temporally next domain; (3)
             each domain would mediate the impact of the immediately
             preceding domain on substance use; and (4) each domain would
             increment the previous domain in predicting substance use.
             The model was tested with a longitudinal sample of 585 boys
             and girls from the Child Development Project, who were
             followed from prekindergarten through Grade 12. Multiple
             variables in each of the seven predictor domains were
             assessed annually through direct observations, testing, peer
             nominations, school records, and parent-, teacher-, and
             self-report. Partial least-squares analyses tested
             hypotheses. Of the sample, 5.2% had engaged in substance use
             by Grade 7, and 51.3% of the sample had engaged in substance
             use by Grade 12. Five major empirical findings emerged: (1)
             Most variables significantly predicted early substance-use
             onset; (2) predictor variables were significantly related to
             each other in a web of correlations; (3) variables in each
             domain were significantly predicted by variables in the
             temporally prior domain; (4) each domain's variables
             significantly mediated the impact of the variables in the
             temporally prior domain on substance-use outcomes; and (5)
             variables in each domain significantly incremented variables
             in the previous domain in predicting substance-use onset. A
             dynamic cascade represented the most parsimonious model of
             how substance use develops. The findings are consistent with
             six features of social development theories: (1) multiple
             modest effects; (2) primacy of early influences; (3)
             continuity in adaptation; (4) reciprocal transactional
             development; (5) nonlinear growth in problem behaviors
             during sensitive periods; and (6) opportunities for change
             with each new domain. The findings suggest points for
             interventions, public policies, and economics of
             substance-use and future inquiry.},
   Doi = {10.1111/j.1540-5834.2009.00528.x},
   Key = {fds271992}
}

@article{fds272062,
   Author = {Daro, D and Dodge, KA},
   Title = {Creating community responsibility for child protection:
             possibilities and challenges.},
   Journal = {The Future of children},
   Volume = {19},
   Number = {2},
   Pages = {67-93},
   Year = {2009},
   Month = {January},
   ISSN = {1054-8289},
   url = {http://dx.doi.org/10.1353/foc.0.0030},
   Abstract = {Deborah Daro and Kenneth Dodge observe that efforts to
             prevent child abuse have historically focused on directly
             improving the skills of parents who are at risk for or
             engaged in maltreatment. But, as experts increasingly
             recognize that negative forces within a community can
             overwhelm even well-intentioned parents, attention is
             shifting toward creating environments that facilitate a
             parent's ability to do the right thing. The most
             sophisticated and widely used community prevention programs,
             say Daro and Dodge, emphasize the reciprocal interplay
             between individual-family behavior and broader neighborhood,
             community, and cultural contexts. The authors examine five
             different community prevention efforts, summarizing for each
             both the theory of change and the empirical evidence
             concerning its efficacy. Each program aims to enhance
             community capacity by expanding formal and informal
             resources and establishing a normative cultural context
             capable of fostering collective responsibility for positive
             child development. Over the past ten years, researchers have
             explored how neighborhoods influence child development and
             support parenting. Scholars are still searching for
             agreement on the most salient contextual factors and on how
             to manipulate these factors to increase the likelihood
             parents will seek out, find, and effectively use necessary
             and appropriate support. The current evidence base for
             community child abuse prevention, observe Daro and Dodge,
             offers both encouragement and reason for caution. Although
             theory and empirical research suggest that intervention at
             the neighborhood level is likely to prevent child
             maltreatment, designing and implementing a high-quality,
             multifaceted community prevention initiative is expensive.
             Policy makers must consider the trade-offs in investing in
             strategies to alter community context and those that expand
             services for known high-risk individuals. The authors
             conclude that if the concept of community prevention is to
             move beyond the isolated examples examined in their article,
             additional conceptual and empirical work is needed to garner
             support from public institutions, community-based
             stakeholders, and local residents.},
   Doi = {10.1353/foc.0.0030},
   Key = {fds272062}
}

@article{fds272065,
   Author = {Dodge, KA},
   Title = {Community intervention and public policy in the prevention
             of antisocial behavior.},
   Journal = {Journal of child psychology and psychiatry, and allied
             disciplines},
   Volume = {50},
   Number = {1-2},
   Pages = {194-200},
   Year = {2009},
   Month = {January},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/19220602},
   Abstract = {As academic clinical science moves to community intervention
             to achieve impact on population prevalence of antisocial
             behavior disorders, exciting potential is tempered by
             realistic caution. Three kinds of efforts are noted. First,
             individual evidence-based therapies are being implemented at
             scale. Difficulties in high-fidelity implementation are
             noted, and the unlikelihood of population impact is
             highlighted. Second, communities are receiving new resources
             to support individuals, although connecting community
             resources to highest-risk individuals is difficult. Third,
             community factors are being targeted for change through
             policy reform, with mixed results. As the field moves in
             this direction, the importance of adhering to principles of
             scientific rigor and empirical evidence is emphasized, to
             keep scientist-practitioners from overstepping their
             bounds.},
   Doi = {10.1111/j.1469-7610.2008.01985.x},
   Key = {fds272065}
}

@article{fds272068,
   Author = {Fontaine, RG and Yang, C and Burks, VS and Dodge, KA and Price, JM and Pettit, GS and Bates, JE},
   Title = {Loneliness as a partial mediator of the relation between low
             social preference in childhood and anxious/depressed
             symptoms in adolescence.},
   Journal = {Development and psychopathology},
   Volume = {21},
   Number = {2},
   Pages = {479-491},
   Year = {2009},
   Month = {January},
   ISSN = {0954-5794},
   url = {http://dx.doi.org/10.1017/s0954579409000261},
   Abstract = {This study examined the mediating role of loneliness
             (assessed by self-report at Time 2; Grade 6) in the relation
             between early social preference (assessed by peer report at
             Time 1; kindergarten through Grade 3) and adolescent
             anxious/depressed symptoms (assessed by mother, teacher, and
             self-reports at Time 3; Grades 7-9). Five hundred
             eighty-five boys and girls (48% female; 16% African
             American) from three geographic sites of the Child
             Development Project were followed from kindergarten through
             Grade 9. Loneliness partially mediated and uniquely
             incremented the significant effect of low social preference
             in childhood on anxious/depressed symptoms in adolescence,
             controlling for early anxious/depressed symptoms at Time 1.
             Findings are critical to understanding the psychological
             functioning through which early social experiences affect
             youths' maladjusted development. Directions for basic and
             intervention research are discussed, and implications for
             treatment are addressed.},
   Doi = {10.1017/s0954579409000261},
   Key = {fds272068}
}

@article{fds167316,
   Author = {Lansford, J.E. and Dishion, T.J. and Dodge, K.A.},
   Title = {Deviant peer clustering and influence within public school
             settings: Inadvertent negative outcomes from traditional
             professional practices},
   Booktitle = {Interventions for achievement and behavior in a three-tier
             model including response to intervention},
   Publisher = {National Association for School Psychologists
             Press},
   Address = {Bethesda, MD},
   Editor = {Shinn, M.R. and Walker, H.M. and Stoner, G.},
   Year = {2009},
   Key = {fds167316}
}

@article{fds167314,
   Author = {Jones, D. and Foster, E.M. and the Conduct Problems Prevention
             Research Group},
   Title = {Service use patterns for adolescents with ADHD and comorbid
             conduct disorder},
   Journal = {Journal of Behavioral Health Service and
             Research},
   Volume = {36},
   Number = {4},
   Pages = {436-449},
   Year = {2009},
   url = {http://dx.doi.org/10.1007/s11414-008-9133-3},
   Doi = {10.1007/s11414-008-9133-3},
   Key = {fds167314}
}

@article{fds272049,
   Author = {Miller-Johnson, and S, and Gorman-Smith, and D, and Sullivan, and T, and Orpinas, and P, and Dodge, TM-SVPPKA and member},
   Title = {Parent and peer predictors of physical dating violence
             perpetration in early adolescence: Tests of moderation and
             gender differences},
   Journal = {Journal of Clinical Child and Adolescent
             Psychology},
   Volume = {38},
   Number = {4},
   Pages = {535-550},
   Year = {2009},
   url = {http://dx.doi.org/10.1080/15374410902976270},
   Doi = {10.1080/15374410902976270},
   Key = {fds272049}
}

@article{fds272058,
   Author = {Fontaine, RG and Yang, C and Dodge, KA and Pettis, GS and Bates,
             JE},
   Title = {Development of response evaluation and decision (RED) and
             antisocial behavior in childhood and adolescence},
   Journal = {Developmental Psychology},
   Volume = {45},
   Number = {2},
   Pages = {447-459},
   Year = {2009},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037/a0014142},
   Abstract = {Using longitudinal data on 585 youths (48% female; 17%
             African American, 2% other ethnic minority), the authors
             examined the development of social response evaluation and
             decision (RED) across childhood (Study 1; kindergarten
             through Grade 3) and adolescence (Study 2; Grades 8 and 11).
             Participants completed hypothetical-vignette-based RED
             assessments, and their antisocial behaviors were measured by
             multiple raters. Structural equation modeling and linear
             growth analyses indicated that children differentiate
             alternative responses by Grade 3, but these RED responses
             were not consistently related to antisocial behavior.
             Adolescent analyses provided support for a model of multiple
             evaluative domains of RED and showed strong relations
             between aggressive response evaluations, nonaggressive
             response evaluations, and antisocial behavior. Findings
             indicate that RED becomes more differential (or specific to
             response style) and is increasingly related to youths'
             antisocial conduct across development.},
   Doi = {10.1037/a0014142},
   Key = {fds272058}
}

@article{fds272067,
   Author = {Dodge, TMVPPKA and member},
   Title = {The ecological effects of universal and selective violence
             prevention programs for middle school students: A randomized
             trial},
   Journal = {Journal of Consulting and Clinical Psychology},
   Volume = {77},
   Number = {3},
   Pages = {526.-542.},
   Year = {2009},
   ISSN = {0022-006X},
   url = {http://dx.doi.org/10.1037/a0014395},
   Abstract = {This study reports the findings of a multisite randomized
             trial evaluating the separate and combined effects of 2
             school-based approaches to reduce violence among early
             adolescents. A total of 37 schools at 4 sites were
             randomized to 4 conditions: (1) a universal intervention
             that involved implementing a student curriculum and teacher
             training with 6th-grade students and teachers, (2) a
             selective intervention in which a family intervention was
             implemented with a subset of 6th-grade students exhibiting
             high levels of aggression and social influence, (3) a
             combined intervention condition, and (4) a no-intervention
             control condition. Analyses of multiple waves of data from 2
             cohorts of students at each school (N = 5,581) within the
             grade targeted by the interventions revealed a complex
             pattern. There was some evidence to suggest that the
             universal intervention was associated with increases in
             aggression and reductions in victimization; however, these
             effects were moderated by preintervention risk. In contrast,
             the selective intervention was associated with decreases in
             aggression but no changes in victimization. These findings
             have important implications for efforts to develop effective
             violence prevention programs.},
   Doi = {10.1037/a0014395},
   Key = {fds272067}
}

@article{fds271986,
   Author = {Dodge, KA},
   Title = {6. Practice and public policy in the era of gene-environment
             interactions},
   Journal = {Novartis Foundation Symposium},
   Volume = {293},
   Pages = {87-97},
   Year = {2008},
   Month = {November},
   ISSN = {1528-2511},
   Abstract = {This chapter argues that implications of the
             gene-environment interaction revolution for public policy
             and practice are contingent on how the findings get framed
             in public discourse. Frame analysis is used to identify the
             implications of the ways in which findings are cast. The
             frame of 'defective group' perpetuates racial and class
             stereotypes and limits policy efforts to redress health
             disparities. Furthermore, empirical evidence finds it
             inaccurate. The frame of 'defective gene' precludes the
             adaptive genetic significance of genes. The frame of
             'individual genetic profile' offers individualized health
             care but risks misapplication in policies that place
             responsibility for disease prevention on the individual to
             the policy relief of industry and toxic environments.
             Framing the interaction in terms of 'defective environments'
             promotes the identification of harmful environments that can
             be regulated through policy. The 'therapeutic environment'
             frame offers hope of discovering interventions that have
             greater precision and effectiveness but risks
             dis-incentivizing the pharmaceutical industry from
             discovering drug treatments for 'obscure' gene-environment
             match groups. Can a more accurate and helpful framing of the
             gene-environment interaction be identified? Findings that
             genes shape environments and that environments alter the
             gene pool suggest a more textured and symbiotic relationship
             that is still in search of an apt public framing. Copyright
             © Novartis Foundation 2008.},
   Key = {fds271986}
}

@article{fds271987,
   Author = {Heath, A and Poulton, R and Martin, NG and Rutter, M and Martinez, FD and Kleeberger, SR and Dodge, KA},
   Title = {Discussion},
   Journal = {Novartis Foundation Symposium},
   Volume = {293},
   Pages = {138-142},
   Year = {2008},
   Month = {November},
   ISSN = {1528-2511},
   Key = {fds271987}
}

@article{fds271988,
   Author = {Uher, R and Dodge, KA and Martinez, FD and Reeve, A and Martin, NG and Braithwaite, A and Rutter, M and Snieder, H and Battaglia, M and Tesson,
             F and Kotb, M},
   Title = {Discussion},
   Journal = {Novartis Foundation Symposium},
   Volume = {293},
   Pages = {97-102},
   Year = {2008},
   Month = {November},
   ISSN = {1528-2511},
   Key = {fds271988}
}

@article{fds271989,
   Author = {Poulton, R and Martin, NG and Uher, R and Rutter, M and Kleeberger, SR and Dodge, KA and Martinez, FD and Kotb, M and Snieder, H and Reeve, A and Braithwaite, A},
   Title = {General discussion II},
   Journal = {Novartis Foundation Symposium},
   Volume = {293},
   Pages = {122-127},
   Year = {2008},
   Month = {November},
   ISSN = {1528-2511},
   Key = {fds271989}
}

@article{fds271990,
   Author = {Heath, A and Uher, R and Rutter, M and Dodge, KA and Poulton,
             R},
   Title = {Discussion},
   Journal = {Novartis Foundation Symposium},
   Volume = {293},
   Pages = {26-30},
   Year = {2008},
   Month = {November},
   ISSN = {1528-2511},
   Key = {fds271990}
}

@article{fds271960,
   Author = {Dick, DM and Latendresse, SJ and Budde, J and Goate, A and Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE},
   Title = {Genetic Influences on Developmental Trajectories of
             Externalizing Behavior: Data from the Child Development
             Project},
   Journal = {BEHAVIOR GENETICS},
   Volume = {38},
   Number = {6},
   Pages = {621-622},
   Publisher = {SPRINGER},
   Year = {2008},
   Month = {November},
   ISSN = {0001-8244},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000260539000044&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Doi = {10.1007/s10519-008-9228-x},
   Key = {fds271960}
}

@article{fds271962,
   Author = {Latendresse, SJ and Budde, J and Goate, A and Lansford, JE and Dodge,
             KA and Pettit, GS and Bates, JE and Dick, DM},
   Title = {Genotypic associations with externalizing trajectories:
             Examining moderation by adverse socialization
             environments},
   Journal = {BEHAVIOR GENETICS},
   Volume = {38},
   Number = {6},
   Pages = {634-635},
   Publisher = {SPRINGER},
   Year = {2008},
   Month = {November},
   ISSN = {0001-8244},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000260539000089&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Doi = {10.1007/s10519-008-9228-x},
   Key = {fds271962}
}

@article{fds272073,
   Author = {Dodge, KA and Greenberg, MT and Malone, PS and Conduct Problems
             Prevention Research Group},
   Title = {Testing an idealized dynamic cascade model of the
             development of serious violence in adolescence.},
   Journal = {Child development},
   Volume = {79},
   Number = {6},
   Pages = {1907-1927},
   Year = {2008},
   Month = {November},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/19037957},
   Abstract = {A dynamic cascade model of development of serious adolescent
             violence was proposed and tested through prospective inquiry
             with 754 children (50% male; 43% African American) from 27
             schools at 4 geographic sites followed annually from
             kindergarten through Grade 11 (ages 5-18). Self, parent,
             teacher, peer, observer, and administrative reports provided
             data. Partial least squares analyses revealed a cascade of
             prediction and mediation: An early social context of
             disadvantage predicts harsh-inconsistent parenting, which
             predicts social and cognitive deficits, which predicts
             conduct problem behavior, which predicts elementary school
             social and academic failure, which predicts parental
             withdrawal from supervision and monitoring, which predicts
             deviant peer associations, which ultimately predicts
             adolescent violence. Findings suggest targets for in-depth
             inquiry and preventive intervention.},
   Doi = {10.1111/j.1467-8624.2008.01233.x},
   Key = {fds272073}
}

@article{fds272069,
   Author = {Hurley, S and The Conduct Problems Prevention Research Group, and Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
             JE and McMahon, RJ and Pinderhughes, EE},
   Title = {Disentangling Ethnic and Contextual Influences Among Parents
             Raising Youth in High-Risk Communities.},
   Journal = {Applied developmental science},
   Volume = {12},
   Number = {4},
   Pages = {211-219},
   Year = {2008},
   Month = {October},
   ISSN = {1088-8691},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/19777084},
   Abstract = {This article reports on analyses examining contextual
             influences on parenting with an ethnically and
             geographically diverse sample of parents (predominantly
             mothers) raising 387 children (49% ethnic minority; 51%
             male) in high-risk communities. Parents and children were
             followed longitudinally from first through tenth grades.
             Contextual influences included geographical location,
             neighborhood risk, SES, and family stress. The cultural
             variable was racial socialization. Parenting constructs
             created through the consensus decision-making of the
             Parenting Subgroup of the Study Group on Race, Culture, and
             Ethnicity (see Le et al., 2008) included Monitoring,
             Communication, Warmth, Behavioral Control and Parenting
             Efficacy. Hierarchical regressions on each parenting
             construct were conducted for each grade for which data were
             available. Analyses tested for initial ethnic differences
             and then for remaining ethnic differences once contextual
             influences were controlled. For each construct, some ethnic
             differences did remain (Monitoring, ninth grade; Warmth,
             third grade; Communication, kindergarten; Behavioral
             Control, eighth grade; and Parenting Efficacy, kindergarten
             through fifth grade). Ethnic differences were explained by
             contextual differences in the remaining years. Analyses
             examining the impact of cultural influences revealed a
             negative relation between racial socialization messages and
             Communication or Monitoring.},
   Doi = {10.1080/10888690802388151},
   Key = {fds272069}
}

@article{fds272074,
   Author = {Dodge, KA},
   Title = {Framing public policy and prevention of chronic violence in
             American youths.},
   Journal = {The American psychologist},
   Volume = {63},
   Number = {7},
   Pages = {573-590},
   Year = {2008},
   Month = {October},
   ISSN = {0003-066X},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/18855489},
   Keywords = {aggressive behavior • frame analysis • prevention
             • public policy},
   Abstract = {Metaphors can both inspire and mislead the public. Current
             metaphors for youth violence are inconsistent with
             scientific evidence about how chronic violence develops and
             evoke inaccurate or harmful reactions. Popular, problematic
             metaphors include superpredator, quarantining the
             contagious, corrective surgery, man as computer, vaccine,
             and chronic disease. Four new metaphors that more accurately
             reflect the science of child development are proposed to
             shape the field. Preventive dentistry offers a lifelong
             system of universal, selected, and indicated intervention
             policies. Cardiovascular disease offers concepts of distal
             risk factors, proximal processes, equifinality and
             multifinality, and long-term prevention. The Centers for
             Disease Control and Prevention's public health model focuses
             on injury and the victim to elicit popular support. Public
             education for illiteracy offers concepts of long-term
             universal education coupled with specialized help for
             high-risk youths and goes beyond metaphor to represent a
             truly applicable framework. Research is proposed to test the
             scientific merit for and public receptivity to these
             metaphors.},
   Doi = {10.1037/0003-066x.63.7.573},
   Key = {fds272074}
}

@article{fds272077,
   Author = {Fite, JE and Goodnight, JA and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {Adolescent aggression and social cognition in the context of
             personality: impulsivity as a moderator of predictions from
             social information processing.},
   Journal = {Aggressive behavior},
   Volume = {34},
   Number = {5},
   Pages = {511-520},
   Year = {2008},
   Month = {September},
   ISSN = {0096-140X},
   url = {http://dx.doi.org/10.1002/ab.20263},
   Abstract = {This study asked how individual differences in social
             cognition and personality interact in predicting later
             aggressive behavior. It was hypothesized that the
             relationship between immediate response evaluations in
             social information processing (SIP) and later aggressive
             behavior would be moderated by impulsivity. In particular,
             the immediate positive evaluations of aggressive responses
             would be more strongly related to later aggressive behavior
             for high-impulsive than for low-impulsive individuals,
             because high-impulsive children would be less likely to
             integrate peripheral information and consider long-term
             future consequences of their actions. Participants were 585
             adolescents (52% male) and their mothers and teachers from
             the longitudinal Child Development Project. Structural
             equation modeling indicated that teacher-reported
             impulsivity at ages 11-13 moderated the association between
             adolescents' endorsement of aggressive responses in
             hypothetical, ambiguous situations and subsequent
             mother-reported aggressive behavior. Specifically, positive
             endorsement of aggressive responses at age 13 was
             significantly related to later aggressive behavior (age
             14-17) for participants with high and medium levels of
             impulsivity, but this association was not significant for
             participants with low levels of impulsivity. This study
             provides evidence of personality variables as potential
             moderators of the link between SIP and behavior.},
   Doi = {10.1002/ab.20263},
   Key = {fds272077}
}

@article{fds272080,
   Author = {Lansford, JE and Erath, S and Yu, T and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {The developmental course of illicit substance use from age
             12 to 22: links with depressive, anxiety, and behavior
             disorders at age 18.},
   Journal = {Journal of child psychology and psychiatry, and allied
             disciplines},
   Volume = {49},
   Number = {8},
   Pages = {877-885},
   Year = {2008},
   Month = {August},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/18564069},
   Abstract = {<h4>Background</h4>Previous theory and research suggest
             links between substance use and externalizing behavior
             problems, but links between substance use and internalizing
             problems are less clear. The present study sought to
             understand concurrent links among diagnoses of substance use
             disorders, internalizing disorders, and behavior disorders
             at age 18 as well as developmental trajectories of illicit
             substance use prior to and after this point.<h4>Methods</h4>Using
             data from 585 participants in the Child Development Project,
             this study examined comorbidity among substance use,
             behavior, and internalizing disorders at age 18 and
             trajectories of growth in illicit substance use from age 12
             to age 22.<h4>Results</h4>In this community sample, meeting
             diagnostic criteria for comorbid internalizing disorders, a
             behavioral disorder (conduct disorder or oppositional
             defiant disorder) alone, or both internalizing and
             behavioral disorders predicted higher concurrent substance
             use disorders (abuse, dependence, or withdrawal). Meeting
             diagnostic criteria for an anxiety disorder alone or
             depression alone did not predict higher concurrent substance
             use diagnoses. Over time, youths with behavioral disorders
             at age 18 showed a pattern of increasing substance use
             across early adolescence and higher levels of substance use
             than those with no diagnosis at age 18. Substance use
             declines from late adolescence to early adulthood were
             observed for all groups.<h4>Conclusions</h4>Substance use
             disorders were more highly comorbid with behavior disorders
             than with internalizing disorders at age 18, and behavior
             disorder and comorbid behavior-internalizing disorders at
             age 18 were related to trajectories characterized by steep
             increases in illicit substance use during adolescence and
             high rates of illicit substance use over
             time.},
   Doi = {10.1111/j.1469-7610.2008.01915.x},
   Key = {fds272080}
}

@article{fds272075,
   Author = {Schwartz, D and Gorman, AH and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Friendships with peers who are low or high in aggression as
             moderators of the link between peer victimization and
             declines in academic functioning.},
   Journal = {Journal of abnormal child psychology},
   Volume = {36},
   Number = {5},
   Pages = {719-730},
   Year = {2008},
   Month = {July},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/s10802-007-9200-x},
   Abstract = {This paper reports two prospective investigations of the
             role of friendship in the relation between peer
             victimization and grade point averages (GPA). Study 1
             included 199 children (105 boys, 94 girls; mean age of 9.1
             years) and Study 2 included 310 children (151 boys, 159
             girls; mean age of 8.5 years). These children were followed
             for two school years. In both projects, we assessed
             aggression, victimization, and friendship with a peer
             nomination inventory, and we obtained children's GPAs from a
             review of school records. Peer victimization was associated
             with academic declines only when children had either a high
             number of friends who were above the classroom mean on
             aggression or a low number of friends who were below the
             classroom mean on aggression. These results highlight the
             importance of aggression levels among friends for the
             academic adjustment of victimized children.},
   Doi = {10.1007/s10802-007-9200-x},
   Key = {fds272075}
}

@article{fds272081,
   Author = {Lansford, JE and Dodge, KA},
   Title = {Cultural Norms for Adult Corporal Punishment of Children and
             Societal Rates of Endorsement and Use of
             Violence.},
   Journal = {Parenting, science and practice},
   Volume = {8},
   Number = {3},
   Pages = {257-270},
   Year = {2008},
   Month = {July},
   ISSN = {1529-5192},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/19898651},
   Abstract = {OBJECTIVE: To test the hypothesis that societal rates of
             corporal punishment of children predict societal levels of
             violence, using "culture" as the unit of analysis. DESIGN:
             Data were retrieved from the Standard Cross-Cultural Sample
             of anthropological records, which includes 186 cultural
             groups, to represent the world's 200 provinces based on
             diversity of language, economy, political organization,
             descent, and historical time. Independent coders rated the
             frequency and harshness of corporal punishment of children,
             inculcation of aggression in children, warfare,
             interpersonal violence among adults, and demographic,
             socioeconomic, and parenting covariates. RESULTS: More
             frequent use of corporal punishment was related to higher
             rates of inculcation of aggression in children, warfare, and
             interpersonal violence. These relations held for inculcation
             of aggression in children and warfare after controlling for
             demographic, socioeconomic, and parenting confounds.
             CONCLUSION: More frequent use of corporal punishment is
             related to higher prevalence of violence and endorsement of
             violence at a societal level. The findings are consistent
             with theories that adult violence becomes more prevalent in
             contexts in which corporal punishment is frequent, that the
             use of corporal punishment increases the probability that
             children will engage in violent behaviors during adulthood,
             and that violence in one social domain tends to influence
             behavior in other domains. If corporal punishment leads to
             higher levels of societal violence, then reducing parents'
             use of corporal punishment should lead to reductions in
             societal violence manifested in other ways.},
   Doi = {10.1080/15295190802204843},
   Key = {fds272081}
}

@article{fds272083,
   Author = {Fite, JE and Bates, JE and Holtzworth-Munroe, A and Dodge, KA and Nay,
             SY and Pettit, GS},
   Title = {Social information processing mediates the intergenerational
             transmission of aggressiveness in romantic
             relationships.},
   Journal = {Journal of family psychology : JFP : journal of the Division
             of Family Psychology of the American Psychological
             Association (Division 43)},
   Volume = {22},
   Number = {3},
   Pages = {367-376},
   Year = {2008},
   Month = {June},
   ISSN = {0893-3200},
   url = {http://dx.doi.org/10.1037/0893-3200.22.3.367},
   Abstract = {This study explored the K. A. Dodge (1986) model of social
             information processing as a mediator of the association
             between interparental relationship conflict and subsequent
             offspring romantic relationship conflict in young adulthood.
             The authors tested 4 social information processing stages
             (encoding, hostile attributions, generation of aggressive
             responses, and positive evaluation of aggressive responses)
             in separate models to explore their independent effects as
             potential mediators. There was no evidence of mediation for
             encoding and attributions. However, there was evidence of
             significant mediation for both the response generation and
             response evaluation stages of the model. Results suggest
             that the ability of offspring to generate varied social
             responses and effectively evaluate the potential outcome of
             their responses at least partially mediates the
             intergenerational transmission of relationship
             conflict.},
   Doi = {10.1037/0893-3200.22.3.367},
   Key = {fds272083}
}

@article{fds272085,
   Author = {Crozier, JC and Dodge, KA and Fontaine, RG and Lansford, JE and Bates,
             JE and Pettit, GS and Levenson, RW},
   Title = {Social information processing and cardiac predictors of
             adolescent antisocial behavior.},
   Journal = {Journal of abnormal psychology},
   Volume = {117},
   Number = {2},
   Pages = {253-267},
   Year = {2008},
   Month = {May},
   ISSN = {0021-843X},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/18489202},
   Abstract = {The relations among social information processing (SIP),
             cardiac activity, and antisocial behavior were investigated
             in adolescents over a 3-year period (from ages 16 to 18) in
             a community sample of 585 (48% female, 17% African American)
             participants. Antisocial behavior was assessed in all 3
             years. Cardiac and SIP measures were collected between the
             first and second behavioral assessments. Cardiac measures
             assessed resting heart rate (RHR) and heart rate reactivity
             (HRR) as participants imagined themselves being victimized
             in hypothetical provocation situations portrayed via video
             vignettes. The findings were moderated by gender and
             supported a multiprocess model in which antisocial behavior
             is a function of trait-like low RHR (for male individuals
             only) and deviant SIP. In addition, deviant SIP mediated the
             effects of elevated HRR reactivity and elevated RHR on
             antisocial behavior (for male and female
             participants).},
   Doi = {10.1037/0021-843x.117.2.253},
   Key = {fds272085}
}

@article{fds272086,
   Author = {Laird, RD and Criss, MM and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {Parents' monitoring knowledge attenuates the link between
             antisocial friends and adolescent delinquent
             behavior.},
   Journal = {Journal of abnormal child psychology},
   Volume = {36},
   Number = {3},
   Pages = {299-310},
   Year = {2008},
   Month = {April},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/s10802-007-9178-4},
   Abstract = {Developmental trajectories of parents' knowledge of their
             adolescents' whereabouts and activities were tested as
             moderators of transactional associations between friends'
             antisociality and adolescent delinquent behavior. 504
             adolescents (50% female) provided annual reports (from ages
             12 to 16) of their parents' knowledge and (from ages 13 to
             16) their own delinquent behavior and their friends'
             antisociality. Parents also reported the adolescents'
             delinquent behavior. Growth mixture modeling was used to
             identify two sub-groups based on their monitoring knowledge
             growth trajectories. Adolescents in the sub-group
             characterized by decreasing levels of parents' knowledge
             reported more delinquent behavior and more friend
             antisociality in early adolescence, and reported greater
             increases in delinquent behavior and friend antisociality
             from early to middle adolescence compared to adolescents in
             the sub-group characterized by increasing levels of parents'
             knowledge. Transactional associations consistent with social
             influence and social selection processes also were
             suppressed in the increasing knowledge sub-group as compared
             to the decreasing knowledge sub-group.},
   Doi = {10.1007/s10802-007-9178-4},
   Key = {fds272086}
}

@article{fds272087,
   Author = {Fontaine, RG and Yang, C and Dodge, KA and Bates, JE and Pettit,
             GS},
   Title = {Testing an individual systems model of response evaluation
             and decision (RED) and antisocial behavior across
             adolescence.},
   Journal = {Child development},
   Volume = {79},
   Number = {2},
   Pages = {462-475},
   Year = {2008},
   Month = {March},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/18366434},
   Abstract = {This study examined the bidirectional development of
             aggressive response evaluation and decision (RED) and
             antisocial behavior across five time points in adolescence.
             Participants (n = 522) were asked to imagine themselves
             behaving aggressively while viewing videotaped ambiguous
             provocations and answered a set of RED questions following
             each aggressive retaliation (administered at Grades 8 and 11
             [13 and 16 years, respectively]). Self- and mother reports
             of antisocial behavior were collected at Grades 7, 9/10, and
             12 (12, 14/15, and 17 years, respectively). Using structural
             equation modeling, the study found a partial mediating
             effect at each hypothesized mediational path despite high
             stability of antisocial behavior across adolescence.
             Findings are consistent with an individual systems
             perspective by which adolescents' antisocial conduct
             influences how they evaluate aggressive interpersonal
             behaviors, which affects their future antisocial
             conduct.},
   Doi = {10.1111/j.1467-8624.2007.01136.x},
   Key = {fds272087}
}

@article{fds272088,
   Author = {Dodge, KA},
   Title = {On the meaning of meaning when being mean: commentary on
             Berkowitz's "on the consideration of automatic as well as
             controlled psychological processes in aggression".},
   Journal = {Aggressive behavior},
   Volume = {34},
   Number = {2},
   Pages = {133-135},
   Year = {2008},
   Month = {March},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/18203196},
   Abstract = {Berkowitz (this issue) makes a cogent case for his cognitive
             neo-associationist (CNA) model that some aggressive
             behaviors occur automatically, emotionally, and through
             conditioned association with other stimuli. He also proposes
             that they can occur without "processing," that is, without
             meaning. He contrasts his position with that of social
             information processing (SIP) models, which he casts as
             positing only controlled processing mechanisms for
             aggressive behavior. However, both CNA and SIP models posit
             automatic as well as controlled processes in aggressive
             behavior. Most aggressive behaviors occur through automatic
             processes, which are nonetheless rule governed. SIP models
             differ from the CNA model in asserting the essential role of
             meaning (often through nonconscious, automatic, and
             emotional processes) in mediating the link between a
             stimulus and an angry aggressive behavioral
             response.},
   Doi = {10.1002/ab.20242},
   Key = {fds272088}
}

@article{fds272084,
   Author = {Slough, NM and McMahon, RJ and Bierman, KL and Coie, JD and Dodge, KA and Foster, EM and Greenberg, MT and Lochman, JE and Pinderhughes,
             EE},
   Title = {Preventing Serious Conduct Problems in School-Age Youths:
             The Fast Track Program.},
   Journal = {Cognitive and behavioral practice},
   Volume = {15},
   Number = {1},
   Pages = {3-17},
   Year = {2008},
   Month = {February},
   ISSN = {1077-7229},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/19890487},
   Abstract = {Children with early-starting conduct Problems have a very
             poor prognosis and exact a high cost to society. The Fast
             Track project is a multisite, collaborative research project
             investigating the efficacy of a comprehensive, long-term,
             multicomponent intervention designed to prevent the
             development of serious conduct problems in high-risk
             children. In this article, we (a) provide an overview of the
             development model that serves as the conceptual foundation
             for the Fast Track intervention and describe its integration
             into the intervention model; (b) outline the research design
             and intervention model, with an emphasis on the elementary
             school phase of the intervention; and (c) summarize findings
             to dale concerning intervention outcomes. We then provide a
             case illustration, and conclude with a discussion of
             guidelines for practitioners who work with children with
             conduct problems.},
   Doi = {10.1016/j.cbpra.2007.04.002},
   Key = {fds272084}
}

@article{fds272089,
   Author = {Kaplow, JB and Hall, E and Koenen, KC and Dodge, KA and Amaya-Jackson,
             L},
   Title = {Dissociation predicts later attention problems in sexually
             abused children.},
   Journal = {Child Abuse Negl},
   Volume = {32},
   Number = {2},
   Pages = {261-275},
   Year = {2008},
   Month = {February},
   ISSN = {0145-2134},
   url = {http://dx.doi.org/10.1016/j.chiabu.2007.07.005},
   Abstract = {OBJECTIVE: The goals of this research are to develop and
             test a prospective model of attention problems in sexually
             abused children that includes fixed variables (e.g.,
             gender), trauma, and disclosure-related pathways. METHODS:
             At Time 1, fixed variables, trauma variables, and stress
             reactions upon disclosure were assessed in 156 children aged
             8-13 years. At the Time 2 follow-up (8-36 months following
             the initial interview), 56 of the children were assessed for
             attention problems. RESULTS: A path analysis involving a
             series of hierarchically nested, ordinary least squares
             multiple regression analyses indicated two direct paths to
             attention problems including the child's relationship to the
             perpetrator (beta=.23) and dissociation measured immediately
             after disclosure (beta=.53), while controlling for
             concurrent externalizing behavior (beta=.43). Post-traumatic
             stress symptoms were only indirectly associated with
             attention problems via dissociation. Taken together, these
             pathways accounted for approximately 52% of the variance in
             attention problems and provided an excellent fit to the
             data. CONCLUSIONS: Children who report dissociative symptoms
             upon disclosure of CSA and/or were sexually abused by
             someone within their family are at an increased risk of
             developing attention problems. PRACTICE IMPLICATIONS:
             Findings from this study indicate that children who
             experienced sexual abuse at an earlier age, by someone
             within their family, and/or report symptoms of dissociation
             during disclosure are especially likely to benefit from
             intervention. Effective interventions should involve (1)
             providing emotion regulation and coping skills; and (2)
             helping children to process traumatic aspects of the abuse
             to reduce the cyclic nature of traumatic reminders leading
             to unmanageable stress and dissociation.},
   Doi = {10.1016/j.chiabu.2007.07.005},
   Key = {fds272089}
}

@article{fds271966,
   Author = {Dodge, KA},
   Title = {Practice and public policy in the era of gene-environment
             interactions.},
   Journal = {Novartis Foundation symposium},
   Volume = {293},
   Pages = {87-127},
   Year = {2008},
   Month = {January},
   ISSN = {1528-2511},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/18972747},
   Abstract = {This chapter argues that implications of the
             gene-environment interaction revolution for public policy
             and practice are contingent on how the findings get framed
             in public discourse. Frame analysis is used to identify the
             implications of the ways in which findings are cast. The
             frame of 'defective group' perpetuates racial and class
             stereotypes and limits policy efforts to redress health
             disparities. Furthermore, empirical evidence finds it
             inaccurate. The frame of'defective gene' precludes the
             adaptive genetic significance of genes. The frame of
             'individual genetic profile' offers individualized health
             care but risks misapplication in policies that place
             responsibility for disease prevention on the individual to
             the policy relief of industry and toxic environments.
             Framing the interaction in terms of 'defective environments'
             promotes the identification of harmful environments that can
             be regulated through policy. The 'therapeutic environment'
             frame offers hope of discovering interventions that have
             greater precision and effectiveness but risks
             dis-incentivizing the pharmaceutical industry from
             discovering drug treatments for 'obscure' gene-environment
             match groups. Can a more accurate and helpful framing of the
             gene-environment interaction be identified? Findings that
             genes shape environments and that environments alter the
             gene pool suggest a more textured and symbiotic relationship
             that is still in search of an apt public
             framing.},
   Doi = {10.1002/9780470696781.ch7},
   Key = {fds271966}
}

@article{fds376321,
   Author = {Goodnight, JA and Bates, JE and Pettit, GS and Dodge,
             KA},
   Title = {Parents’campaigns to reduce their children’s conduct
             problems: Interactions with temperamental resistance to
             control},
   Journal = {International Journal of Developmental Sciences},
   Volume = {2},
   Number = {1-2},
   Pages = {100-119},
   Year = {2008},
   Month = {January},
   url = {http://dx.doi.org/10.3233/DEV-2008-21207},
   Abstract = {Longitudinal studies have found associations between
             parenting and the development of conduct problems, and have
             found that resistant to control temperament moderates these
             associations. Intervention studies have found associations
             between intervention-induced changes in parenting and
             subsequent reductions in children’s conduct problems.
             However, no study to date has evaluated whether parents’
             self-initiated efforts to change their parenting practices
             affect children’s conduct problems and whether effects
             depend on children’s temperament. The current study asked
             whether parents’ concerted efforts, or campaigns, to
             increase their involvement and limit-setting were effective
             in reducing growth in conduct problems from late childhood
             to early adolescence. It also asked whether the effects of
             campaigns varied according to children’s levels of
             temperamental resistance to control. Analyses statistically
             controlled for parenting practices and conduct problems
             before the campaigns, socioeconomic status, gender, and
             ethnicity. Results indicated that campaigns that included
             increased involvement and limit-setting were beneficial only
             for youths who were rated in early childhood as
             temperamentally resistant to control. © 2008 Vandenhoeck &
             Ruprecht GmbH & Co. KG, Göttingen 2008.},
   Doi = {10.3233/DEV-2008-21207},
   Key = {fds376321}
}

@article{fds151999,
   Author = {Dick, D.M. and Latendresse, S.J. and Lansford, J.E. and Budde, J.P. and Goate, A. and Dodge, K.A. and Pettit, G.S. and Bates,
             J.E.},
   Title = {The role of GABRA2 in trajectories of externalizing behavior
             across development and evidence of moderation by parental
             monitoring},
   Journal = {Archives of General Psychiatry},
   Volume = {66},
   Pages = {649-657.},
   Year = {2008},
   url = {http://dx.doi.org/10.1001/archgenpsychiatry.2009.48},
   Doi = {10.1001/archgenpsychiatry.2009.48},
   Key = {fds151999}
}

@article{fds272019,
   Author = {Nix, and L, R and Bierman, and L, K and McMahon, and J, R and Dodge,
             TCPPRGKA and member},
   Title = {How attendance and quality of therapeutic engagement affect
             treatment response in parent behavior management
             training},
   Journal = {Journal of Consulting and Clinical Psychology},
   Volume = {77},
   Pages = {429-438},
   Year = {2008},
   url = {http://dx.doi.org/10.1037/a0015028.},
   Doi = {10.1037/a0015028.},
   Key = {fds272019}
}

@article{fds272070,
   Author = {Schofield, and T, HL and Bierman, and L, K and Heinrichs, and B, and Nix, and L, R and Dodge, TCPPRGKA and member},
   Title = {Predicting early sexual activity with behavior problems
             exhibited at school entry and in preadolescence},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {36},
   Number = {8},
   Pages = {1175-1188},
   Year = {2008},
   url = {http://dx.doi.org/10.1007/s10802-008-9252-6},
   Abstract = {Youth who initiate sexual intercourse in early adolescence
             (age 11-14) experience multiple risks, including concurrent
             adjustment problems and unsafe sexual practices. The current
             study tested two models describing the links between
             childhood precursors, early adolescent risk factors, and
             adolescent sexual activity: a cumulative model and a
             meditational model. A longitudinal sample of 694 boys and
             girls from four geographical locations was utilized, with
             data collected from kindergarten through high school.
             Structural equation models revealed that, irrespective of
             gender or race, high rates of aggressive disruptive
             behaviors and attention problems at school entry increased
             risk for a constellation of problem behaviors in middle
             school (school maladjustment, antisocial activity, and
             substance use) which, in turn, promoted the early initiation
             of sexual activity. Implications are discussed for
             developmental models of early sexual activity and for
             prevention programming.},
   Doi = {10.1007/s10802-008-9252-6},
   Key = {fds272070}
}

@article{fds272071,
   Author = {Stearns, and E, and Dodge, and A, K and Nicholson, and M, and Group,
             TCPPR},
   Title = {Peer contextual influences on the growth of authority
             acceptance problems in early elementary school},
   Journal = {Merrill-Palmer Quarterly},
   Volume = {54},
   Number = {2},
   Pages = {208-231},
   Year = {2008},
   ISSN = {0272-930X},
   url = {http://dx.doi.org/10.1353/mpq.2008.0018},
   Abstract = {This study investigated the effects of the peer social
             context and child characteristics on the growth of
             authority-acceptance behavior problems across first, second,
             and third grades, using data from the normative sample of
             the Fast Track Project. Three hundred sixty-eight European
             American and African American boys and girls (51% male; 46%
             African American) and their classmates were assessed in each
             grade by teacher ratings on the Teacher Observation of Child
             Adaptation-Revised. Children's growth in
             authority-acceptance behavior problems across time was
             partially attributable to the level of disruptive behavior
             in the class-room peer context into which they were placed.
             Peer-context influence, however, were strongest among
             same-gender peers. Findings held for both boys and girls,
             both European Americans and African Americans, and
             nondeviant, marginally deviant, and highly deviant children.
             Findings suggest that children learn and follow behavioral
             norms from their same-gender peers within the
             classroom.},
   Doi = {10.1353/mpq.2008.0018},
   Key = {fds272071}
}

@article{fds272072,
   Author = {Dodge, MVPPKA and member},
   Title = {The multisite violence prevention project: Impact of a
             universal school-based violence prevention program on
             social-cognitive outcomes},
   Journal = {Prevention Science},
   Volume = {9},
   Number = {4},
   Pages = {231-244},
   Year = {2008},
   ISSN = {1389-4986},
   url = {http://dx.doi.org/10.1007/s11121-008-0101-1},
   Abstract = {This study evaluated the impact of a universal school-based
             violence prevention program on social-cognitive factors
             associated with aggression and nonviolent behavior in early
             adolescence. The effects of the universal intervention were
             evaluated within the context of a design in which two
             cohorts of students at 37 schools from four sites (N=5,581)
             were randomized to four conditions: (a) a universal
             intervention that involved implementing a student curriculum
             and teacher training with sixth grade students and teachers;
             (b) a selective intervention in which a family intervention
             was implemented with a subset of sixth grade students
             exhibiting high levels of aggression and social influence;
             (c) a combined intervention condition; and (d) a
             no-intervention control condition. Short-term and long-term
             (i.e., 2-year post-intervention) universal intervention
             effects on social-cognitive factors targeted by the
             intervention varied as a function of students'
             pre-intervention level of risk. High-risk students benefited
             from the intervention in terms of decreases in beliefs and
             attitudes supporting aggression, and increases in
             self-efficacy, beliefs and attitudes supporting nonviolent
             behavior. Effects on low-risk students were in the opposite
             direction. The differential pattern of intervention effects
             for low- and high-risk students may account for the absence
             of main effects in many previous evaluations of universal
             interventions for middle school youth. These findings have
             important research and policy implications for efforts to
             develop effective violence prevention programs. © 2008
             Society for Prevention Research.},
   Doi = {10.1007/s11121-008-0101-1},
   Key = {fds272072}
}

@article{fds272076,
   Author = {Goodnight, JA and Bates, JE and Pettit, GS and Dodge,
             KA},
   Title = {Parents' campaigns to reduce their children's conduct
             problems: Interactions with temperamental resistance to
             control},
   Journal = {European Journal of Developmental Science},
   Volume = {2},
   Number = {1/2},
   Pages = {100-119},
   Year = {2008},
   url = {http://hdl.handle.net/10161/8000 Duke open
             access},
   Abstract = {Longitudinal studies have found associations between
             parenting and the development of conduct problems, and have
             found that resistant to control temperament moderates these
             associations. Intervention studies have found associations
             between intervention-induced changes in parenting and
             subsequent reductions in children’s conduct problems.
             However, no study to date has evaluated whether parents’
             self-initiated efforts to change their parenting practices
             affect children’s conduct problems and whether effects
             depend on children’s temperament. The current study asked
             whether parents’ concerted efforts, or campaigns, to
             increase their involvement and limit-setting were effective
             in reducing growth in conduct problems from late childhood
             to early adolescence. It also asked whether the effects of
             campaigns varied according to children’s levels of
             temperamental resistance to control. Analyses statistically
             controlled for parenting practices and conduct problems
             before the campaigns, socioeconomic status, gender, and
             ethnicity. Results indicated that campaigns that included
             increased involvement and limit-setting were beneficial only
             for youths who were rated in early childhood as
             temperamentally resistant to control. © 2008 Vandenhoeck &
             Ruprecht GmbH & Co. KG, Göttingen 2008.},
   Doi = {10.3233/DEV-2008-21207},
   Key = {fds272076}
}

@article{fds272078,
   Author = {Jones, and D, and Foster, and M, E and member, TCPPRGKAD},
   Title = {Service use patterns for adolescents with ADHD and comorbid
             conduct disorder},
   Journal = {Journal of Behavioral Health Services and
             Research},
   Volume = {36},
   Number = {4},
   Pages = {436-449},
   Year = {2008},
   url = {http://dx.doi.org/10.1007/s11414-008-9133-3},
   Abstract = {Service use patterns and costs of youth diagnosed with
             attention-deficit/hyperactivity disorder (ADHD) and comorbid
             conduct disorder (CD) were assessed across adolescence (ages
             12 through 17). Featured service sectors include mental
             health, school services, and the juvenile justice system.
             Data are provided by three cohorts from the Fast Track
             evaluation and are based on parent report. Diagnostic groups
             are identified through a structured assessment. Results show
             that public costs for youth with ADHD exceed $40,000 per
             child on average over a 6-year period, more than doubling
             service expenditures for a non-ADHD group. Public costs for
             children with comorbid ADHD and CD double the costs of those
             with ADHD alone. Varying patterns by service sector,
             diagnosis, and across time indicate different needs for
             youth with different conditions and at different ages and
             can provide important information for prevention and
             treatment researchers.},
   Doi = {10.1007/s11414-008-9133-3},
   Key = {fds272078}
}

@article{fds271921,
   Author = {Dodge, KA},
   Title = {The nature-nurture debate and public policy},
   Pages = {262-271},
   Booktitle = {Appraising the human developmental sciences: Essays in honor
             of Merrill-Palmer Quarterly},
   Publisher = {Wayne State University},
   Editor = {G. Ladd},
   Year = {2007},
   Month = {December},
   Abstract = {Perhaps the most important, and certainly the most
             contentious, debate in the history of developmental
             psychology has concerned the fundamental question of the
             role of genetic and biological factors versus environmental
             and learning factors in a child's development. This debate
             is rooted in philosophical arguments about the nature of the
             human species as a tabula rasa (Locke, 1690/1913) to be
             shaped by experience versus a "noble savage" (Rousseau,
             1754) to be reined in by environmental constraints on an
             otherwise biological destiny (Hobbes, 1651/1969). Much of
             the modern study of individual differences in behavioral
             development, through longitudinal inquiry in the 1950s and
             1960s, inexplicably ignored the role of innate factors but
             led to unprecedented publicly funded programs (e.g., Head
             Start) to enrich the early environments of economically
             disadvantaged children in the War on Poverty (Zigler and
             Muenchow, 1992). This work had dual premises-that
             disparities across groups were largely a result of
             environmental disadvantage and that environmental
             enrichments could repair this inequity. © 2007 by Wayne
             State University Press.},
   Key = {fds271921}
}

@article{fds272093,
   Author = {CONDUCT PROBLEMS PREVENTION RESEARCH GROUP, and Dodge,
             KA},
   Title = {Fast track randomized controlled trial to prevent
             externalizing psychiatric disorders: findings from grades 3
             to 9.},
   Journal = {Journal of the American Academy of Child and Adolescent
             Psychiatry},
   Volume = {46},
   Number = {10},
   Pages = {1250-1262},
   Year = {2007},
   Month = {October},
   ISSN = {0890-8567},
   url = {http://dx.doi.org/10.1097/chi.0b013e31813e5d39},
   Abstract = {<h4>Objective</h4>This study tests the efficacy of the Fast
             Track Program in preventing antisocial behavior and
             psychiatric disorders among groups varying in initial
             risk.<h4>Method</h4>Schools within four sites (Durham, NC;
             Nashville, TN; Seattle, WA; and rural central Pennsylvania)
             were selected as high-risk institutions based on
             neighborhood crime and poverty levels. After screening 9,594
             kindergarteners in these schools, 891 highest risk and
             moderate-risk children (69% male and 51% African American)
             were randomly assigned by matched sets of schools to
             intervention or control conditions. The 10-year intervention
             (begun in 1991 with three yearly cohorts) included parent
             behavior-management training, child social-cognitive skills
             training, reading tutoring, home visiting, mentoring, and a
             universal classroom curriculum. Outcomes included criterion
             counts and psychiatric diagnoses after grades 3, 6, and 9
             for conduct disorder, oppositional defiant disorder,
             attention-deficit/hyperactivity disorder, any externalizing
             disorder, and self-reported antisocial behavior. Grade 9
             outcomes were assessed between 2000 and 2003, depending upon
             cohort.<h4>Results</h4>Significant interaction effects
             between intervention and initial risk level were found at
             each age but most strongly after grade 9. Assignment to
             intervention had a significant positive effect in lowering
             criterion count scores and diagnoses for conduct disorder,
             attention-deficit/hyperactivity disorder, and any
             externalizing disorder, and lowering antisocial behavior
             scores, but only among those at highest risk
             initially.<h4>Conclusions</h4>Prevention of serious
             antisocial behavior can be efficacious across sex,
             ethnicity, and urban/rural residence, but screening is
             essential.},
   Doi = {10.1097/chi.0b013e31813e5d39},
   Key = {fds272093}
}

@article{fds272092,
   Author = {Kenny, DA and West, TV and Cillessen, AHN and Coie, JD and Dodge, KA and Hubbard, JA and Schwartz, D},
   Title = {Accuracy in judgments of aggressiveness.},
   Journal = {Personality & social psychology bulletin},
   Volume = {33},
   Number = {9},
   Pages = {1225-1236},
   Year = {2007},
   Month = {September},
   ISSN = {0146-1672},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/17575243},
   Abstract = {Perceivers are both accurate and biased in their
             understanding of others. Past research has distinguished
             between three types of accuracy: generalized accuracy, a
             perceiver's accuracy about how a target interacts with
             others in general; perceiver accuracy, a perceiver's view of
             others corresponding with how the perceiver is treated by
             others in general; and dyadic accuracy, a perceiver's
             accuracy about a target when interacting with that target.
             Researchers have proposed that there should be more dyadic
             than other forms of accuracy among well-acquainted
             individuals because of the pragmatic utility of forecasting
             the behavior of interaction partners. We examined behavioral
             aggression among well-acquainted peers. A total of 116
             9-year-old boys rated how aggressive their classmates were
             toward other classmates. Subsequently, 11 groups of 6 boys
             each interacted in play groups, during which observations of
             aggression were made. Analyses indicated strong generalized
             accuracy yet little dyadic and perceiver
             accuracy.},
   Doi = {10.1177/0146167207303026},
   Key = {fds272092}
}

@article{fds272007,
   Author = {Lansford, JE and Miller-Johnson, S and Berlin, LJ and Dodge, KA and Bates, JE and Pettit, GS},
   Title = {Early physical abuse and later violent delinquency: a
             prospective longitudinal study.},
   Journal = {Child maltreatment},
   Volume = {12},
   Number = {3},
   Pages = {233-245},
   Year = {2007},
   Month = {August},
   ISSN = {1077-5595},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/17631623},
   Abstract = {In this prospective longitudinal study of 574 children
             followed from age 5 to age 21, the authors examine the links
             between early physical abuse and violent delinquency and
             other socially relevant outcomes during late adolescence or
             early adulthood and the extent to which the child's race and
             gender moderate these links. Analyses of covariance
             indicated that individuals who had been physically abused in
             the first 5 years of life were at greater risk for being
             arrested as juveniles for violent, nonviolent, and status
             offenses. Moreover, physically abused youth were less likely
             to have graduated from high school and more likely to have
             been fired in the past year, to have been a teen parent, and
             to have been pregnant or impregnated someone in the past
             year while not married. These effects were more pronounced
             for African American than for European American youth and
             somewhat more pronounced for females than for
             males.},
   Doi = {10.1177/1077559507301841},
   Key = {fds272007}
}

@article{fds272094,
   Author = {Caprara, GV and Dodge, KA and Pastorelli, C and Zelli,
             A},
   Title = {How Marginal Deviations Sometimes Grow Into Serious
             Aggression.},
   Journal = {Child development perspectives},
   Volume = {1},
   Number = {1},
   Pages = {33-39},
   Year = {2007},
   Month = {July},
   ISSN = {1750-8592},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000207179600006&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {We offer a theory of marginal deviations that articulates
             the processes through which initial behavior that is only
             slightly deviant from the norm gets transformed into more
             serious antisocial outcomes. We present evidence that, of
             the one third of the population that is marginally deviant,
             about one fourth (or 8% of the total population) becomes
             seriously deviant over time. Hypothesized factors in this
             transformation involve the child actor, peer
             observer-judges, and social transactions between them in
             processes that derive from self-fulfilling prophecies and
             dynamic systems theory. Hypotheses and studies are proposed
             to address the circumstances and processes that determine
             whether a marginal deviation will be bought back to the norm
             (through assimilation and attenuation) or accelerated to
             severe deviance (through accommodation and
             amplification).},
   Doi = {10.1111/j.1750-8606.2007.00007.x},
   Key = {fds272094}
}

@article{fds272095,
   Author = {Pettit, GS and Keiley, MK and Laird, RD and Bates, JE and Dodge,
             KA},
   Title = {Predicting the developmental course of mother-reported
             monitoring across childhood and adolescence from early
             proactive parenting, child temperament, and parents'
             worries.},
   Journal = {Journal of family psychology : JFP : journal of the Division
             of Family Psychology of the American Psychological
             Association (Division 43)},
   Volume = {21},
   Number = {2},
   Pages = {206-217},
   Year = {2007},
   Month = {June},
   ISSN = {0893-3200},
   url = {http://dx.doi.org/10.1037/0893-3200.21.2.206},
   Abstract = {Change in mothers' reported monitoring and awareness of
             their children's activities and companions across Grades 5,
             6, 8, and 11 were examined with the use of latent factor
             growth modeling. Proactive parenting and
             resistant-to-control (RTC) child temperament assessed prior
             to kindergarten, as well as parents' worries about their
             children's behavior in Grades 5 and 8, were tested as
             factors associated with change in monitoring over time.
             Higher proactive parenting, lower RTC temperament, and the
             mounting of a successful campaign to change their children's
             behavior were associated with higher monitoring scores
             overall. Monitoring levels decreased across time, but the
             rate of decline was steeper among mothers with high RTC
             children and slower among mothers who mounted a campaign and
             judged it to be effective. These findings shed light on
             factors contributing to continuity and change across
             development in a key domain of parenting.},
   Doi = {10.1037/0893-3200.21.2.206},
   Key = {fds272095}
}

@article{fds272099,
   Author = {Lansford, JE and Capanna, C and Dodge, KA and Caprara, GV and Bates, JE and Pettit, GS and Pastorelli, C},
   Title = {Peer social preference and depressive symptoms of children
             in Italy and the United States.},
   Journal = {International journal of behavioral development},
   Volume = {31},
   Number = {3},
   Pages = {274-283},
   Year = {2007},
   Month = {May},
   ISSN = {0165-0254},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/19777082},
   Abstract = {This study examined the role of low social preference in
             relation to subsequent depressive symptoms, with particular
             attention to prior depressive symptoms, prior and concurrent
             aggression, mutual friendships, and peer victimization.
             Italian children (N = 288) were followed from grade 6
             through grade 8, and American children (N = 585) were
             followed from kindergarten through grade 12. Analyses
             demonstrate that low social preference contributes to later
             depressive symptoms. The effects are not accounted for by
             depressive symptoms or aggression experienced prior to low
             social preference but are mostly accounted for by the
             co-occurrence of depressive symptoms with concurrent
             aggressive behavior; gender, mutual friendships, and peer
             victimization generally did not moderate these associations.
             We conclude that peer relationship problems do predict later
             depressive symptoms, and a possible mechanism through which
             this effect occurs is through the effect of poor peer
             relationships on increasing aggressive behavior, which is
             associated with depressive symptoms.},
   Doi = {10.1177/0165025407076440},
   Key = {fds272099}
}

@article{fds272100,
   Author = {Goodnight, JA and Bates, JE and Staples, AD and Pettit, GS and Dodge,
             KA},
   Title = {Temperamental resistance to control increases the
             association between sleep problems and externalizing
             behavior development.},
   Journal = {Journal of family psychology : JFP : journal of the Division
             of Family Psychology of the American Psychological
             Association (Division 43)},
   Volume = {21},
   Number = {1},
   Pages = {39-48},
   Year = {2007},
   Month = {March},
   ISSN = {0893-3200},
   url = {http://dx.doi.org/10.1037/0893-3200.21.1.39},
   Abstract = {This study examined the moderating effects of temperamental
             resistance to control on the link between development of
             sleep problems and development of externalizing behaviors
             over a 5-year period. Resistance to control was assessed
             with mothers' retrospective reports of temperament in
             infancy, provided when children were 5 years of age. Sleep
             problems were assessed with mother reports on an annual
             basis from age 5 to age 9. Externalizing behaviors were
             assessed with teacher reports on an annual basis from age 5
             to age 9. A cross-domain latent growth curve model indicated
             that sleep problem trajectories were positively associated
             with externalizing behavior trajectories only for children
             high in resistance to control. In addition, resistance to
             control was positively associated with initial (age 5) sleep
             problems and initial (age 5) externalizing behaviors. The
             authors speculate that the development of sleep problems
             promotes the development of behavior problems for resistant
             children, whose self-regulatory abilities are especially
             tenuous. Implications for prevention and treatment of
             conduct problems are considered.},
   Doi = {10.1037/0893-3200.21.1.39},
   Key = {fds272100}
}

@article{fds272097,
   Author = {Muschkin, CG and Malone, PS and Conduct Problems Prevention
             Research Group},
   Title = {Multiple Teacher Ratings: An evaluation of measurement
             strategies.},
   Journal = {Educational research and evaluation : an international
             journal on theory and practice},
   Volume = {13},
   Number = {1},
   Pages = {71},
   Year = {2007},
   Month = {February},
   ISSN = {1380-3611},
   url = {http://dx.doi.org/10.1080/13803610601058215},
   Abstract = {This study addresses the questions that arise when
             collecting, describing, and analyzing information from
             multiple informants regarding attributes of individual
             students. Using data from the Fast Track study, we evaluate
             alternative measurement strategies for using multiple
             teacher ratings of student adjustment to middle school among
             a sample of 326 Grade-6 pupils. One goal of the study was to
             compare the advantages of three measurement strategies using
             multiple and single informants in terms of their correlation
             with contemporaneous measures of behavior and academic
             achievement. Comparisons of residual variance using an
             aggregated rating, the rating from an "optimal informant,"
             and a score selected at random from the response set,
             indicate that aggregation provides the highest
             criterion-related validity. As part of these analyses, we
             explore the significance of inter-rater concordance,
             measured in terms of the intraclass correlation coefficient
             (ICC). Results indicate that for some aggregated scores,
             reliability can significantly limit their interpretability.
             The second main goal of the study was to evaluate the
             effects of variation in die number of teacher ratings on
             residual variance estimates for aggregate measures in
             selected behavioral domains. We conclude that the advantages
             of using multiple ratings are significant with a larger
             number of informants.},
   Doi = {10.1080/13803610601058215},
   Key = {fds272097}
}

@article{fds272117,
   Author = {Orrell-Valente, JK and Hill, LG and Brechwald, WA and Dodge, KA and Pettit, GS and Bates, JE},
   Title = {"Just three more bites": an observational analysis of
             parents' socialization of children's eating at
             mealtime.},
   Journal = {Appetite},
   Volume = {48},
   Number = {1},
   Pages = {37-45},
   Year = {2007},
   Month = {January},
   ISSN = {0195-6663},
   url = {http://dx.doi.org/10.1016/j.appet.2006.06.006},
   Abstract = {The objective of this study was to describe comprehensively
             the structure and process of the childhood mealtime
             environment. A socioeconomically diverse sample of 142
             families of kindergarteners (52% females) was observed at
             dinnertime using a focused-narrative observational system.
             Eighty-five percent of parents tried to get children to eat
             more, 83% of children ate more than they might otherwise
             have, with 38% eating moderately to substantially more. Boys
             were prompted to eat as often as girls and children were
             prompted to eat as many times in single- as in two-parent
             households. Children were very rarely restricted in their
             mealtime intake. High-SES parents used reasoning, praise,
             and food rewards significantly more often than low-SES
             families. Mothers used different strategies than fathers:
             fathers used pressure tactics with boys and mothers praised
             girls for eating. Future research should examine the
             meanings children ascribe to their parents' communications
             about food intake and how perceived parental messages
             influence the development of long-term dietary patterns.
             Interpreted alongside the evidence for children's energy
             self-regulation and the risk of disruption of these innate
             processes, it may be that parents are inadvertently
             socializing their children to eat past their internal
             hunger/satiety cues. These data reinforce current
             recommendations that parents should provide nutritious foods
             and children, not parents, should decide what and how much
             of these foods they eat.},
   Doi = {10.1016/j.appet.2006.06.006},
   Key = {fds272117}
}

@article{fds272090,
   Author = {Hillemeier, and M, and Foster, and M, E and Heinrichs, and B, and Heier, and Dodge, TCPPRGKA and member},
   Title = {Racial differences in the measurement of
             attention-deficit/hyperactivity disorder
             behaviors},
   Journal = {Journal of Developmental and Behavioral Pediatrics},
   Volume = {28},
   Pages = {353-361},
   Year = {2007},
   url = {http://dx.doi.org/10.1097/DBP.0b013e31811ff8b8},
   Doi = {10.1097/DBP.0b013e31811ff8b8},
   Key = {fds272090}
}

@article{fds272091,
   Author = {Winn, DM and Newall, E and Coie, JD and Bierman, K and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ},
   Title = {Fast Track morphs into OnTrack: The dissemination of a
             conduct prevention program in Manchester,
             England},
   Journal = {Child and Family Policy Review},
   Volume = {3},
   Number = {1},
   Pages = {7-10},
   Year = {2007},
   url = {http://hdl.handle.net/10161/8001 Duke open
             access},
   Key = {fds272091}
}

@article{fds272107,
   Author = {Fontaine, RG and Dodge, KA},
   Title = {Real-Time Decision Making and Aggressive Behavior in Youth:
             A Heuristic Model of Response Evaluation and Decision
             (RED).},
   Journal = {Aggressive behavior},
   Volume = {32},
   Number = {6},
   Pages = {604-624},
   Year = {2006},
   Month = {November},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/20802851},
   Abstract = {Considerable scientific and intervention attention has been
             paid to judgment and decision-making systems associated with
             aggressive behavior in youth. However, most empirical
             studies have investigated social-cognitive correlates of
             stable child and adolescent aggressiveness, and less is
             known about real-time decision making to engage in
             aggressive behavior. A model of real-time decision making
             must incorporate both impulsive actions and rational
             thought. The present paper advances a process model
             (response evaluation and decision; RED) of real-time
             behavioral judgments and decision making in aggressive
             youths with mathematic representations that may be used to
             quantify response strength. These components are a heuristic
             to describe decision making, though it is doubtful that
             individuals always mentally complete these steps. RED
             represents an organization of social-cognitive operations
             believed to be active during the response decision step of
             social information processing. The model posits that RED
             processes can be circumvented through impulsive responding.
             This article provides a description and integration of
             thoughtful, rational decision making and nonrational
             impulsivity in aggressive behavioral interactions.},
   Doi = {10.1002/ab.20150},
   Key = {fds272107}
}

@article{fds272102,
   Author = {Lansford, JE and Malone, PS and Dodge, KA and Crozier, JC and Pettit,
             GS and Bates, JE},
   Title = {A 12-year prospective study of patterns of social
             information processing problems and externalizing
             behaviors.},
   Journal = {Journal of abnormal child psychology},
   Volume = {34},
   Number = {5},
   Pages = {715-724},
   Publisher = {Springer Nature},
   Year = {2006},
   Month = {October},
   ISSN = {0091-0627},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/17053997},
   Abstract = {This study investigated how discrete social information
             processing (SIP) steps may combine with one another to
             create distinct groups of youth who are characterized by
             particular patterns of SIP. SIP assessments were conducted
             on a community sample of 576 children in kindergarten, with
             follow-up assessments in grades 3, 8, and 11. At each age,
             four profiles were created, representing youth with no SIP
             problems, with early step SIP problems (encoding or making
             hostile attributions), with later step SIP problems
             (selecting instrumental goals, generating aggressive
             responses, or evaluating aggression positively), and with
             pervasive SIP problems. Although patterns of SIP problems
             were related to concurrent externalizing during elementary
             school, the consistency between cognition and future
             externalizing behavior was not as strong in elementary
             school as it was between grades 8 and 11. In some cases,
             youth characterized by the co-occurrence of problems in
             early and later SIP steps had higher externalizing scores
             than did youth characterized by problems in just one or the
             other.},
   Doi = {10.1007/s10802-006-9057-4},
   Key = {fds272102}
}

@article{fds272106,
   Author = {Goodnight, JA and Bates, JE and Newman, JP and Dodge, KA and Pettit,
             GS},
   Title = {The interactive influences of friend deviance and reward
             dominance on the development of externalizing behavior
             during middle adolescence.},
   Journal = {Journal of abnormal child psychology},
   Volume = {34},
   Number = {5},
   Pages = {573-583},
   Year = {2006},
   Month = {October},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/s10802-006-9036-9},
   Abstract = {This study investigated the interactive effects of friend
             deviance and reward dominance on the development of
             externalizing behavior of adolescents in the Child
             Development Project. Reward dominance was assessed at age 16
             by performance on a computer-presented card-playing game in
             which participants had the choice of either continuing or
             discontinuing the game as the likelihood of reward decreased
             and the likelihood of punishment increased. At ages 14 and
             16, friend deviance and externalizing behavior were assessed
             through self-report. As expected, based on motivational
             balance and response modulation theories, path analysis
             revealed that age 14 friend deviance predicted age 16
             externalizing behavior controlling for age 14 externalizing
             behavior. Reward dominance was a significant moderator of
             the relationship between friend deviance and externalizing
             behavior. The contributions of deviant friends to the
             development of externalizing behavior were enhanced by
             adolescents' reward dominance.},
   Doi = {10.1007/s10802-006-9036-9},
   Key = {fds272106}
}

@article{fds272103,
   Author = {Yechiam, E and Goodnight, J and Bates, JE and Busemeyer, JR and Dodge,
             KA and Pettit, GS and Newman, JP},
   Title = {A formal cognitive model of the go/no-go discrimination
             task: evaluation and implications.},
   Journal = {Psychological assessment},
   Volume = {18},
   Number = {3},
   Pages = {239-249},
   Year = {2006},
   Month = {September},
   ISSN = {1040-3590},
   url = {http://dx.doi.org/10.1037/1040-3590.18.3.239},
   Abstract = {This article proposes and tests a formal cognitive model for
             the go/no-go discrimination task. In this task, the
             performer chooses whether to respond to stimuli and receives
             rewards for responding to certain stimuli and punishments
             for responding to others. Three cognitive models were
             evaluated on the basis of data from a longitudinal study
             involving 400 adolescents. The results show that a
             cue-dependent model presupposing that participants can
             differentiate between cues was the most accurate and
             parsimonious. This model has 3 parameters denoting the
             relative impact of rewards and punishments on evaluations,
             the rate that contingent payoffs are learned, and the
             consistency between learning and responding. Commission
             errors were associated with increased attention to rewards;
             omission errors were associated with increased attention to
             punishments. Both error types were associated with low
             choice consistency. The parameters were also shown to have
             external validity: Attention to rewards was associated with
             externalizing behavior problems on the Achenbach scale, and
             choice consistency was associated with low Welsh anxiety.
             The present model can thus potentially improve the
             sensitivity of the task to differences between clinical
             populations.},
   Doi = {10.1037/1040-3590.18.3.239},
   Key = {fds272103}
}

@article{fds272101,
   Author = {Dodge, KA},
   Title = {Professionalizing the practice of public policy in the
             prevention of violence.},
   Journal = {Journal of abnormal child psychology},
   Volume = {34},
   Number = {4},
   Pages = {475-479},
   Year = {2006},
   Month = {August},
   ISSN = {0091-0627},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/16823635},
   Abstract = {The State of the Science Conference Statement on "Preventing
             Violence and Related Health-Risking Social Behaviors in
             Adolescents" accurately summarizes the state of knowledge
             regarding risk factors for violence and intervention
             efficacy. The Statement missed an opportunity, however, to
             move the field of prevention practice and policy forward by
             advocating for more systematic, central review of preventive
             interventions through a new federal regulatory body, such as
             an "FDA for Preventive Interventions." This body would
             provide review of evidence-based programs and aid
             decision-making in funding. As a complement to this body,
             decision-makers also need guidelines in evidence-based
             practice in ambiguous circumstances, which characterize much
             of the reality of public policy. Therefore, this new
             regulatory body should be accompanied by guidelines for
             evidence-based practice in intervention and policy. Finally,
             in order to move forward both of these concepts, a National
             Academy of Sciences Panel should convene to deliberate how
             these concepts can be implemented.},
   Doi = {10.1007/s10802-006-9040-0},
   Key = {fds272101}
}

@article{fds272109,
   Author = {Lansford, JE and Malone, PS and Castellino, DR and Dodge, KA and Pettit,
             GS and Bates, JE},
   Title = {Trajectories of internalizing, externalizing, and grades for
             children who have and have not experienced their parents'
             divorce or separation.},
   Journal = {Journal of family psychology : JFP : journal of the Division
             of Family Psychology of the American Psychological
             Association (Division 43)},
   Volume = {20},
   Number = {2},
   Pages = {292-301},
   Year = {2006},
   Month = {June},
   ISSN = {0893-3200},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/16756405},
   Abstract = {This study examined whether the occurrence and timing of
             parental separation or divorce was related to trajectories
             of academic grades and mother- and teacher-reported
             internalizing and externalizing problems. The authors used
             hierarchical linear models to estimate trajectories for
             children who did and did not experience their parents'
             divorce or separation in kindergarten through 10th grade (N
             = 194). A novel approach to analyzing the timing of
             divorce/separation was adopted, and trajectories were
             estimated from 1 year prior to the divorce/separation to 3
             years after the event. Results suggest that early parental
             divorce/separation is more negatively related to
             trajectories of internalizing and externalizing problems
             than is later divorce/separation, whereas later
             divorce/separation is more negatively related to grades. One
             implication of these findings is that children may benefit
             most from interventions focused on preventing internalizing
             and externalizing problems, whereas adolescents may benefit
             most from interventions focused on promoting academic
             achievement.},
   Doi = {10.1037/0893-3200.20.2.292},
   Key = {fds272109}
}

@article{fds304173,
   Author = {Bierman, KL and Nix, RL and Maples, JJ and Murphy, SA and Conduct
             Problems Prevention Research Group},
   Title = {Examining clinical judgment in an adaptive intervention
             design: The fast track program.},
   Journal = {Journal of consulting and clinical psychology},
   Volume = {74},
   Number = {3},
   Pages = {468-481},
   Year = {2006},
   Month = {June},
   ISSN = {0022-006X},
   url = {http://dx.doi.org/10.1037/0022-006x.74.3.468},
   Abstract = {Although clinical judgment is often used in assessment and
             treatment planning, rarely has research examined its
             reliability, validity, or impact in practice settings. This
             study tailored the frequency of home visits in a prevention
             program for aggressive- disruptive children (n = 410; 56%
             minority) on the basis of 2 kinds of clinical judgment:
             ratings of parental functioning using a standardized
             multi-item scale and global assessments of family need for
             services. Stronger reliability and better concurrent and
             predictive validity emerged for the 1st kind of clinical
             judgment than for the 2nd. Exploratory analyses suggested
             that using ratings of parental functioning to tailor
             treatment recommendations improved the impact of the
             intervention by the end of 3rd grade but using more global
             assessments of family need did not.},
   Doi = {10.1037/0022-006x.74.3.468},
   Key = {fds304173}
}

@article{fds272082,
   Author = {Henry, and B, D and Miller-Johnson, and S, and Simon, and R, T and Schoeny, and E, M and Dodge, TM-SVPPKA and member},
   Title = {Validity of teacher ratings in selecting influential
             aggressive adolescents for a targeted preventive
             intervention},
   Journal = {Prevention Science},
   Volume = {7},
   Number = {1},
   Pages = {31-41},
   Year = {2006},
   Month = {January},
   url = {http://dx.doi.org/10.1007/s11121-005-0004-3},
   Abstract = {This study describes a method for using teacher nominations
             and ratings to identify socially influential, aggressive
             middle school students for participation in a targeted
             violence prevention intervention. The teacher nomination
             method is compared with peer nominations of aggression and
             influence to obtain validity evidence. Participants were
             urban, predominantly African American and Latino sixth-grade
             students who were involved in a pilot study for a large
             multi-site violence prevention project. Convergent validity
             was suggested by the high correlation of teacher ratings of
             peer influence and peer nominations of social influence. The
             teacher ratings of influence demonstrated acceptable
             sensitivity and specificity when predicting peer nominations
             of influence among the most aggressive children. Results are
             discussed in terms of the application of teacher nominations
             and ratings in large trials and full implementation of
             targeted prevention programs.},
   Doi = {10.1007/s11121-005-0004-3},
   Key = {fds272082}
}

@article{fds271983,
   Author = {Caprara, GV and Dodge, KA and Pastorelli, C and Zelli,
             A},
   Title = {The Effects of Marginal Deviations on Behavioral
             Development.},
   Journal = {European psychologist},
   Volume = {11},
   Number = {2},
   Pages = {79-89},
   Year = {2006},
   Month = {January},
   ISSN = {1016-9040},
   url = {http://dx.doi.org/10.1027/1016-9040.11.2.79},
   Abstract = {This investigation was conceptually framed within the theory
             of marginal deviations (Caprara & Zimbardo, 1996) and sought
             evidence for the general hypothesis that some children who
             initially show marginal behavioral problems may, over time,
             develop more serious problems depending partly on other
             personal and behavioral characteristics. To this end, the
             findings of two studies conducted, respectively, with
             American elementary school children and Italian middle
             school students are reviewed. These two studies show that
             hyperactivity, cognitive difficulties, low special
             preference, and lack of prosocial behavior increase a
             child's risk for growth in aggressive behavior over several
             school years. More importantly, they also show that
             equivalent levels of these risk factors have a greater
             impact on the development of children who, early on, were
             marginally aggressive.},
   Doi = {10.1027/1016-9040.11.2.79},
   Key = {fds271983}
}

@article{fds272110,
   Author = {Dodge, KA},
   Title = {Translational science in action: hostile attributional style
             and the development of aggressive behavior
             problems.},
   Journal = {Development and psychopathology},
   Volume = {18},
   Number = {3},
   Pages = {791-814},
   Year = {2006},
   Month = {January},
   ISSN = {0954-5794},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/17152401},
   Abstract = {A model of the development of hostile attributional style
             and its role in children's aggressive behavior is proposed,
             based on the translation of basic science in ethology,
             neuroscience, social psychology, personality psychology, and
             developmental psychology. Theory and findings from these
             domains are reviewed and synthesized in the proposed model,
             which posits that (a) aggressive behavior and hostile
             attributions are universal human characteristics, (b)
             socialization leads to the development of benign
             attributions, (c) individual differences in attributional
             style account for differences in aggressive behavior, and
             (d) interventions to change attributions have the potential
             to alter antisocial development. Challenges for future
             research are described.},
   Doi = {10.1017/s0954579406060391},
   Key = {fds272110}
}

@article{fds272125,
   Author = {Lansford, JE and Malone, PS and Stevens, KI and Dodge, KA and Bates, JE and Pettit, GS},
   Title = {Developmental trajectories of externalizing and
             internalizing behaviors: factors underlying resilience in
             physically abused children.},
   Journal = {Development and psychopathology},
   Volume = {18},
   Number = {1},
   Pages = {35-55},
   Year = {2006},
   Month = {January},
   ISSN = {0954-5794},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/16478551},
   Abstract = {Using a multisite community sample of 585 children, this
             study examined how protective and vulnerability factors
             alter trajectories of teacher-reported externalizing and
             internalizing behavior from kindergarten through Grade 8 for
             children who were and were not physically abused during the
             first 5 years of life. Early lifetime history of physical
             abuse (11.8% of sample) was determined through interviews
             with mothers during the prekindergarten period; mothers and
             children provided data on vulnerability and protective
             factors. Regardless of whether the child was abused, being
             African American; being male; having low early social
             competence, low early socioeconomic status (SES), and low
             adolescent SES; and experiencing adolescent harsh
             discipline, low monitoring, and low parental knowledge were
             related to higher levels of externalizing problems over
             time. Having low early social competence, low early SES, low
             adolescent SES, and low proactive parenting were related to
             higher levels of internalizing problems over time.
             Furthermore, resilience effects, defined as significant
             interaction effects, were found for unilateral parental
             decision making (lower levels are protective of
             externalizing outcomes for abused children), early stress
             (lower levels are protective of internalizing outcomes for
             abused children), adolescent stress (lower levels are
             protective of internalizing outcomes for abused children),
             and hostile attributions (higher levels are protective of
             internalizing outcomes for abused children). The findings
             provide a great deal of support for an additive or main
             effect perspective on vulnerability and protective factors
             and some support for an interactive perspective. It appears
             that some protective and vulnerability factors do not have
             stronger effects for physically abused children, but instead
             are equally beneficial or harmful to children regardless of
             their abuse status.},
   Doi = {10.1017/s0954579406060032},
   Key = {fds272125}
}

@article{fds272096,
   Author = {Erath, and A, S and Bierman, and L, K and Group, TCPPR},
   Title = {Aggressive marital conflict, maternal harsh punishment, and
             child aggressive-disruptive behavior: Evidence for direct
             and mediated relations},
   Journal = {Journal of Family Psychology},
   Volume = {20},
   Number = {2},
   Pages = {217-226},
   Publisher = {American Psychological Association (APA)},
   Year = {2006},
   url = {http://dx.doi.org/10.1037/0893-3200.20.2.217},
   Abstract = {Direct associations between aggressive marital conflict and
             child aggressive-disruptive behavior at home and school were
             explored in this cross-sectional study of 360 kindergarten
             children. In addition, mediated pathways linking aggressive
             marital conflict to maternal harsh punishment to child
             aggressive-disruptive behavior were examined. Moderation
             analyses explored how the overall frequency of marital
             disagreement might buffer or exacerbate the impact of
             aggressive marital conflict on maternal harsh punishment and
             child aggressive-disruptive behavior. Hierarchical
             regressions revealed direct pathways linking aggressive
             marital conflict to child aggressive-disruptive behavior at
             home and school and a partially mediated pathway linking
             aggressive marital conflict to child aggressive-disruptive
             behavior at home. Further analyses revealed that rates of
             marital disagreement moderated the association between
             aggressive marital conflict and child aggressive-disruptive
             behavior at home, with an attenuated association at high
             rates of marital disagreement as compared with low rates of
             marital disagreement. Copyright 2006 by the American
             Psychological Association.},
   Doi = {10.1037/0893-3200.20.2.217},
   Key = {fds272096}
}

@article{fds272104,
   Author = {Foster, and M, E and Jones, and E, D and Dodge, TCPPRGKA and member},
   Title = {Can a costly intervention be cost-effective? An analysis of
             violence prevention},
   Journal = {Archives of General Psychiatry},
   Volume = {63},
   Number = {11},
   Pages = {1284-1291},
   Year = {2006},
   ISSN = {0003-990X},
   url = {http://dx.doi.org/10.1001/archpsyc.63.11.1284},
   Abstract = {<h4>Objectives</h4>To examine the cost-effectiveness of the
             Fast Track intervention, a multi-year, multi-component
             intervention designed to reduce violence among at-risk
             children. A previous report documented the favorable effect
             of intervention on the highest-risk group of ninth-graders
             diagnosed with conduct disorder, as well as self-reported
             delinquency. The current report addressed the
             cost-effectiveness of the intervention for these measures of
             program impact.<h4>Design</h4>Costs of the intervention were
             estimated using program budgets. Incremental
             cost-effectiveness ratios were computed to determine the
             cost per unit of improvement in the 3 outcomes measured in
             the 10th year of the study.<h4>Results</h4>Examination of
             the total sample showed that the intervention was not
             cost-effective at likely levels of policymakers' willingness
             to pay for the key outcomes. Subsequent analysis of those
             most at risk, however, showed that the intervention likely
             was cost-effective given specified willingness-to-pay
             criteria.<h4>Conclusions</h4>Results indicate that the
             intervention is cost-effective for the children at highest
             risk. From a policy standpoint, this finding is encouraging
             because such children are likely to generate higher costs
             for society over their lifetimes. However, substantial
             barriers to cost-effectiveness remain, such as the ability
             to effectively identify and recruit such higher-risk
             children in future implementations.},
   Doi = {10.1001/archpsyc.63.11.1284},
   Key = {fds272104}
}

@article{fds272105,
   Author = {Ingoldsby, and M, E and Kohl, and O, G and McMahon, and J, R and Lengua, and L, and Dodge, TCPPRGKA and member},
   Title = {Conduct problems, depressive symptomatology and their
             co-occurring presentation in childhood as predictors of
             adjustment in early adolescence},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {34},
   Number = {5},
   Pages = {603-621},
   Year = {2006},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/s10802-006-9044-9},
   Abstract = {The present study investigated patterns in the development
             of conduct problems (CP), depressive symptoms, and their
             co-occurrence, and relations to adjustment problems, over
             the transition from late childhood to early adolescence.
             Rates of depressive symptoms and CP during this
             developmental period vary by gender; yet, few studies
             involving non-clinical samples have examined co-occurring
             problems and adjustment outcomes across boys and girls. This
             study investigates the manifestation and change in CP and
             depressive symptom patterns in a large, multisite,
             gender-and ethnically-diverse sample of 431 youth from 5th
             to 7th grade. Indicators of CP, depressive symptoms, their
             co-occurrence, and adjustment outcomes were created from
             multiple reporters and measures. Hypotheses regarding gender
             differences were tested utilizing both categorical (i.e.,
             elevated symptom groups) and continuous analyses (i.e.,
             regressions predicting symptomatology and adjustment
             outcomes). Results were partially supportive of the dual
             failure model (Capaldi, 1991, 1992), with youth with
             co-occurring problems in 5th grade demonstrating
             significantly lower academic adjustment and social
             competence two years later. Both depressive symptoms and CP
             were risk factors for multiple negative adjustment outcomes.
             Co-occurring symptomatology and CP demonstrated more
             stability and was associated with more severe adjustment
             problems than depressive symptoms over time. Categorical
             analyses suggested that, in terms of adjustment problems,
             youth with co-occurring symptomatology were generally no
             worse off than those with CP-alone, and those with
             depressive symptoms-alone were similar over time to those
             showing no symptomatology at all. Few gender differences
             were noted in the relations among CP, depressive symptoms,
             and adjustment over time.},
   Doi = {10.1007/s10802-006-9044-9},
   Key = {fds272105}
}

@article{fds272108,
   Author = {Bierman, and L, K and Nix, and L, R and Maples, and J, J and Murphy, and A,
             S and Dodge, TCPPRGKA and member},
   Title = {Examining the use of clinical judgment in the context of an
             adaptive intervention design: The Fast Track prevention
             program},
   Journal = {Journal of Consulting and Clinical Psychology},
   Volume = {74},
   Number = {3},
   Pages = {468-481},
   Year = {2006},
   ISSN = {0022-006X},
   url = {http://dx.doi.org/10.1037/0022-006X.74.3.468},
   Abstract = {Although clinical judgment is often used in assessment and
             treatment planning, rarely has research examined its
             reliability, validity, or impact in practice settings. This
             study tailored the frequency of home visits in a prevention
             program for aggressive- disruptive children (n = 410; 56%
             minority) on the basis of 2 kinds of clinical judgment:
             ratings of parental functioning using a standardized
             multi-item scale and global assessments of family need for
             services. Stronger reliability and better concurrent and
             predictive validity emerged for the 1st kind of clinical
             judgment than for the 2nd. Exploratory analyses suggested
             that using ratings of parental functioning to tailor
             treatment recommendations improved the impact of the
             intervention by the end of 3rd grade but using more global
             assessments of family need did not. Copyright 2006 by the
             American Psychological Association.},
   Doi = {10.1037/0022-006X.74.3.468},
   Key = {fds272108}
}

@article{fds272120,
   Author = {Nix, and L, R and Dodge, TCPPRGKA and member},
   Title = {Improving parental involvement: Evaluating treatment effects
             in the Fast Track Program},
   Journal = {The Evaluation Exchange},
   Volume = {X},
   Pages = {5},
   Year = {2006},
   url = {http://www.hfrp.org/var/hfrp/storage/original/application/66deb326cc2a3844f386c49d98e18758.pdf},
   Key = {fds272120}
}

@article{fds272121,
   Author = {Milan, and S, and Pinderhughes, and E, E and Dodge, TCPPRGKA and member},
   Title = {Family instability and child maladjustment trajectories
             during elementary school},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {34},
   Number = {1},
   Pages = {43-56},
   Year = {2006},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/s10802-005-9007-6},
   Abstract = {This study examines the relation between family instability
             and child maladjustment over a 6-year period in 369 children
             from four communities. Measures were collected annually from
             kindergarten through fifth grade. In associative growth
             curve models, family instability trajectories predicted
             children's externalizing and internalizing behavior
             trajectories during this time period. High levels of family
             instability also incrementally predicted the likelihood of
             meeting criteria for a DSM IV diagnosis during elementary
             school, above and beyond prediction from earlier measures of
             maladjustment. However, the timing of family instability had
             a different effect on externalizing versus internalizing
             disorders. In general, stronger relations were found between
             family instability and externalizing behaviors relative to
             internalizing behaviors, although children with comorbid
             disorders experienced the highest levels of family
             instability.},
   Doi = {10.1007/s10802-005-9007-6},
   Key = {fds272121}
}

@article{fds272122,
   Author = {Thomas, and E, D and Bierman, and L, K and Dodge, TCPPGKA and member},
   Title = {The impact of classroom aggression on the development of
             aggressive behavior problems in children},
   Journal = {Development and Psychopathology},
   Volume = {18},
   Number = {2},
   Pages = {471-487},
   Year = {2006},
   ISSN = {0954-5794},
   url = {http://dx.doi.org/10.1017/s0954579406060251},
   Abstract = {Prior research suggests that exposure to elementary
             classrooms characterized by high levels of student
             aggression may contribute to the development of child
             aggressive behavior problems. To explore this process in
             more detail, this study followed a longitudinal sample of
             4,907 children and examined demographic factors associated
             with exposure to high-aggression classrooms, including
             school context factors (school size, student poverty levels,
             and rural vs. urban location) and child ethnicity (African
             American, European American). The developmental impact of
             different temporal patterns of exposure (e.g., primacy,
             recency, chronicity) to high-aggression classrooms was
             evaluated on child aggression. Analyses revealed that
             African American children attending large, urban schools
             that served socioeconomically disadvantaged students were
             more likely than other students to be exposed to
             high-aggressive classroom contexts. Hierarchical regressions
             demonstrated cumulative effects for temporal exposure,
             whereby children with multiple years of exposure showed
             higher levels of aggressive behavior after 3 years than
             children with primacy, less recent, and less chronic
             exposure, controlling for initial levels of aggression.
             Implications are discussed for developmental research and
             preventive interventions.},
   Doi = {10.1017/s0954579406060251},
   Key = {fds272122}
}

@article{fds272123,
   Author = {Lansford, JE and Chang, L and Dodge, KA and Malone, PS and Oburu, P and Palmérus, K and Bacchini, D and Pastorelli, C and Bombi, AS and Zelli,
             A and Tapanya, S and Chaudhary, N and Deater-Deckard, K and Manke, B and Quinn, N},
   Title = {Physical discipline and children's adjustment: cultural
             normativeness as a moderator.},
   Journal = {Child development},
   Volume = {76},
   Number = {6},
   Pages = {1234-1246},
   Year = {2005},
   Month = {November},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/16274437},
   Abstract = {Interviews were conducted with 336 mother-child dyads
             (children's ages ranged from 6 to 17 years; mothers' ages
             ranged from 20 to 59 years) in China, India, Italy, Kenya,
             the Philippines, and Thailand to examine whether
             normativeness of physical discipline moderates the link
             between mothers' use of physical discipline and children's
             adjustment. Multilevel regression analyses revealed that
             physical discipline was less strongly associated with
             adverse child outcomes in conditions of greater perceived
             normativeness, but physical discipline was also associated
             with more adverse outcomes regardless of its perceived
             normativeness. Countries with the lowest use of physical
             discipline showed the strongest association between mothers'
             use and children's behavior problems, but in all countries
             higher use of physical discipline was associated with more
             aggression and anxiety.},
   Doi = {10.1111/j.1467-8624.2005.00847.x},
   Key = {fds272123}
}

@article{fds272124,
   Author = {Schulting, AB and Malone, PS and Dodge, KA},
   Title = {The effect of school-based kindergarten transition policies
             and practices on child academic outcomes.},
   Journal = {Developmental psychology},
   Volume = {41},
   Number = {6},
   Pages = {860-871},
   Year = {2005},
   Month = {November},
   ISSN = {0012-1649},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/16351333},
   Abstract = {This study examined the effect of school-based kindergarten
             transition policies and practices on child outcomes. The
             authors followed 17,212 children from 992 schools in the
             Early Childhood Longitudinal Study-Kindergarten sample
             (ECLS-K) across the kindergarten school year. Hierarchical
             linear modeling revealed that the number of school-based
             transition practices in the fall of kindergarten was
             associated with more positive academic achievement scores at
             the end of kindergarten, even controlling for family
             socioeconomic status (SES) and other demographic factors.
             This effect was stronger for low- and middle-SES children
             than high-SES children. For low-SES children, 7 transition
             practices were associated with a .21 standard deviation
             increase in predicted achievement scores beyond 0 practices.
             The effect of transition practices was partially mediated by
             an intervening effect on parent-initiated involvement in
             school during the kindergarten year. The findings support
             education policies to target kindergarten transition efforts
             to increase parent involvement in low-SES
             families.},
   Doi = {10.1037/0012-1649.41.6.860},
   Key = {fds272124}
}

@article{fds272186,
   Author = {Tolan, PH and Dodge, KA},
   Title = {Children's mental health as a primary care and concern: a
             system for comprehensive support and service.},
   Journal = {The American psychologist},
   Volume = {60},
   Number = {6},
   Pages = {601-614},
   Year = {2005},
   Month = {September},
   ISSN = {0003-066X},
   url = {http://dx.doi.org/10.1037/0003-066x.60.6.601},
   Abstract = {In response to the serious crisis in mental health care for
             children in the United States, this article proposes as a
             priority for psychology a comprehensive approach that treats
             mental health as a primary issue in child health and
             welfare. Consistent with the principles of a system of care
             and applying epidemiological, risk-development, and
             intervention-research findings, this approach emphasizes 4
             components: easy access to effective professional clinical
             services for children exhibiting disorders; further
             development and application of sound prevention principles
             for high-risk youths; support for and access to short-term
             intervention in primary care settings; and greater
             recognition and promotion of mental health issues in common
             developmental settings and other influential systems.
             Integral to this approach is the need to implement these
             components simultaneously and to incorporate family-focused,
             culturally competent, evidence-based, and developmentally
             appropriate services. This comprehensive, simultaneous, and
             integrated approach is needed to achieve real progress in
             children's mental health in this country.},
   Doi = {10.1037/0003-066x.60.6.601},
   Key = {fds272186}
}

@article{fds304171,
   Author = {Dodge, KA},
   Title = {Risk and protection in the perpetration of child
             abuse.},
   Journal = {North Carolina medical journal},
   Volume = {66},
   Number = {5},
   Pages = {364-366},
   Year = {2005},
   Month = {September},
   ISSN = {0029-2559},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/16323584},
   Abstract = {In sum, the adoption of a risk and protective factor
             approach to understanding and preventing child abuse is
             highly consistent with empirical study of how child abuse
             develops and with efforts in the prevention of heart
             disease. This analogy can be helpful in designing a
             comprehensive approach to the prevention of child abuse. It
             should not be taken too far, however. For example, it may be
             destructive to perceive abusive parents as "sick." There may
             be better metaphors that do not invoke sickness, such as
             literacy. So, 'the analogy would go like this: abusive
             parents are like illiterate adults, and prevention of abuse
             will require a universal comprehensive, life-long, public
             education system that includes years of focused education
             for all, coupled with a selective special education system
             for high-risk individuals.},
   Key = {fds304171}
}

@article{fds272111,
   Author = {Vitale, JE and Newman, JP and Bates, JE and Goodnight, J and Dodge, KA and Pettit, GS},
   Title = {Deficient behavioral inhibition and anomalous selective
             attention in a community sample of adolescents with
             psychopathic traits and low-anxiety traits.},
   Journal = {Journal of abnormal child psychology},
   Volume = {33},
   Number = {4},
   Pages = {461-470},
   Year = {2005},
   Month = {August},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/s10802-005-5727-x},
   Abstract = {Socialization is the important process by which individuals
             learn and then effectively apply the rules of appropriate
             societal behavior. Response modulation is a psychobiological
             process theorized to aid in socialization by allowing
             individuals to utilize contextual information to modify
             ongoing behavior appropriately. Using Hare's (1991)
             Psychopathy Checklist and the Welsh (1956) anxiety scale,
             researchers have identified a relatively specific form of a
             response modulation deficit in low-anxious, Caucasian
             psychopaths. Preliminary evidence suggests that the
             Antisocial Process Screening Device (APSD; Frick & Hare,
             2001) may be used to identify children with a similar
             vulnerability. Using a representative community sample of
             308 16-year-olds from the Child Development Project (Dodge,
             Bates, & Pettit, 1990), we tested and corroborated the
             hypotheses that participants with relatively low anxiety and
             high APSD scores would display poorer passive avoidance
             learning and less interference on a spatially separated,
             picture-word Stroop task than controls. Consistent with
             hypotheses, the expected group differences in picture-word
             Stroop interference were found with male and female
             participants, whereas predicted differences in passive
             avoidance were specific to male participants. To the extent
             that response modulation deficits contributing to poor
             socialization among psychopathic adult offenders also
             characterize a subgroup of adolescents with mild conduct
             problems, clarification of the developmental processes that
             moderate the expression of this vulnerability could inform
             early interventions.},
   Doi = {10.1007/s10802-005-5727-x},
   Key = {fds272111}
}

@article{fds272281,
   Author = {Kaplow, JB and Dodge, KA and Amaya-Jackson, L and Saxe,
             GN},
   Title = {Pathways to PTSD, part II: Sexually abused
             children.},
   Journal = {Am J Psychiatry},
   Volume = {162},
   Number = {7},
   Pages = {1305-1310},
   Year = {2005},
   Month = {July},
   url = {http://dx.doi.org/10.1176/appi.ajp.162.7.1305},
   Abstract = {OBJECTIVE: The goal of this research was to develop and test
             a prospective model of posttraumatic stress symptoms in
             sexually abused children that includes pretrauma, trauma,
             and disclosure-related pathways. METHOD: At time 1, several
             measures were used to assess pretrauma variables, trauma
             variables, and stress reactions upon disclosure for 156
             sexually abused children ages 8 to 13 years. At the time 2
             follow-up (7 to 36 months following the initial interview),
             the children were assessed for posttraumatic stress disorder
             (PTSD) symptoms. RESULTS: A path analysis involving a series
             of hierarchically nested ordinary least squares multiple
             regression analyses indicated three direct paths to PTSD
             symptoms: avoidant coping, anxiety/arousal, and
             dissociation, all measured during or immediately after
             disclosure of sexual abuse. Additionally, age and gender
             predicted avoidant coping, while life stress and age at
             abuse onset predicted symptoms of anxiety/arousal. Taken
             together, these pathways accounted for approximately 57% of
             the variance in PTSD symptoms. CONCLUSIONS: Symptoms
             measured at the time of disclosure constitute direct,
             independent pathways by which sexually abused children are
             likely to develop later PTSD symptoms. These findings speak
             to the importance of assessing children during the
             disclosure of abuse in order to identify those at greatest
             risk for later PTSD symptoms.},
   Doi = {10.1176/appi.ajp.162.7.1305},
   Key = {fds272281}
}

@article{fds272188,
   Author = {Dishion, TJ and Dodge, KA},
   Title = {Peer contagion in interventions for children and
             adolescents: moving towards an understanding of the ecology
             and dynamics of change.},
   Journal = {Journal of abnormal child psychology},
   Volume = {33},
   Number = {3},
   Pages = {395-400},
   Year = {2005},
   Month = {June},
   url = {http://dx.doi.org/10.1007/s10802-005-3579-z},
   Abstract = {The influence of deviant peers on youth behavior is of
             growing concern, both in naturally occurring peer
             interactions and in interventions that might inadvertently
             exacerbate deviant development. The focus of this special
             issue is on understanding the moderating and mediating
             variables that account for peer contagion effects in
             interventions for youth. This set of nine innovative papers
             moves the field forward on three fronts: (1) Broadening the
             empirical basis for understanding the conditions under which
             peer contagion is more or less likely (that is, moderators
             of effects); (2) Identifying mechanisms that might account
             for peer contagion effects (mediators); and (3) Forging the
             methodological rigor that is needed to study peer contagion
             effects within the context of intervention trials. We
             propose an ecological framework for disentangling the
             effects of individuals, group interactions, and program
             contexts in understanding peer contagion effects. Finally,
             we suggest methodological enhancements to study peer
             contagion in intervention trials.},
   Doi = {10.1007/s10802-005-3579-z},
   Key = {fds272188}
}

@article{fds272287,
   Author = {Jaffee, SR and Caspi, A and Moffitt, TE and Dodge, KA and Rutter, M and Taylor, A and Tully, LA},
   Title = {Nature X nurture: genetic vulnerabilities interact with
             physical maltreatment to promote conduct
             problems.},
   Journal = {Development and psychopathology},
   Volume = {17},
   Number = {1},
   Pages = {67-84},
   Year = {2005},
   Month = {January},
   ISSN = {0954-5794},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/15971760},
   Abstract = {Maltreatment places children at risk for psychiatric
             morbidity, especially conduct problems. However, not all
             maltreated children develop conduct problems. We tested
             whether the effect of physical maltreatment on risk for
             conduct problems was strongest among those who were at high
             genetic risk for these problems using data from the E-risk
             Study, a representative cohort of 1,116 5-year-old British
             twin pairs and their families. Children's conduct problems
             were ascertained via parent and teacher interviews. Physical
             maltreatment was ascertained via parent report. Children's
             genetic risk for conduct problems was estimated as a
             function of their co-twin's conduct disorder status and the
             pair's zygosity. The effect of maltreatment on risk for
             conduct problems was strongest among those at high genetic
             risk. The experience of maltreatment was associated with an
             increase of 2% in the probability of a conduct disorder
             diagnosis among children at low genetic risk for conduct
             disorder but an increase of 24% among children at high
             genetic risk. Prediction of behavioral pathology can attain
             greater accuracy if both pathogenic environments and genetic
             risk are ascertained. Certain genotypes may promote
             resistance to trauma. Physically maltreated children whose
             first-degree relatives engage in antisocial behavior warrant
             priority for therapeutic intervention.},
   Doi = {10.1017/s0954579405050042},
   Key = {fds272287}
}

@article{fds304172,
   Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {Peer relationship antecedents of delinquent behavior in late
             adolescence: is there evidence of demographic group
             differences in developmental processes?},
   Journal = {Development and psychopathology},
   Volume = {17},
   Number = {1},
   Pages = {127-144},
   Year = {2005},
   Month = {January},
   url = {http://dx.doi.org/10.1017/s0954579405050078},
   Abstract = {A longitudinal prospective design was used to test the
             generalizability of low levels of social preference and high
             levels of antisocial peer involvement as risk factors for
             delinquent behavior problems to African American (AA) and
             European American (EA) boys and girls (N = 384). Social
             preference scores were computed from peer reports in middle
             childhood (ages 6-9). Parents and adolescents reported
             antisocial peer involvement in early adolescence (ages
             13-16) and adolescents reported on their own delinquent
             behavior in late adolescence (ages 17 and 18). Analyses
             tested for differences across four groups (AA boys, EA boys,
             AA girls, EA girls) in construct measurement, mean levels,
             and associations among variables. Few measurement
             differences were found. Mean-level differences were found
             for social preference and delinquent behavior. AA boys were
             least accepted by peers and reported the highest level of
             delinquent behavior. EA girls were most accepted by peers
             and reported the lowest level of delinquent behavior.
             Associations among peer experiences and delinquent behavior
             were equivalent across groups, with lower levels of social
             preference and higher levels of antisocial peer involvement
             associated with more delinquent behavior. Person-centered
             analyses showed the risk associated with low social
             preference and high antisocial peer involvement to be
             similar across groups, providing further evidence of the
             generalizability of the peer relationship experiences as
             risk factors for subsequent delinquent behavior
             problems.},
   Doi = {10.1017/s0954579405050078},
   Key = {fds304172}
}

@article{fds272118,
   Author = {Nix, and L, R and Pinderhughes, and E, E and Bierman, and L, K and Maples, and J, J and Group, TCPPR},
   Title = {Decoupling the relation between risk factors for conduct
             problems and the receipt of intervention services:
             Participation across multiple components of a prevention
             program},
   Journal = {Journal of Community Psychology},
   Volume = {36},
   Number = {3-4},
   Pages = {307-325},
   Year = {2005},
   ISSN = {0091-0562},
   url = {http://dx.doi.org/10.1007/s10464-005-8628-9},
   Abstract = {This study examined whether the link between risk factors
             for conduct problems and low rates of participation in
             mental health treatment could be decoupled through the
             provision of integrated prevention services in multiple
             easily-accessible contexts. It included 445 families of
             first-grade children (55% minority), living in four diverse
             communities, and selected for early signs of conduct
             problems. Results indicated that, under the right
             circumstances, these children and families could be enticed
             to participate at high rates in school-based services,
             therapeutic groups, and home visits. Because different sets
             of risk factors were related to different profiles of
             participation across the components of the prevention
             program, findings highlight the need to offer services in
             multiple contexts to reach all children and families who
             might benefit from them.},
   Doi = {10.1007/s10464-005-8628-9},
   Key = {fds272118}
}

@article{fds272119,
   Author = {Foster, and M, E and Jones, and E, D and Dodge, TCPPRGKA and member},
   Title = {The high costs of aggression: Public expenditures resulting
             from conduct disorder},
   Journal = {American Journal of Public Health},
   Volume = {95},
   Pages = {1767-1772},
   Year = {2005},
   url = {http://dx.doi.org/10.2105/AJPH.2004.061424},
   Doi = {10.2105/AJPH.2004.061424},
   Key = {fds272119}
}

@article{fds272126,
   Author = {Raine, A and Dodge, KA and Loeber, R and Gatzke Kopp and L and Lynam, D and Reynolds, C and Stouthamer Loeber and M and Liu, J},
   Title = {The Reactive-Proactive Aggression (RPQ) Questionnaire:
             Differential correlates of reactive and proactive aggression
             in adolescent boys},
   Journal = {Aggressive Behavior},
   Volume = {32},
   Number = {2},
   Pages = {159-171},
   Publisher = {WILEY},
   Year = {2005},
   ISSN = {0096-140X},
   url = {http://dx.doi.org/10.1002/ab.20115},
   Abstract = {This study reports the development of the Reactive-Proactive
             Aggression Questionnaire (RPQ), and the differential
             correlates of these two forms of aggression. Antisocial,
             psychosocial and personality measures were obtained at ages
             7 and 16 years in schoolboys, while the RPQ was administered
             to 334 of the boys at age 16 years. Confirmatory factor
             analysis indicated a significant fit for a two-factor
             proactive-reactive model that replicated from one
             independent subsample to another. Proactive aggression was
             uniquely characterized at age 7 by initiation of fights,
             strong-arm tactics, delinquency, poor school motivation,
             poor peer relationships, single-parent status, psychosocial
             adversity, substance-abusing parents, and hyperactivity, and
             at age 16 by a psychopathic personality, blunted affect,
             delinquency, and serious violent offending. Reactive
             aggression was uniquely characterized at age 16 by
             impulsivity, hostility, social anxiety, lack of close
             friends, unusual perceptual experiences, and ideas of
             reference. Findings confirm and extend the differential
             correlates of proactive-reactive aggression, and demonstrate
             that this brief but reliable and valid self-report
             instrument can be used to assess proactive and reactive
             aggression in child and adolescent samples. © 2006
             Wiley-Liss, Inc.},
   Doi = {10.1002/ab.20115},
   Key = {fds272126}
}

@article{fds272187,
   Author = {Dodge, KA},
   Title = {Risk and protection in the perpetration of child
             abuse},
   Journal = {North Carolina Medical Journal},
   Volume = {66},
   Number = {5},
   Pages = {367-369},
   Year = {2005},
   ISSN = {0029-2559},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/16323584},
   Abstract = {In sum, the adoption of a risk and protective factor
             approach to understanding and preventing child abuse is
             highly consistent with empirical study of how child abuse
             develops and with efforts in the prevention of heart
             disease. This analogy can be helpful in designing a
             comprehensive approach to the prevention of child abuse. It
             should not be taken too far, however. For example, it may be
             destructive to perceive abusive parents as "sick." There may
             be better metaphors that do not invoke sickness, such as
             literacy. So, 'the analogy would go like this: abusive
             parents are like illiterate adults, and prevention of abuse
             will require a universal comprehensive, life-long, public
             education system that includes years of focused education
             for all, coupled with a selective special education system
             for high-risk individuals.},
   Key = {fds272187}
}

@article{fds272189,
   Author = {Lavalee, and L, K and Bierman, and Nix, and L, R and Group,
             CPPR},
   Title = {The impact of first grade "Friendship Group" experiences on
             child social outcomes in the Fast Track Program},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {33},
   Number = {3},
   Pages = {307-324},
   Year = {2005},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/s10802-005-3567-3},
   Abstract = {Many interventions for children's behavior problems
             successfully utilize a group format for social skills
             training, providing opportunities for practice and
             performance feedback from peers. Recent studies however,
             suggest that grouping aggressive children together may
             reduce intervention effectiveness or even increase risk. The
             present study examined the relative impact of children's own
             behavior and their experiences with peers in the first-grade
             "friendship groups" of Fast Track, a multi-component
             preventive intervention program. Two-hundred sixty-six
             children (56% minority, 29% female) participated in 55
             friendship groups. Children's own positive and negative
             behavior in friendship groups was related to relative
             improvements in social cognitive skills, prosocial behavior,
             and aggression, assessed through child interviews, teacher
             ratings, and peer sociometric nominations. Results from
             hierarchical linear models also revealed that the amount of
             peer escalation children received for their disruptive
             behavior during sessions impeded some intervention gains,
             whereas mere exposure to other children's positive or
             negative behavior was rarely related to outcomes.},
   Doi = {10.1007/s10802-005-3567-3},
   Key = {fds272189}
}

@article{fds272286,
   Author = {Gifford Smith and M and Dodge, KA and Dishion, TJ and McCord,
             J},
   Title = {Peer influence in children and adolescents: Crossing the
             bridge between developmental and intervention
             science},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {33},
   Number = {3},
   Pages = {255-265},
   Year = {2005},
   ISSN = {0091-0627},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/15957555},
   Abstract = {Considerable evidence supports the hypothesis that peer
             relationships influence the growth of problem behavior in
             youth. Developmental research consistently documents the
             high levels of covariation between peer and youth deviance,
             even controlling for selection effects. Ironically, the most
             common public interventions for deviant youth involve
             segregation from mainstream peers and aggregation into
             settings with other deviant youth. Developmental research on
             peer influence suggests that desired positive effects of
             group interventions in education, mental health, juvenile
             justice, and community programming may be offset by deviant
             peer influences in these settings. Given the public health
             policy issues raised by these findings, there is a need to
             better understand the conditions under which these peer
             contagion effects are most pronounced with respect to
             intervention foci and context, the child's developmental
             level, and specific strategies for managing youth behavior
             in groups.},
   Doi = {10.1007/s10802-005-3563-7},
   Key = {fds272286}
}

@article{fds272288,
   Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {Peer relationship antecedents of delinquent behavior in late
             adolescence: Is there evidence of demographic group
             differences in developmental processes?},
   Journal = {Development and Psychopathology},
   Volume = {17},
   Number = {1},
   Pages = {1-18},
   Year = {2005},
   url = {http://dx.doi.org/10.1017/S0954579405050078},
   Abstract = {A longitudinal prospective design was used to test the
             generalizability of low levels of social preference and high
             levels of antisocial peer involvement as risk factors for
             delinquent behavior problems to African American (AA) and
             European American (EA) boys and girls (N = 384). Social
             preference scores were computed from peer reports in middle
             childhood (ages 6-9). Parents and adolescents reported
             antisocial peer involvement in early adolescence (ages
             13-16) and adolescents reported on their own delinquent
             behavior in late adolescence (ages 17 and 18). Analyses
             tested for differences across four groups (AA boys, EA boys,
             AA girls, EA girls) in construct measurement, mean levels,
             and associations among variables. Few measurement
             differences were found. Mean-level differences were found
             for social preference and delinquent behavior. AA boys were
             least accepted by peers and reported the highest level of
             delinquent behavior. EA girls were most accepted by peers
             and reported the lowest level of delinquent behavior.
             Associations among peer experiences and delinquent behavior
             were equivalent across groups, with lower levels of social
             preference and higher levels of antisocial peer involvement
             associated with more delinquent behavior. Person-centered
             analyses showed the risk associated with low social
             preference and high antisocial peer involvement to be
             similar across groups, providing further evidence of the
             generalizability of the peer relationship experiences as
             risk factors for subsequent delinquent behavior problems.
             Copyright © 2005 Cambridge University Press.},
   Doi = {10.1017/S0954579405050078},
   Key = {fds272288}
}

@article{fds272289,
   Author = {Bierman, KL and Coie, JD and Dodge, KA and Foster, EM and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE and Conduct Problems
             Prevention Research Group},
   Title = {The effects of the fast track program on serious problem
             outcomes at the end of elementary school.},
   Journal = {Journal of clinical child and adolescent psychology : the
             official journal for the Society of Clinical Child and
             Adolescent Psychology, American Psychological Association,
             Division 53},
   Volume = {33},
   Number = {4},
   Pages = {650-661},
   Year = {2004},
   Month = {December},
   ISSN = {1537-4416},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/15498733},
   Abstract = {This study examines the effects of the Fast Track program,
             which is a multicomponent, intensive intervention for
             children with early-onset conduct problems and continues
             from 1st grade through high school. Prior research has shown
             that Fast Track produces small positive effect sizes on
             children's social and behavioral outcomes at the end of 1st
             and 3rd grades in comparison to control children. This study
             addresses the important question of whether this
             intervention reduces cases of serious problems that can
             occur during the 4th- and 5th-grade years. Fast Track did
             have a significant but modest influence on children's rates
             of social competence and social cognition problems, problems
             with involvement with deviant peers, and conduct problems in
             the home and community, compared to children in the control
             condition. There was no evidence of intervention impact on
             children's serious problems in the school setting at Grades
             4 and 5. This evaluation indicates that Fast Track has
             continued to influence certain key areas of children's
             adjustment throughout the elementary school years, reducing
             children's likelihood of emerging as cases with problems in
             their social, peer, or home functioning. The stage is set to
             examine potential prevention effects on these youths'
             serious antisocial behaviors during adolescence.},
   Doi = {10.1207/s15374424jccp3304_1},
   Key = {fds272289}
}

@article{fds271980,
   Author = {Berlin, LJ and Dodge, KA},
   Title = {Relations among relationships.},
   Journal = {Child abuse & neglect},
   Volume = {28},
   Number = {11},
   Pages = {1127-1132},
   Year = {2004},
   Month = {November},
   ISSN = {0145-2134},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/15567019},
   Doi = {10.1016/j.chiabu.2004.07.002},
   Key = {fds271980}
}

@article{fds272283,
   Author = {Hill, LG and Coie, JD and Lochman, JE and Greenberg,
             MT},
   Title = {Effectiveness of early screening for externalizing problems:
             issues of screening accuracy and utility.},
   Journal = {Journal of consulting and clinical psychology},
   Volume = {72},
   Number = {5},
   Pages = {809-820},
   Year = {2004},
   Month = {October},
   ISSN = {0022-006X},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/15482039},
   Abstract = {Accurate, early screening is a prerequisite for indicated
             interventions intended to prevent development of
             externalizing disorders and delinquent behaviors. Using the
             Fast Track longitudinal sample of 396 children drawn from
             high-risk environments, the authors varied assumptions about
             base rates and examined effects of multiple-time-point and
             multiple-rater screening procedures. The authors also
             considered the practical import of various levels of
             screening accuracy in terms of true and false positive rates
             and their potential costs and benefits. Additional research
             is needed to determine true costs and benefits of early
             screening. However, the results indicate that 1st grade
             single- and multiple-rater screening models effectively
             predicted externalizing behavior and delinquent outcomes in
             4th and 5th grades and that early screening is
             justified.},
   Doi = {10.1037/0022-006x.72.5.809},
   Key = {fds272283}
}

@article{fds272285,
   Author = {Dodge, KA},
   Title = {The Nature-Nurture Debate and Public Policy.},
   Journal = {Merrill-Palmer quarterly (Wayne State University.
             Press)},
   Volume = {50},
   Number = {4},
   Pages = {418-427},
   Year = {2004},
   Month = {October},
   ISSN = {0272-930X},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/20011615},
   Abstract = {The contentious nature-nurture debate in developmental
             psychology is poised to reach a rapprochement with
             contemporary concepts of gene-environment interaction,
             transaction, and fit. Discoveries over the past decade have
             revealed how neither genes nor the environment offers a
             sufficient window into human development. Rather, the most
             important discoveries have come from unearthing the manner
             in which the environment alters gene expression (and how
             genes impose limits on environmental effects), how biology
             and the environment influence each other across time, and
             how maximizing gene-environment fit leads to optimal
             outcomes for children. The manner in which these factors
             operate in tandem should direct future scholarship,
             practice, and public policy.},
   Doi = {10.1353/mpq.2004.0028},
   Key = {fds272285}
}

@article{fds304170,
   Author = {Hill, NE and Castellino, DR and Lansford, JE and Nowlin, P and Dodge,
             KA and Bates, JE and Pettit, GS},
   Title = {Parent academic involvement as related to school behavior,
             achievement, and aspirations: demographic variations across
             adolescence.},
   Journal = {Child development},
   Volume = {75},
   Number = {5},
   Pages = {1491-1509},
   Year = {2004},
   Month = {September},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/15369527},
   Abstract = {A longitudinal model of parent academic involvement,
             behavioral problems, achievement, and aspirations was
             examined for 463 adolescents, followed from 7th
             (approximately 12 years old) through 11th (approximately 16
             years old) grades. Parent academic involvement in 7th grade
             was negatively related to 8th-grade behavioral problems and
             positively related to 11th-grade aspirations. There were
             variations across parental education levels and ethnicity:
             Among the higher parental education group, parent academic
             involvement was related to fewer behavioral problems, which
             were related to achievement and then aspirations. For the
             lower parental education group, parent academic involvement
             was related to aspirations but not to behavior or
             achievement. Parent academic involvement was positively
             related to achievement for African Americans but not for
             European Americans. Parent academic involvement may be
             interpreted differently and serve different purposes across
             sociodemographic backgrounds.},
   Doi = {10.1111/j.1467-8624.2004.00753.x},
   Key = {fds304170}
}

@article{fds272113,
   Author = {Malone, PS and Lansford, JE and Castellino, DR and Berlin, LJ and Dodge,
             KA and Bates, JE and Pettit, GS},
   Title = {Divorce and Child Behavior Problems: Applying Latent Change
             Score Models to Life Event Data.},
   Journal = {Structural equation modeling : a multidisciplinary
             journal},
   Volume = {11},
   Number = {3},
   Pages = {401-423},
   Year = {2004},
   Month = {July},
   ISSN = {1070-5511},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/20209039},
   Abstract = {Effects of parents' divorce on children's adjustment have
             been studied extensively. This article applies new advances
             in trajectory modeling to the problem of disentangling the
             effects of divorce on children's adjustment from related
             factors such as the child's age at the time of divorce and
             the child's gender. Latent change score models were used to
             examine trajectories of externalizing behavior problems in
             relation to children's experience of their parents' divorce.
             Participants included 356 boys and girls whose biological
             parents were married at kindergarten entry. The children
             were assessed annually through Grade 9. Mothers reported
             whether they had divorced or separated in each 12-month
             period, and teachers reported children's externalizing
             behavior problems each year. Girls' externalizing behavior
             problem trajectories were not affected by experiencing their
             parents' divorce, regardless of the timing of the divorce.
             In contrast, boys who were in elementary school when their
             parents divorced showed an increase in externalizing
             behavior problems in the year of the divorce. This increase
             persisted in the years following the divorce. Boys who were
             in middle school when their parents divorced showed an
             increase in externalizing behavior problems in the year of
             the divorce followed by a decrease to below baseline levels
             in the year after the divorce. This decrease persisted in
             the following years.},
   Doi = {10.1207/s15328007sem1103_6},
   Key = {fds272113}
}

@article{fds272291,
   Author = {Dodge, KA and Rabiner, DL},
   Title = {Returning to roots: on social information processing and
             moral development.},
   Journal = {Child development},
   Volume = {75},
   Number = {4},
   Pages = {1003-1008},
   Year = {2004},
   Month = {July},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/15260860},
   Abstract = {Social information processing theory has been posited as a
             description of how mental operations affect behavioral
             responding in social situations. Arsenio and Lemerise (this
             issue) proposed that consideration of concepts and methods
             from moral domain models could enhance this description.
             This paper agrees with their proposition, although it
             suggests that numerous additional concepts about the nature
             of latent mental structures (e.g., working models, schemas,
             scripts, object relations, classical conditioning) provide
             equally compelling refinements to processing theory.
             Furthermore, theoretical and methodological challenges in
             integrating latent mental structures into processing theory
             remain.},
   Doi = {10.1111/j.1467-8624.2004.00721.x},
   Key = {fds272291}
}

@article{fds272114,
   Author = {Lansford, JE and Deater-Deckard, K and Dodge, KA and Bates, JE and Pettit, GS},
   Title = {Ethnic differences in the link between physical discipline
             and later adolescent externalizing behaviors.},
   Journal = {Journal of child psychology and psychiatry, and allied
             disciplines},
   Volume = {45},
   Number = {4},
   Pages = {801-812},
   Year = {2004},
   Month = {May},
   ISSN = {0021-9630},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/15056311},
   Abstract = {<h4>Background</h4>Parents' use of physical discipline has
             generated controversy related to concerns that its use is
             associated with adjustment problems such as aggression and
             delinquency in children. However, recent evidence suggests
             that there are ethnic differences in associations between
             physical discipline and children's adjustment. This study
             examined race as a moderator of the link between physical
             discipline and adolescent externalizing behavior problems,
             extending previous research beyond childhood into
             adolescence and considering physical discipline at multiple
             points in time.<h4>Methods</h4>A representative community
             sample of 585 children was followed from pre-kindergarten
             (age 5) through grade 11 (age 16). Mothers reported on their
             use of physical discipline in the child's first five years
             of life and again during grades 6 (age 11) and 8 (age 13).
             Mothers and adolescents reported on a variety of
             externalizing behaviors in grade 11 including aggression,
             violence, and trouble at school and with the
             police.<h4>Results</h4>A series of hierarchical linear
             regressions controlling for parents' marital status,
             socioeconomic status, and child temperament revealed
             significant interactions between physical discipline during
             the child's first five years of life and race in the
             prediction of 3 of the 7 adolescent externalizing outcomes
             assessed and significant interactions between physical
             discipline during grades 6 and 8 and race in the prediction
             of all 7 adolescent externalizing outcomes. Regression
             slopes showed that the experience of physical discipline at
             each time point was related to higher levels of subsequent
             externalizing behaviors for European American adolescents
             but lower levels of externalizing behaviors for African
             American adolescents.<h4>Conclusions</h4>There are race
             differences in long-term effects of physical discipline on
             externalizing behaviors problems. Different ecological
             niches may affect the manner in which parents use physical
             discipline, the meaning that children attach to the
             experience of physical discipline, and its effects on the
             adjustment of children and adolescents.},
   Doi = {10.1111/j.1469-7610.2004.00273.x},
   Key = {fds272114}
}

@article{fds272294,
   Author = {Smith, EP and Gorman-Smith, D and Quinn, WH and Rabiner, DL and Tolan,
             PH and Winn, D-M and Multisite Violence Prevention
             Project},
   Title = {Community-Based multiple family groups to prevent and reduce
             violent and aggressive behavior: the GREAT Families
             Program.},
   Journal = {American journal of preventive medicine},
   Volume = {26},
   Number = {1 Suppl},
   Pages = {39-47},
   Year = {2004},
   Month = {January},
   url = {http://dx.doi.org/10.1016/j.amepre.2003.09.018},
   Abstract = {This paper describes the targeted intervention component of
             GREAT Schools and Families. The intervention-GREAT
             Families-is composed of 15 weekly multiple family group
             meetings (e.g., 4-6 families per group) and addresses
             parenting practices (discipline, monitoring), family
             relationship characteristics (communication, support,
             cohesion), parental involvement and investment in their
             child's schooling, parent and school relationship building,
             and planning for the future. High-risk youth and their
             families-students identified by teachers as aggressive and
             socially influential among their peers-were targeted for
             inclusion in the intervention. The paper describes the
             theoretical model and development of the intervention.
             Approaches to recruitment, engagement, staff training, and
             sociocultural sensitivity in work with families in
             predominantly poor and challenging settings are described.
             The data being collected throughout the program will aid in
             examining the theoretical and program processes that can
             potentially mediate and moderate effects on families. This
             work can inform us about necessary approaches and procedures
             to engage and support families in efforts to reduce
             individual and school grade-level violence and
             aggression.},
   Doi = {10.1016/j.amepre.2003.09.018},
   Key = {fds272294}
}

@article{fds272296,
   Author = {Ikeda, RM and Simon, TR and Smith, EP and Reese, LRE and Rabiner, DL and Miller-Johnson, S and Winn, DM and Asher, SR and Dodge, KA and Horne,
             AM and Orpinas, P and Quinn, WH and Huberty, CJ and Tolan, PH and Gorman-Smith, D and Henry, DB and Gay, FN and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP},
   Title = {Lessons learned in the Multisite Violence Prevention Project
             collaboration: Big questions require large
             efforts},
   Journal = {American Journal of Preventive Medicine},
   Volume = {26},
   Number = {1 Suppl},
   Pages = {62-71},
   Year = {2004},
   Month = {January},
   ISSN = {0749-3797},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000187880000008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {This paper summarizes some organizational, scientific, and
             policy lessons that have emerged in the formation and
             conducting of the collaboration of the Multisite Violence
             Prevention Project. We contend that these lessons are
             valuable for other collaborations and are important for
             furthering the utility of scientific efforts. A central
             contention is that large-scale efforts such as this
             collaboration are underused but are essential for efficient
             advancement of knowledge about preventing youth
             violence.},
   Doi = {10.1016/j.amepre.2003.09.025},
   Key = {fds272296}
}

@article{fds272297,
   Author = {Ikeda, RM and Simon, TR and Smith, EP and Reese, LRE and Rabiner, DL and Miller-Johnson, S and Winn, DM and Asher, SR and Dodge, KA and Horne,
             AM and Orpinas, P and Quinn, WH and Huberty, CH and Tolan, PH and Gorman-Smith, D and Henry, DB and Gay, FN and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP},
   Title = {The Multisite Violence Prevention Project: Background and
             overview},
   Journal = {American Journal of Preventive Medicine},
   Volume = {26},
   Number = {1 Suppl},
   Pages = {3-11},
   Publisher = {ELSEVIER SCIENCE INC},
   Year = {2004},
   Month = {January},
   ISSN = {0749-3797},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000187880000002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {This paper provides an overview of the Multisite Violence
             Prevention Project, a 5-year project to compare the effects
             of a universal intervention (all students and teachers) and
             a targeted intervention (family program for high-risk
             children) on reducing aggression and violence among sixth
             graders. First, the paper describes the role of the Centers
             for Disease Control and Prevention in developing the
             project. Second, it details the background of researchers at
             the four participating universities (Duke University, The
             University of Georgia, University of Illinois at Chicago,
             and Virginia Commonwealth University) and examines the
             characteristics of the selected schools (n=37). Finally, the
             paper summarizes the theoretical perspectives guiding the
             work, the development of interventions based on promising
             strategies, the decision to intervene at the school level,
             the research questions guiding the project, the research
             design, and the measurement process for evaluating the
             results of the program.},
   Doi = {10.1016/j.amepre.2003.09.017},
   Key = {fds272297}
}

@article{fds45527,
   Author = {Pettit, G.S. and Dodge, K.A.},
   Title = {Violent Children: Bridging Development , Intervention, and
             Public Policy},
   Journal = {Developmental Psychology (Special Issue)},
   Volume = {39},
   Number = {2},
   Year = {2004},
   url = {http://dx.doi.org/10.1037//0012-1649.39.2.187},
   Doi = {10.1037//0012-1649.39.2.187},
   Key = {fds45527}
}

@article{fds272112,
   Author = {Dodge, KA and Berlin, LJ and Epstein, M and Spitz-Roth, A and O'Donnell,
             K and Kaufman, M and Amaya-Jackson, L and Rosch, J and Christopoulos,
             C},
   Title = {The Durham Family Initiative: a preventive system of
             care.},
   Journal = {Child Welfare},
   Volume = {83},
   Number = {2},
   Pages = {109-128},
   Year = {2004},
   ISSN = {0009-4021},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/15068214},
   Abstract = {This article describes the Durham Family Initiative (DFI),
             an innovative effort to bring together child welfare and
             juvenile justice systems to reach DFI's goal of reducing the
             child abuse rate in Durham, North Carolina, by 50% within
             the next 10 years. DFI will follow principles of a
             preventive system of care (PSoC), which focuses on nurturing
             the healthy parent-child relationship. A community
             collaborative of government agency directors has signed a
             memorandum of agreement to implement the PSoC principles.
             The researchers will use multiple methods to evaluate DFI's
             efficacy.},
   Key = {fds272112}
}

@article{fds272127,
   Author = {Foster, and M, E and Fang, and Y, G and Group, TCPPR},
   Title = {Estimated Intervention Impact and Alternative Methods for
             Handling Attrition},
   Journal = {Evaluation Review},
   Volume = {28},
   Pages = {434-464},
   Year = {2004},
   Key = {fds272127}
}

@article{fds272184,
   Author = {Berlin, LJ and Dodge, KA},
   Title = {Relations among relationships. Invited commentary on "Child
             abuse and neglect and adult intimate relationships: A
             prospective study"},
   Journal = {Child Abuse and Neglect},
   Volume = {28},
   Pages = {1127-1132},
   Year = {2004},
   url = {http://dx.doi.org/10.1016/j.chiabu.2004.07.002},
   Doi = {10.1016/j.chiabu.2004.07.002},
   Key = {fds272184}
}

@article{fds272185,
   Author = {Hill, NE and Lansford, J and Castellino, DR and Nowlin, P and Dodge, KA and Bates, J and Petit, G},
   Title = {Parent-academic involvement as related to school behavior,
             achievement and aspirations: Demographic variations across
             adolescence},
   Journal = {Child Development},
   Volume = {75},
   Number = {4},
   Pages = {1491-1509},
   Year = {2004},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/15369527},
   Abstract = {A longitudinal model of parent academic involvement,
             behavioral problems, achievement, and aspirations was
             examined for 463 adolescents, followed from 7th
             (approximately 12 years old) through 11th (approximately 16
             years old) grades. Parent academic involvement in 7th grade
             was negatively related to 8th-grade behavioral problems and
             positively related to 11th-grade aspirations. There were
             variations across parental education levels and ethnicity:
             Among the higher parental education group, parent academic
             involvement was related to fewer behavioral problems, which
             were related to achievement and then aspirations. For the
             lower parental education group, parent academic involvement
             was related to aspirations but not to behavior or
             achievement. Parent academic involvement was positively
             related to achievement for African Americans but not for
             European Americans. Parent academic involvement may be
             interpreted differently and serve different purposes across
             sociodemographic backgrounds.},
   Doi = {10.1111/j.1467-8624.2004.00753.x},
   Key = {fds272185}
}

@article{fds272280,
   Author = {Rabiner, and L, D and Malone, and S, P and Group, TCPPR},
   Title = {"The Impact of Tutoring on Early Reading Achievement for
             Children with and Without Attention Problems},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {32},
   Number = {3},
   Pages = {273-284},
   Year = {2004},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1023/b:jacp.0000026141.20174.17},
   Abstract = {This study examined whether the benefits of reading tutoring
             in first grade were moderated by children's level of
             attention problems. Participants were 581 children from the
             intervention and control samples of Fast Track, a
             longitudinal multisite investigation of the development and
             prevention of conduct problems. Standardized reading
             achievement measures were administered after kindergarten
             and 1st grade, and teacher ratings of attention problems
             were obtained during 1st grade. During 1st grade,
             intervention participants received three 30-min tutoring
             sessions per week to promote the development of initial
             reading skills. Results replicated prior findings that
             attention problems predict reduced 1st grade reading
             achievement, even after controlling for IQ and earlier
             reading ability. Intervention was associated with modest
             reading achievement benefits for inattentive children
             without early reading difficulties, and substantial benefits
             for children with early reading difficulties who were not
             inattentive. It had no discernible impact, however, for
             children who were both inattentive and poor early readers.
             Results underscore the need to develop effective academic
             interventions for inattentive children, particularly for
             those with co-occurring reading difficulties.},
   Doi = {10.1023/b:jacp.0000026141.20174.17},
   Key = {fds272280}
}

@article{fds272282,
   Author = {McCarty, and C, and McMahon, and J, R and Dodge, TCPPRGKA and member},
   Title = {Domains of risk in the developmental continuity of fire
             setting},
   Journal = {Behavior Therapy},
   Volume = {36},
   Pages = {185-195},
   Year = {2004},
   url = {http://dx.doi.org/10.1016/S0005-7894(05)80067-X},
   Doi = {10.1016/S0005-7894(05)80067-X},
   Key = {fds272282}
}

@article{fds272284,
   Author = {Flanagan, and S, K and Bierman, and L, K and Kam, and C-M, and Dodge,
             TCPPRGKA and member},
   Title = {Identifying at-risk children at school entry: The usefulness
             of multibehavioral problems profiles},
   Journal = {Journal of Clinical Child and Adolescent
             Psychology},
   Volume = {32},
   Number = {3},
   Pages = {396-407},
   Year = {2004},
   url = {http://dx.doi.org/10.1207/s15374424jccp3203_08},
   Abstract = {Found that 1st-grade teacher ratings of aggressive,
             hyperactive-inattentive, and low levels of prosocial
             behaviors made unique contributions to the prediction of
             school outcomes (measured 2 years later) for 755 children.
             Person-oriented analyses compared the predictive utility of
             5 screening strategies based on child problem profiles to
             identify children at risk for school problems. A broad
             screening strategy, in which children with elevations in any
             1 of the 3 behavior problem dimensions were identified as
             "at-risk," showed lower specificity but superior
             sensitivity, odds ratios, and overall accuracy in the
             prediction of school outcomes than the other screening
             strategies that were more narrowly focused or were based on
             a total problem score. Results are discussed in terms of
             implications for the screening and design of preventive
             interventions.},
   Doi = {10.1207/s15374424jccp3203_08},
   Key = {fds272284}
}

@article{fds272292,
   Author = {Group, CPPR and Rhule, and D, and Vitaro, and F, and Vachon, and J},
   Title = {La prevention des problemes de comportement chez les
             enfants: le modele de Fast Track},
   Journal = {Revue de psychoeducation},
   Volume = {33},
   Number = {1},
   Pages = {177-203},
   Year = {2004},
   Key = {fds272292}
}

@article{fds272293,
   Author = {Henry, and B, D and Farrell, and D, A and Dodge, TMVPPKA and member},
   Title = {The study designed by a committee: Design of the Multisite
             Violence Prevention Project},
   Journal = {American Journal of Preventive Medicine},
   Volume = {26},
   Pages = {12-19},
   Year = {2004},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2758641/},
   Key = {fds272293}
}

@article{fds272295,
   Author = {Orpinas, and P, and Horne, and M, A and Dodge, TMVPPKA and member},
   Title = {A teacher-focused approach to prevent and reduce students'
             aggressive behavior: The GREAT Teacher Program},
   Journal = {American Journal of Preventive Medicine},
   Volume = {26},
   Pages = {29-38},
   Year = {2004},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2753434/},
   Key = {fds272295}
}

@article{fds272298,
   Author = {Miller-Johnson, and S, and Sullivan, and N, T and Simon, and R, T and Dodge, TMVPPKA and member},
   Title = {Evaluating the impact of interventions in the Multisite
             Violence Prevention Study: Samples, procedures, and
             measures},
   Journal = {American Journal of Preventive Medicine},
   Volume = {26},
   Number = {1 Suppl},
   Pages = {48-61},
   Year = {2004},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2755208/},
   Abstract = {This paper discusses the procedures and measures that were
             developed and utilized to evaluate the impact of the GREAT
             (Guiding Responsibility and Expectations in Adolescents
             Today and Tomorrow) programs in the Multisite Violence
             Prevention Project (MVPP). First, we describe the three
             different samples used to examine the impact of the
             programs, and the different sources of data used to assess
             these samples. Next, we outline procedures used to collect
             and manage the data. In the last section, we summarize the
             final set of measures selected for use in this study.
             Throughout the paper, we highlight ways in which the
             participating institutions collaborated to develop
             consistent procedures for use across the four sites.
             Overall, the paper provides important information related to
             the evaluation of violence prevention efforts, particularly
             for working effectively in multisite collaborative
             studies.},
   Doi = {10.1016/j.amepre.2003.09.015},
   Key = {fds272298}
}

@article{fds272299,
   Author = {Meyer, and L, A and Allison, and W, K and Reese, and E, L and Gay, and N, F and Dodge, TMVPPKA and member},
   Title = {Choosing to be violence free in middle school: The student
             component of the GREAT Schools and Families Universal
             Program.},
   Journal = {American Journal of Preventive Medicine},
   Volume = {26},
   Pages = {20-28},
   Year = {2004},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791963/},
   Key = {fds272299}
}

@article{fds272130,
   Author = {Deater-Deckard, K and Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE},
   Title = {The development of attitudes about physical punishment: an
             8-year longitudinal study.},
   Journal = {Journal of family psychology : JFP : journal of the Division
             of Family Psychology of the American Psychological
             Association (Division 43)},
   Volume = {17},
   Number = {3},
   Pages = {351-360},
   Year = {2003},
   Month = {September},
   url = {http://dx.doi.org/10.1037/0893-3200.17.3.351},
   Abstract = {We examined young adolescents' endorsement of parental use
             of corporal punishment to elucidate processes underlying the
             intergenerational transmission of discipline strategies. The
             community sample was ethnically and socioeconomically
             diverse. Mothers completed interviews and questionnaires
             when the target children were entering kindergarten (n =
             566) and in 6th and 8th grades. Adolescents completed
             questionnaires when they were in 8th grade (n = 425).
             Adolescents' attitudes about corporal punishment varied
             widely. Those adolescents who had been spanked by their own
             mothers were more approving of this discipline method,
             regardless of the overall frequency, timing, or chronicity
             of physical discipline they had received. However, there was
             no correlation among adolescents for whom physical
             maltreatment in early or middle childhood was
             suspected.},
   Doi = {10.1037/0893-3200.17.3.351},
   Key = {fds272130}
}

@article{fds272135,
   Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {Change in parents' monitoring knowledge: Links with
             parenting, relationship quality, adolescent beliefs, and
             antisocial behavior},
   Journal = {Social Development},
   Volume = {12},
   Number = {3},
   Pages = {401-419},
   Publisher = {WILEY},
   Year = {2003},
   Month = {August},
   url = {http://dx.doi.org/10.1111/1467-9507.00240},
   Abstract = {A longitudinal prospective design was used to examine
             antisocial behavior, two aspects of the parent-child
             relationship, inept parenting, and adolescents 'beliefs in
             the appropriateness of monitoring as predictors of parents'
             monitoring and change in monitoring during the high school
             years. A total of 426 adolescents provided reports of their
             parents 'monitoring knowledge during four yearly assessments
             beginning the summer before entering grade 9. Greater
             concurrent levels of monitoring knowledge were associated
             with less antisocial behavior, more parent-reported
             relationship enjoy-ment, adolescents and parents spending
             more time together, and adolescents reporting stronger
             beliefs in the appropriateness of parental monitoring.
             Weaker knowledge beliefs predicted increases in monitoring
             knowledge over time. More antisocial behavior problems were
             linked to lower levels of knowledge through less enjoyable
             parent-adolescent relationships, parents and adolescents
             spending less time together, and adolescents reporting
             weaker monitoring beliefs. Discussion focuses on processes
             linking antisocial behavior problems with low levels of
             monitoring knowledge.},
   Doi = {10.1111/1467-9507.00240},
   Key = {fds272135}
}

@article{fds272129,
   Author = {Keiley, MK and Lofthouse, N and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {Differential risks of covarying and pure components in
             mother and teacher reports of externalizing and
             internalizing behavior across ages 5 to 14.},
   Journal = {Journal of abnormal child psychology},
   Volume = {31},
   Number = {3},
   Pages = {267-283},
   Year = {2003},
   Month = {June},
   url = {http://dx.doi.org/10.1023/a:1023277413027},
   Abstract = {In a sample of 585 children assessed in kindergarten through
             8th grade, we fit a confirmatory factor model to both
             mother- and teacher-reported symptoms on the Achenbach
             checklists (CBCL, TRF) and determined that a covariation
             factor of externalizing and internalizing behaviors existed,
             in addition to the pure-form factors of externalizing and
             internalizing for each reporter. In 3 structural equation
             models, between 8 and 67% of the variance in these 6 latent
             factors was accounted for by a set of antecedent child,
             sociocultural, parenting, and peer risk variables. Each of
             the 6 latent factors, taken 2 at a time, was predicted by a
             unique set of risk variables; however, there were some
             patterns that held for both mother- and teacher-report
             symptom factors: Child temperamental unadaptability and
             female gender were predictors of higher internalizing
             symptoms; child temperamental resistance to control,
             parental harsh punishment, male gender, low SES, and peer
             rejection were related to higher externalizing symptoms
             whereas child temperamental unadaptability was related to
             lower externalizing symptoms; and peer rejection and family
             stress were also related to the covarying,
             externalizing-plus-internalizing component of both mother
             and teacher reports.},
   Doi = {10.1023/a:1023277413027},
   Key = {fds272129}
}

@article{fds272133,
   Author = {Lansford, JE and Criss, MM and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {Friendship Quality, Peer Group Affiliation, and Peer
             Antisocial Behavior as Moderators of the Link Between
             Negative Parenting and Adolescent Externalizing
             Behavior.},
   Journal = {Journal of research on adolescence : the official journal of
             the Society for Research on Adolescence},
   Volume = {13},
   Number = {2},
   Pages = {161-184},
   Year = {2003},
   Month = {May},
   ISSN = {1050-8392},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/20209019},
   Abstract = {Quality of peer relationships and perceived peer antisocial
             behavior were examined as moderators of the link between
             negative parenting and externalizing behavior problems in
             school from middle childhood to early adolescence. Data on
             negative parenting (i.e., unilateral parental decision
             making, low supervision and awareness, and harsh discipline)
             were collected from 362 parents in the summer preceding the
             adolescents' entry into Grade 6. Adolescent reports of
             positive peer relationships and peer antisocial behavior
             were assessed in the winter of Grade 7. The outcome measure
             was teacher report of adolescent externalizing behavior in
             the spring of Grade 7, controlling for externalizing
             behavior in Grade 5. High levels of friendship quality and
             peer group affiliation attenuated the association between
             unilateral parental decision making and adolescent
             externalizing behavior in school; this was particularly true
             when adolescents associated with peers perceived to be low
             in antisocial behavior. In addition, having low-quality peer
             relationships and having peers perceived to be highly
             antisocial further amplified the association between
             unilateral parental decision making and adolescent
             externalizing behavior problems. Finally, high levels of
             friend and peer group antisocial behavior exacerbated the
             predictiveness of harsh discipline for adolescents'
             externalizing behavior.},
   Doi = {10.1111/1532-7795.1302002},
   Key = {fds272133}
}

@article{fds272134,
   Author = {Laird, RD and Pettit, GS and Bates, JE and Dodge,
             KA},
   Title = {Parents' monitoring-relevant knowledge and adolescents'
             delinquent behavior: evidence of correlated developmental
             changes and reciprocal influences.},
   Journal = {Child development},
   Volume = {74},
   Number = {3},
   Pages = {752-768},
   Year = {2003},
   Month = {May},
   url = {http://dx.doi.org/10.1111/1467-8624.00566},
   Abstract = {Links between parental knowledge and adolescent delinquent
             behavior were tested for correlated rates of developmental
             change and reciprocal associations. For 4 years beginning at
             age 14, adolescents (N = 396) reported on their delinquent
             behavior and on their parents' knowledge of their
             whereabouts and activities. Parents completed measures of
             their adolescents' delinquent behavior. Knowledge was
             negatively correlated with delinquent behaviors at baseline,
             and increases over time in knowledge were negatively
             correlated with increases in parent-reported delinquent
             behavior. Reciprocal associations indicate that low levels
             of parental knowledge predict increases in delinquent
             behavior and that high levels of delinquent behavior predict
             decreases in knowledge. Discussion considers both
             youth-driven and parent-driven processes that may account
             for the correlated developmental changes and reciprocal
             associations.},
   Doi = {10.1111/1467-8624.00566},
   Key = {fds272134}
}

@article{fds272137,
   Author = {Ellis, BJ and Bates, JE and Dodge, KA and Fergusson, DM and Horwood, LJ and Pettit, GS and Woodward, L},
   Title = {Does father absence place daughters at special risk for
             early sexual activity and teenage pregnancy?},
   Journal = {Child development},
   Volume = {74},
   Number = {3},
   Pages = {801-821},
   Year = {2003},
   Month = {May},
   url = {http://dx.doi.org/10.1111/1467-8624.00569},
   Abstract = {The impact of father absence on early sexual activity and
             teenage pregnancy was investigated in longitudinal studies
             in the United States (N = 242) and New Zealand (N = 520), in
             which community samples of girls were followed prospectively
             from early in life (5 years) to approximately age 18.
             Greater exposure to father absence was strongly associated
             with elevated risk for early sexual activity and adolescent
             pregnancy. This elevated risk was either not explained (in
             the US. study) or only partly explained (in the New Zealand
             study) by familial, ecological, and personal disadvantages
             associated with father absence. After controlling for
             covariates, there was stronger and more consistent evidence
             of effects of father absence on early sexual activity and
             teenage pregnancy than on other behavioral or mental health
             problems or academic achievement. Effects of father absence
             are discussed in terms of life-course adversity,
             evolutionary psychology, social learning, and behavior
             genetic models.},
   Doi = {10.1111/1467-8624.00569},
   Key = {fds272137}
}

@article{fds272132,
   Author = {Pettit, GS and Dodge, KA},
   Title = {Violent children: bridging development, intervention, and
             public policy.},
   Journal = {Developmental psychology},
   Volume = {39},
   Number = {2},
   Pages = {187-188},
   Year = {2003},
   Month = {March},
   url = {http://dx.doi.org/10.1037/0012-1649.39.2.187},
   Abstract = {Childhood violence is a major public health and social
             policy concern in the United States. Scientists and
             policymakers alike have increasingly turned their attention
             to the causes of childhood violence and the extent to which
             its course can be modified through well-planned preventive
             interventions. However, it is not apparent that policymakers
             draw upon basic research findings in formulating their
             priorities and policies, nor is it apparent that
             developmental scientists incorporate policy considerations
             and prevention findings into their research frameworks and
             designs. The goal of this special issue on violent children
             is to begin to bridge the gaps among basic developmental
             science, prevention science, and public policy.},
   Doi = {10.1037/0012-1649.39.2.187},
   Key = {fds272132}
}

@article{fds272138,
   Author = {Dodge, KA and Pettit, GS},
   Title = {A biopsychosocial model of the development of chronic
             conduct problems in adolescence.},
   Journal = {Developmental psychology},
   Volume = {39},
   Number = {2},
   Pages = {349-371},
   Year = {2003},
   Month = {March},
   ISSN = {0012-1649},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/12661890},
   Abstract = {A biopsychosocial model of the development of adolescent
             chronic conduct problems is presented and supported through
             a review of empirical findings. This model posits that
             biological dispositions and sociocultural contexts place
             certain children at risk in early life but that life
             experiences with parents, peers. and social institutions
             increment and mediate this risk. A transactional
             developmental model is best equipped to describe the
             emergence of chronic antisocial behavior across time.
             Reciprocal influences among dispositions, contexts, and life
             experiences lead to recursive iterations across time that
             exacerbate or diminish antisocial development. Cognitive and
             emotional processes within the child, including the
             acquisition of knowledge and social-information-processing
             patterns, mediate the relation between life experiences and
             conduct problem outcomes. Implications for prevention
             research and public policy are noted.},
   Doi = {10.1037//0012-1649.39.2.349},
   Key = {fds272138}
}

@article{fds272139,
   Author = {Dodge, KA and Lansford, JE and Burks, VS and Bates, JE and Pettit, GS and Fontaine, R and Price, JM},
   Title = {Peer rejection and social information-processing factors in
             the development of aggressive behavior problems in
             children.},
   Journal = {Child development},
   Volume = {74},
   Number = {2},
   Pages = {374-393},
   Year = {2003},
   Month = {March},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/12705561},
   Abstract = {The relation between social rejection and growth in
             antisocial behavior was investigated. In Study 1,259 boys
             and girls (34% African American) were followed from Grades 1
             to 3 (ages 6-8 years) to Grades 5 to 7 (ages 10-12 years).
             Early peer rejection predicted growth in aggression. In
             Study 2,585 boys and girls (16% African American) were
             followed from kindergarten to Grade 3 (ages 5-8 years), and
             findings were replicated. Furthermore, early aggression
             moderated the effect of rejection, such that rejection
             exacerbated antisocial development only among children
             initially disposed toward aggression. In Study 3, social
             information-processing patterns measured in Study 1 were
             found to mediate partially the effect of early rejection on
             later aggression. In Study 4, processing patterns measured
             in Study 2 replicated the mediation effect. Findings are
             integrated into a recursive model of antisocial
             development.},
   Doi = {10.1111/1467-8624.7402004},
   Key = {fds272139}
}

@article{fds272140,
   Author = {Broidy, LM and Nagin, DS and Tremblay, RE and Bates, JE and Brame, B and Dodge, KA and Fergusson, D and Horwood, JL and Loeber, R and Laird, R and Lynam, DR and Moffitt, TE and Pettit, GS and Vitaro,
             F},
   Title = {Developmental trajectories of childhood disruptive behaviors
             and adolescent delinquency: a six-site, cross-national
             study.},
   Journal = {Developmental psychology},
   Volume = {39},
   Number = {2},
   Pages = {222-245},
   Year = {2003},
   Month = {March},
   url = {http://dx.doi.org/10.1037//0012-1649.39.2.222},
   Abstract = {This study used data from 6 sites and 3 countries to examine
             the developmental course of physical aggression in childhood
             and to analyze its linkage to violent and nonviolent
             offending outcomes in adolescence. The results indicate that
             among boys there is continuity in problem behavior from
             childhood to adolescence and that such continuity is
             especially acute when early problem behavior takes the form
             of physical aggression. Chronic physical aggression during
             the elementary school years specifically increases the risk
             for continued physical violence as well as other nonviolent
             forms of delinquency during adolescence. However, this
             conclusion is reserved primarily for boys, because the
             results indicate no clear linkage between childhood physical
             aggression and adolescent offending among female samples
             despite notable similarities across male and female samples
             in the developmental course of physical aggression in
             childhood.},
   Doi = {10.1037//0012-1649.39.2.222},
   Key = {fds272140}
}

@article{fds272141,
   Author = {Beyers, JM and Bates, JE and Pettit, GS and Dodge,
             KA},
   Title = {Neighborhood structure, parenting processes, and the
             development of youths' externalizing behaviors: a multilevel
             analysis.},
   Journal = {American journal of community psychology},
   Volume = {31},
   Number = {1-2},
   Pages = {35-53},
   Year = {2003},
   Month = {March},
   ISSN = {0091-0562},
   url = {http://dx.doi.org/10.1023/a:1023018502759},
   Abstract = {Associations among neighborhood structure, parenting
             processes, and the development of externalizing behavior
             problems were investigated in a longitudinal sample of early
             adolescents (from age 11 to 13). Mothers' reports of
             parental monitoring (at age 11), mothers' and youths'
             reports of the amount of youths' unsupervised time (at age
             11), and youths' reports of positive parental involvement
             (at age 12) were used to predict initial levels (at age 11)
             and growth rates in youths' externalizing behavior as
             reported by teachers. Census-based measures of neighborhood
             structural disadvantage, residential instability, and
             concentrated affluence were expected to moderate the effects
             of parenting processes (e.g., parental monitoring) on
             externalizing behavior. Hierarchical linear modeling results
             revealed that less parental monitoring was associated with
             more externalizing behavior problems at age 11, and more
             unsupervised time spent out in the community (vs.
             unsupervised time in any context) and less positive parental
             involvement were associated with increases in externalizing
             behavior across time. Furthermore, the decrease in
             externalizing levels associated with more parental
             monitoring was significantly more pronounced when youths
             lived in neighborhoods with more residential
             instability.},
   Doi = {10.1023/a:1023018502759},
   Key = {fds272141}
}

@article{fds272128,
   Author = {McCarty, and A, C and McMahon, and J, R and Group,
             TCPPR},
   Title = {Mediators of the Relation Between Maternal Depressive
             Symptoms and Child Internalizing and Disruptive Behavior
             Disorders},
   Journal = {Journal of Family Psychology},
   Volume = {17},
   Number = {4},
   Pages = {545-556},
   Year = {2003},
   ISSN = {0893-3200},
   url = {http://dx.doi.org/10.1037/0893-3200.17.4.545},
   Abstract = {Drawing on a normative sample of 224 youth and their
             biological mothers, this study tested 4 family variables as
             potential mediators of the relationship between maternal
             depressive symptoms in early childhood and child
             psychological outcomes in preadolescence. The mediators
             examined included mother-child communication, the quality of
             the mother-child relationship, maternal social support, and
             stressful life events in the family. The most parsimonious
             structural equation model suggested that having a more
             problematic mother-child relationship mediated disruptive
             behavior-disordered outcomes for youths, whereas less
             maternal social support mediated the development of
             internalizing disorders. Gender and race were tested as
             moderators, but significant model differences did not emerge
             between boys and girls or between African American and
             Caucasian youths.},
   Doi = {10.1037/0893-3200.17.4.545},
   Key = {fds272128}
}

@article{fds272131,
   Author = {Chang, LE and Schwartz, D and Dodge, KA and McBride Chang,
             CA},
   Title = {Harsh Parenting in Relation to Child Emotion Regulation and
             Aggression},
   Journal = {Journal of Family Psychology},
   Volume = {17},
   Number = {4},
   Pages = {598-606},
   Year = {2003},
   ISSN = {0893-3200},
   url = {http://dx.doi.org/10.1037/0893-3200.17.4.598},
   Abstract = {This study presents a model of harsh parenting that has an
             indirect effect, as well as a direct effect, on child
             aggression in the school environment through the mediating
             process of child emotion regulation. Tested on a sample of
             325 Chinese children and their parents, the model showed
             adequate goodness of fit. Also investigated were interaction
             effects between parents' and children's gender. Mothers'
             harsh parenting affected child emotion regulation more
             strongly than fathers', whereas harsh parenting emanating
             from fathers had a stronger effect on child aggression.
             Fathers' harsh parenting also affected sons more than
             daughters, whereas there was no gender differential effect
             with mothers' harsh parenting. These results are discussed
             with an emphasis on negative emotionality as a potentially
             common cause of family perturbations, including parenting
             and child adjustment problems.},
   Doi = {10.1037/0893-3200.17.4.598},
   Key = {fds272131}
}

@article{fds272136,
   Author = {Foster, EM and Dodge, KA and Jones, D},
   Title = {Issues in the Economic Evaluation of Prevention
             Programs},
   Journal = {Applied Developmental Science},
   Volume = {7},
   Number = {2},
   Pages = {76-86},
   Publisher = {Informa UK Limited},
   Year = {2003},
   url = {http://dx.doi.org/10.1207/S1532480XADS0702_4},
   Abstract = {Economic analysis plays an increasingly important role in
             prevention research. In this article, we describe one form
             of economic analysis, a cost analysis. Such an analysis
             captures not only the direct costs of an intervention but
             also its impact on the broader social costs of the illness
             or problem targeted. The key question is whether the direct
             costs are offset by reductions in the other,
             morbidity-related costs, such as the use of expensive
             services. We begin by describing how economists think about
             costs. We then outline the steps involved in calculating the
             costs of delivering an intervention, including both implicit
             and explicit costs. Next we examine methods for estimating
             the morbidity-related costs of the illness or problem
             targeted by the intervention. Finally, we identify the
             challenges one faces when conducting such an analysis.
             Throughout the article, we illustrate key points using our
             experiences with evaluating the Fast Track intervention, a
             multiyear, multicomponent intervention targeted to children
             at risk of emotional and behavioral problems.},
   Doi = {10.1207/S1532480XADS0702_4},
   Key = {fds272136}
}

@article{fds272143,
   Author = {Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE and Crozier, J and Kaplow, J},
   Title = {A 12-year prospective study of the long-term effects of
             early child physical maltreatment on psychological,
             behavioral, and academic problems in adolescence.},
   Journal = {Archives of pediatrics & adolescent medicine},
   Volume = {156},
   Number = {8},
   Pages = {824-830},
   Year = {2002},
   Month = {August},
   ISSN = {1072-4710},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/12144375},
   Abstract = {<h4>Objective</h4>To determine whether child physical
             maltreatment early in life has long-term effects on
             psychological, behavioral, and academic problems independent
             of other characteristics associated with
             maltreatment.<h4>Design</h4>Prospective longitudinal study
             with data collected annually from 1987 through
             1999.<h4>Setting and participants</h4>Randomly selected,
             community-based samples of 585 children from the ongoing
             Child Development Project were recruited the summer before
             children entered kindergarten in 3 geographic sites.
             Seventy-nine percent continued to participate in grade 11.
             The initial in-home interviews revealed that 69 children
             (11.8%) had experienced physical maltreatment prior to
             kindergarten matriculation.<h4>Main outcome
             measures</h4>Adolescent assessment of school grades,
             standardized test scores, absences, suspensions, aggression,
             anxiety/depression, other psychological problems, drug use,
             trouble with police, pregnancy, running away, gang
             membership, and educational aspirations.<h4>Results</h4>Adolescents
             maltreated early in life were absent from school more than
             1.5 as many days, were less likely to anticipate attending
             college compared with nonmaltreated adolescents, and had
             levels of aggression, anxiety/depression, dissociation,
             posttraumatic stress disorder symptoms, social problems,
             thought problems, and social withdrawal that were on average
             more than three quarters of an SD higher than those of their
             nonmaltreated counterparts. The findings held after
             controlling for family and child characteristics correlated
             with maltreatment.<h4>Conclusions</h4>Early physical
             maltreatment predicts adolescent psychological and
             behavioral problems, beyond the effects of other factors
             associated with maltreatment. Undetected early physical
             maltreatment in community populations represents a major
             problem worthy of prevention.},
   Doi = {10.1001/archpedi.156.8.824},
   Key = {fds272143}
}

@article{fds272149,
   Author = {Criss, MM and Pettit, GS and Bates, JE and Dodge, KA and Lapp,
             AL},
   Title = {Family adversity, positive peer relationships, and
             children's externalizing behavior: a longitudinal
             perspective on risk and resilience.},
   Journal = {Child development},
   Volume = {73},
   Number = {4},
   Pages = {1220-1237},
   Year = {2002},
   Month = {July},
   ISSN = {0009-3920},
   url = {http://dx.doi.org/10.1111/1467-8624.00468},
   Abstract = {Peer acceptance and friendships were examined as moderators
             in the link between family adversity and child externalizing
             behavioral problems. Data on family adversity (i.e.,
             ecological disadvantage, violent marital conflict, and harsh
             discipline) and child temperament and social information
             processing were collected during home visits from 585
             families with 5-year-old children. Children's peer
             acceptance, friendship, and friends' aggressiveness were
             assessed with sociometric methods in kindergarten and grade
             1. Teachers provided ratings of children's externalizing
             behavior problems in grade 2. Peer acceptance served as a
             moderator for all three measures of family adversity, and
             friendship served as a moderator for harsh discipline.
             Examination of regression slopes indicated that family
             adversity was not significantly associated with child
             externalizing behavior at high levels of positive peer
             relationships. These moderating effects generally were not
             qualified by child gender, ethnicity, or friends'
             aggressiveness, nor were they accounted for by child
             temperament or social information-processing patterns. The
             need for process-oriented studies of risk and protective
             factors is stressed.},
   Doi = {10.1111/1467-8624.00468},
   Key = {fds272149}
}

@article{fds272151,
   Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
             JE and McMahon, RJ and Pinderhughes, E},
   Title = {The implementation of the Fast Track program: an example of
             a large-scale prevention science efficacy
             trial.},
   Journal = {Journal of abnormal child psychology},
   Volume = {30},
   Number = {1},
   Pages = {1-17},
   Year = {2002},
   Month = {February},
   ISSN = {0091-0627},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2756657/},
   Abstract = {In 1990, the Fast Track Project was initiated to evaluate
             the feasibility and effectiveness of a comprehensive,
             multicomponent prevention program targeting children at risk
             for conduct disorders in four demographically diverse
             American communities (Conduct Problems Prevention Research
             Group [CPPRG], 1992). Representing a prevention science
             approach toward community-based preventive intervention, the
             Fast Track intervention design was based upon the available
             data base elucidating the epidemiology of risk for conduct
             disorder and suggesting key causal developmental influences
             (R. P. Weissberg & M. T. Greenberg, 1998). Critical
             questions about this approach to prevention center around
             the extent to which such a science-based program can be
             effective at (1) engaging community members and
             stakeholders, (2) maintaining intervention fidelity while
             responding appropriately to the local norms and needs of
             communities that vary widely in their demographic and
             cultural/ethnic composition, and (3) maintaining community
             engagement in the long-term to support effective and
             sustainable intervention dissemination. This paper discusses
             these issues, providing examples from the Fast Track project
             to illustrate the process of program implementation and the
             evidence available regarding the success of this
             science-based program at engaging communities in sustainable
             and effective ways as partners in prevention
             programming.},
   Doi = {10.1023/A:1014292830216},
   Key = {fds272151}
}

@article{fds272152,
   Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
             JE and McMahon, RJ and Pinderhughes, EE},
   Title = {Predictor variables associated with positive Fast Track
             outcomes at the end of third grade.},
   Journal = {Journal of abnormal child psychology},
   Volume = {30},
   Number = {1},
   Pages = {37-52},
   Year = {2002},
   Month = {February},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1023/A:1014227031125},
   Abstract = {Progress has been made in understanding the outcome effects
             of preventive interventions and treatments designed to
             reduce children's conduct problems. However, limited
             research has explored the factors that may affect the degree
             to which an intervention is likely to benefit particular
             individuals. This study examines selected child, family, and
             community baseline characteristics that may predict proximal
             outcomes from the Fast Track intervention. The primary goal
             of this study was to examine predictors of outcomes after 3
             years of intervention participation, at the end of 3rd
             grade. Three types of proximal outcomes were examined:
             parent-rated aggression, teacher-rated oppositional-aggressive
             behavior, and special education involvement. The relation
             between 11 risk factors and these 3 outcomes was examined,
             with separate regression analyses for the intervention and
             control groups. Moderate evidence of prediction of outcome
             effects was found, although none of the baseline variables
             were found to predict all 3 outcomes, and different patterns
             of prediction emerged for home versus school
             outcomes.},
   Doi = {10.1023/A:1014227031125},
   Key = {fds272152}
}

@article{fds272153,
   Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
             JE and McMahon, RJ and Pinderhughes, EE},
   Title = {Evaluation of the first 3 years of the Fast Track prevention
             trial with children at high risk for adolescent conduct
             problems.},
   Journal = {Journal of abnormal child psychology},
   Volume = {30},
   Number = {1},
   Pages = {19-35},
   Year = {2002},
   Month = {February},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1023/a:1014274914287},
   Abstract = {Fast Track is a conduct-problem prevention trial that
             derives its intervention from longitudinal research on how
             serious and chronic adolescent problem behaviors develop.
             Over 9,000 kindergarten children at 4 sites in 3 cohorts
             were screened, and 891 were identified as high risk and then
             randomly assigned to intervention or control groups.
             Beginning in Grade 1, high-risk children and their parents
             were asked to participate in a combination of social skills
             and anger-control training, academic tutoring, parent
             training, and home visiting. A multiyear universal classroom
             program was delivered to the core schools attended by these
             high-risk children. By the end of third grade, 37% of the
             intervention group was determined to be free of serious
             conduct-problem dysfunction, in contrast with 27% of the
             control group. Teacher ratings of conduct problems and
             official records of use of special education resources gave
             modest effect-size evidence that the intervention was
             preventing conduct problem behavior at school. Parent
             ratings provided additional support for prevention of
             conduct problems at home. Parenting behavior and children's
             social cognitive skills that had previously emerged as
             proximal outcomes at the end of the 1st year of intervention
             continued to show positive effects of the intervention at
             the end of third grade.},
   Doi = {10.1023/a:1014274914287},
   Key = {fds272153}
}

@article{fds272146,
   Author = {Fontaine, RG and Burks, VS and Dodge, KA},
   Title = {Response decision processes and externalizing behavior
             problems in adolescents.},
   Journal = {Development and psychopathology},
   Volume = {14},
   Number = {1},
   Pages = {107-122},
   Year = {2002},
   Month = {January},
   ISSN = {0954-5794},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/11893088},
   Abstract = {Externalizing behavior problems of 124 adolescents were
             assessed across Grades 7-11. In Grade 9, participants were
             also assessed across social-cognitive domains after
             imagining themselves as the object of provocations portrayed
             in six videotaped vignettes. Participants responded to
             vignette-based questions representing multiple processes of
             the response decision step of social information processing.
             Phase 1 of our investigation supported a two-factor model of
             the response evaluation process of response decision
             (response valuation and outcome expectancy). Phase 2 showed
             significant relations between the set of these response
             decision processes, as well as response selection, measured
             in Grade 9 and (a) externalizing behavior in Grade 9 and (b)
             externalizing behavior in Grades 10-11, even after
             controlling externalizing behavior in Grades 7-8. These
             findings suggest that on-line behavioral judgments about
             aggression play a crucial role in the maintenance and growth
             of aggressive response tendencies in adolescence.},
   Doi = {10.1017/s0954579402001062},
   Key = {fds272146}
}

@article{fds304169,
   Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
             JE and McMahon, RJ and Pinderhughes, EE and Conduct Problems
             Prevention Research Group},
   Title = {Using the Fast Track randomized prevention trial to test the
             early-starter model of the development of serious conduct
             problems.},
   Journal = {Development and psychopathology},
   Volume = {14},
   Number = {4},
   Pages = {925-943},
   Year = {2002},
   Month = {January},
   ISSN = {0954-5794},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/12549710},
   Abstract = {The Fast Track prevention trial was used to test hypotheses
             from the Early-Starter Model of the development of chronic
             conduct problems. We randomly assigned 891 high-risk
             first-grade boys and girls (51% African American) to receive
             the long-term Fast Track prevention or not. After 4 years,
             outcomes were assessed through teacher ratings, parent
             ratings, peer nominations, and child self-report. Positive
             effects of assignment to intervention were evident in
             teacher and parent ratings of conduct problems, peer social
             preference scores, and association with deviant peers.
             Assessments of proximal goals of intervention (e.g., hostile
             attributional bias, problem-solving skill, harsh parental
             discipline, aggressive and prosocial behavior at home and
             school) collected after grade 3 were found to partially
             mediate these effects. The findings are interpreted as
             consistent with developmental theory.},
   Doi = {10.1017/s0954579402004133},
   Key = {fds304169}
}

@article{fds13041,
   Author = {Dodge, K.A. and Putallaz, M. and Malone, D.},
   Title = {Coming of Age: The Department of Education},
   Journal = {Phi Delta Kappan},
   Volume = {83},
   Pages = {674-676},
   Year = {2002},
   url = {http://hdl.handle.net/10161/8002},
   Key = {fds13041}
}

@article{fds13046,
   Author = {Lansford, J.E. and Dodge, K.A. and Pettit, G.S. and Bates, J.E. and Crozier, J. and Kaplow, J.},
   Title = {A 12-Year Prospective Study of the Long-Term Effects of
             Early Child Physical Maltreatment and Psychological
             Behavioral, and Academic Problems in Adolescence},
   Journal = {Archives of Pediatrics and Adolescent Medicine},
   Volume = {156},
   Pages = {824-830},
   Year = {2002},
   Key = {fds13046}
}

@article{fds39754,
   Author = {Dodge, K.A. and Putallaz, M. and Malone, D.},
   Title = {The Duke Education Leadership Summit},
   Journal = {Phi Delta Kappan},
   Volume = {83},
   Series = {Special section},
   Pages = {674-720},
   Year = {2002},
   Key = {fds39754}
}

@article{fds44855,
   Author = {Dodge, K.A.},
   Title = {Media Production Leave No Child Behind: Education Leadership
             Summit},
   Year = {2002},
   Key = {fds44855}
}

@article{fds272142,
   Author = {Miller-Johnson, and S, and Coie, and D, J and Maumary-Gremaud, and A, and Bierman, and K, and Group, TCPPR},
   Title = {Peer Rejection and Aggression and Early Starter Models of
             Conduct Disorder},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {30},
   Number = {3},
   Pages = {217-230},
   Year = {2002},
   ISSN = {0091-0627},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/12041708},
   Abstract = {Peer rejection and aggression in the early school years were
             examined for their relevance to early starting conduct
             problems. The sample of 657 boys and girls from 4
             geographical locations was followed from 1st through 4th
             grades. Peer rejection in 1st grade added incrementally to
             the prediction of early starting conduct problems in 3rd and
             4th grades, over and above the effects of aggression. Peer
             rejection and aggression in 1st grade were also associated
             with the impulsive and emotionally reactive behaviors found
             in older samples. Being rejected by peers subsequent to 1st
             grade marginally added to the prediction of early starting
             conduct problems in 3rd and 4th grades, controlling for 1st
             grade ADHD symptoms and aggression. Furthermore, peer
             rejection partially mediated the predictive relation between
             early ADHD symptoms and subsequent conduct problems. These
             results support the hypothesis that the experience of peer
             rejection in the early school years adds to the risk for
             early starting conduct problems.},
   Doi = {10.1023/a:1015198612049},
   Key = {fds272142}
}

@article{fds272144,
   Author = {Kaplow, and B, J and Curran, and J, P and Dodge, and A, K and Group,
             TCPPR},
   Title = {Child, Parent, and Peer Predictors of Early-Onset Substance
             Use: A Multi-Site Longitudinal Study},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {30},
   Number = {3},
   Pages = {199-216},
   Year = {2002},
   ISSN = {0091-0627},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/12041707},
   Abstract = {The purpose of this study was to identify kindergarten-age
             predictors of early-onset substance use from demographic,
             environmental, parenting, child psychological, behavioral,
             and social functioning domains. Data from a longitudinal
             study of 295 children were gathered using
             multiple-assessment methods and multiple informants in
             kindergarten and 1st grade. Annual assessments at ages 10,
             11, and 12 reflected that 21% of children reported having
             initiated substance use by age 12. Results from longitudinal
             logistic regression models indicated that risk factors at
             kindergarten include being male, having a parent who abused
             substances, lower levels of parental verbal reasoning,
             higher levels of overactivity, more thought problems, and
             more social problem solving skills deficits. Children with
             no risk factors had less than a 10% chance of initiating
             substance use by age 12, whereas children with 2 or more
             risk factors had greater than a 50% chance of initiating
             substance use. Implications for typology, etiology, and
             prevention are discussed.},
   Doi = {10.1023/a:1015183927979},
   Key = {fds272144}
}

@article{fds272145,
   Author = {Jones, and D, and Dodge, and A, K and Foster, and M, E and Nix, and R, and Group, TCPPR},
   Title = {Early Identification of Children at Risk for Costly Mental
             Health Service Use},
   Journal = {Prevention Science},
   Volume = {3},
   Number = {4},
   Pages = {247-256},
   Year = {2002},
   ISSN = {1389-4986},
   url = {http://dx.doi.org/10.1023/a:1020896607298},
   Abstract = {Children and adolescents with serious and persistent conduct
             problems often require large public expenditures.
             Successfully diverting one high risk child from unfortunate
             outcomes may result in a net savings to society of nearly $2
             million, not to mention improving the life of that child and
             his or her family. This figure highlights the potential of
             prevention, which often rests on the ability to identify
             these children at a young age. This study examined the
             ability of a short conduct-problems screening procedure to
             predict future need for mental health assistance, special
             education services, and the juvenile justice system during
             elementary school ages. The screen was based on teacher and
             parent report of child behavioral habits in kindergarten,
             and was used to identify children as either at risk or not
             at risk for behavioral problems. Service outcomes were
             derived from a service-use assessment administered to
             parents at the end of the sixth grade, while special
             education information was gathered through a survey of
             school records. Study participants (463 kindergarten
             children; 54% male, 44% African American) were from
             economically disadvantaged neighborhoods in four diverse
             communities across the United States. Results indicated
             that, while controlling for demographic background
             variables, the risk indicator strongly predicted which
             children would require services related to conduct disorder
             or behavioral/emotional problems. Additional analyses
             revealed that the dichotomous high risk indicator was nearly
             as strong as the continuous screening variable in predicting
             the service-use outcomes, and that the screening of both
             parents and teachers may not be necessary for determining
             risk status.},
   Doi = {10.1023/a:1020896607298},
   Key = {fds272145}
}

@article{fds272147,
   Author = {Farmer, and D, A and Jr, and Bierman, and L, K and Group,
             TCPPR},
   Title = {Predictors and Consequences of Aggressive-Withdrawn Problem
             Profiles in Early Grade School},
   Journal = {Journal of Clinical Child and Adolescent
             Psychology},
   Volume = {31},
   Number = {3},
   Pages = {299-311},
   Year = {2002},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791964/},
   Abstract = {Identified first-grade children who exhibited 4 different
             behavior problem profiles from an initial sample of 754:
             aggressive-withdrawn (n = 63.8%) aggressive only (n = 165,
             22%), withdrawn only (n = 94, 12%), and nonproblem (n = 432,
             57%). Group comparisons revealed that children who became
             aggressive-withdrawn in first grade exhibited deficits in
             attention and social skills in kindergarten. Furthermore,
             these kindergarten deficits contributed to the emergence of
             their aggressive-withdrawn behavior problems in first grade,
             after accounting for kindergarten levels of aggressive and
             withdrawn behaviors. In later grades, aggressive-withdrawn
             first-grade children were more likely than children in any
             other group to demonstrate poor peer relations and poor
             academic performance. In addition, kindergarten skill
             deficits added to first-grade aggressive and withdrawn
             behavior problems to predict third-grade social and academic
             adjustment difficulties. The results document the key role
             of early inattention and social skill deficits in the
             prediction of aggressive-withdrawn problem profiles,
             validate the significance of this problem profile at school
             entry, and identify potential developmental mechanisms that
             have implications for preventive interventions.},
   Doi = {10.1207/s15374424jccp3103_02},
   Key = {fds272147}
}

@article{fds272148,
   Author = {Dodge, and A, K and Laird, and R, and Lochman, and E, J and Zelli, and A, and Group, TCPPR},
   Title = {Multidimensional Latent-Construct Analysis of Children's
             Social Information Processing Patterns: Correlations with
             Aggressive Behavior Problems},
   Journal = {Psychological Assessment},
   Volume = {14},
   Number = {1},
   Pages = {60-73},
   Year = {2002},
   ISSN = {1040-3590},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/11911050},
   Abstract = {Social information processing (SIP) patterns were
             conceptualized in orthogonal domains of process and context
             and measured through responses to hypothetical vignettes in
             a stratified sample of 387 children (50% boys; 49% minority)
             from 4 geographical sites followed from kindergarten through
             3rd grade. Multidimensional, latent-construct, confirmatory
             factor analyses supported the within-construct internal
             consistency, cross-construct discrimination, and
             multidimensionality of SIP patterns. Contrasts among nested
             structural equation models indicated that SIP constructs
             significantly predicted children's aggressive behavior
             problems as measured by later teacher reports. The findings
             support the multidimensional construct validity of
             children's social cognitive patterns and the relevance of
             SIP patterns in children's aggressive behavior
             problems.},
   Doi = {10.1037//1040-3590.14.1.60},
   Key = {fds272148}
}

@article{fds272150,
   Author = {Group, CPPR},
   Title = {Using the Fast Track Randomiized Prevention Trial to Test
             the Early-Starter Model of the Development of Serious
             Conduct Problems},
   Journal = {Development and Psychopathology},
   Volume = {14},
   Number = {4},
   Pages = {927-945},
   Year = {2002},
   ISSN = {0954-5794},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/12549710},
   Abstract = {The Fast Track prevention trial was used to test hypotheses
             from the Early-Starter Model of the development of chronic
             conduct problems. We randomly assigned 891 high-risk
             first-grade boys and girls (51% African American) to receive
             the long-term Fast Track prevention or not. After 4 years,
             outcomes were assessed through teacher ratings, parent
             ratings, peer nominations, and child self-report. Positive
             effects of assignment to intervention were evident in
             teacher and parent ratings of conduct problems, peer social
             preference scores, and association with deviant peers.
             Assessments of proximal goals of intervention (e.g., hostile
             attributional bias, problem-solving skill, harsh parental
             discipline, aggressive and prosocial behavior at home and
             school) collected after grade 3 were found to partially
             mediate these effects. The findings are interpreted as
             consistent with developmental theory.},
   Key = {fds272150}
}

@article{fds272158,
   Author = {Colwell, MJ and Pettit, GS and Meece, D and Bates, JE and Dodge,
             KA},
   Title = {Cumulative Risk and Continuity in Nonparental Care from
             Infancy to Early Adolescence.},
   Journal = {Merrill-Palmer quarterly (Wayne State University.
             Press)},
   Volume = {47},
   Number = {2},
   Pages = {207-234},
   Year = {2001},
   Month = {April},
   url = {http://dx.doi.org/10.1353/mpq.2001.0009},
   Abstract = {Variations in amounts of nonparental care across infancy,
             preschool, early elementary school, and early adolescence
             were examined in a longitudinal sample (N = 438). Of
             interest was (a) continuity in use of the different
             arrangements, (b) whether the arrangements were additively
             and cumulatively associated with children's externalizing
             behavior problems, and (c) whether predictive relations were
             accounted for by social-ecological (socioeconomic status,
             mothers' employment status, marital status) and
             social-experiential (parenting quality, exposure to
             aggressive peers) factors. Correlations among overall
             amounts of care provided little evidence of cross-time
             continuity. Consistent with the cumulative risk perspective,
             Grade 1 self-care and Grade 6 unsupervised peer contact
             incrementally predicted Grade 6 externalizing problems. Most
             of the predictive associations were accounted for by family
             background and social relationship factors.},
   Doi = {10.1353/mpq.2001.0009},
   Key = {fds272158}
}

@article{fds272154,
   Author = {Pettit, GS and Laird, RD and Dodge, KA and Bates, JE and Criss,
             MM},
   Title = {Antecedents and behavior-problem outcomes of parental
             monitoring and psychological control in early
             adolescence.},
   Journal = {Child development},
   Volume = {72},
   Number = {2},
   Pages = {583-598},
   Year = {2001},
   Month = {March},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2766099/},
   Abstract = {The early childhood antecedents and behavior-problem
             correlates of monitoring and psychological control were
             examined in this prospective, longitudinal, multi-informant
             study. Parenting data were collected during home visit
             interviews with 440 mothers and their 13-year-old children.
             Behavior problems (anxiety/depression and delinquent
             behavior) were assessed via mother, teacher, and/or
             adolescent reports at ages 8 through 10 years and again at
             ages 13 through 14. Home-interview data collected at age 5
             years were used to measure antecedent parenting
             (harsh/reactive, positive/proactive), family background
             (e.g., socioeconomic status), and mother-rated child
             behavior problems. Consistent with expectation, monitoring
             was anteceded by a proactive parenting style and by
             advantageous family-ecological characteristics, and
             psychological control was anteceded by harsh parenting and
             by mothers' earlier reports of child externalizing problems.
             Consistent with prior research, monitoring was associated
             with fewer delinquent behavior problems. Links between
             psychological control and adjustment were more complex: High
             levels of psychological control were associated with more
             delinquent problems for girls and for teens who were low in
             preadolescent delinquent problems, and with more
             anxiety/depression for girls and for teens who were high in
             preadolescent anxiety/depression.},
   Doi = {10.1111/1467-8624.00298},
   Key = {fds272154}
}

@article{fds272156,
   Author = {Hubbard, JA and Dodge, KA and Cillessen, AH and Coie, JD and Schwartz,
             D},
   Title = {The dyadic nature of social information processing in boys'
             reactive and proactive aggression.},
   Journal = {Journal of personality and social psychology},
   Volume = {80},
   Number = {2},
   Pages = {268-280},
   Year = {2001},
   Month = {February},
   ISSN = {0022-3514},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/11220445},
   Abstract = {The correlation between boys' social cognitions and their
             aggressive behavior toward peers was examined as being actor
             driven, partner driven, or dyadic relationship driven.
             Eleven groups of 6 familiar boys each (N = 165 dyads) met
             for 5 consecutive days to participate in play sessions and
             social-cognitive interviews. With a variance partitioning
             procedure, boys' social-cognitive processes were found to
             vary reliably across their dyadic relationships.
             Furthermore, mixed models regression analyses indicated that
             hostile attributional biases toward a particular peer were
             related to directly observed reactive aggression toward that
             peer even after controlling for actor and partner effects,
             suggesting that these phenomena are dyadic or relationship
             oriented. On the other hand, the relation between outcome
             expectancies for aggression and the display of proactive
             aggression appeared to be more actor driven and partner
             driven that dyadic.},
   Doi = {10.1037/0022-3514.80.2.268},
   Key = {fds272156}
}

@article{fds272116,
   Author = {Laird, RD and Jordan, KY and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Peer rejection in childhood, involvement with antisocial
             peers in early adolescence, and the development of
             externalizing behavior problems.},
   Journal = {Development and psychopathology},
   Volume = {13},
   Number = {2},
   Pages = {337-354},
   Year = {2001},
   Month = {January},
   url = {http://dx.doi.org/10.1017/s0954579401002085},
   Abstract = {A longitudinal, prospective design was used to examine the
             roles of peer rejection in middle childhood and antisocial
             peer involvement in early adolescence in the development of
             adolescent externalizing behavior problems. Both early
             starter and late starter pathways were considered. Classroom
             sociometric interviews from ages 6 through 9 years,
             adolescent reports of peers' behavior at age 13 years, and
             parent, teacher, and adolescent self-reports of
             externalizing behavior problems from age 5 through 14 years
             were available for 400 adolescents. Results indicate that
             experiencing peer rejection in elementary school and greater
             involvement with antisocial peers in early adolescence are
             correlated but that these peer relationship experiences may
             represent two different pathways to adolescent externalizing
             behavior problems. Peer rejection experiences, but not
             involvement with antisocial peers. predict later
             externalizing behavior problems when controlling for
             stability in externalizing behavior. Externalizing problems
             were most common when rejection was experienced repeatedly.
             Early externalizing problems did not appear to moderate the
             relation between peer rejection and later problem behavior.
             Discussion highlights multiple pathways connecting
             externalizing behavior problems from early childhood through
             adolescence with peer relationship experiences in middle
             childhood and early adolescence.},
   Doi = {10.1017/s0954579401002085},
   Key = {fds272116}
}

@article{fds272157,
   Author = {Dodge, KA},
   Title = {The science of youth violence prevention. Progressing from
             developmental epidemiology to efficacy to effectiveness to
             public policy.},
   Journal = {American journal of preventive medicine},
   Volume = {20},
   Number = {1 Suppl},
   Pages = {63-70},
   Year = {2001},
   Month = {January},
   ISSN = {0749-3797},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/11146262},
   Abstract = {Public policy in the United States has historically
             considered youth violence as a moral problem to be punished
             after the fact, but growing scientific evidence supports a
             public health perspective on violent behavior as an
             interaction between cultural forces and failures in
             development. Prevention science has provided a bridge
             between an understanding of how chronic violence develops
             and how prevention programs can interrupt that development.
             Articles in this journal supplement provide yet another
             bridge between efficacious university-based programs and
             effective community-based programs. It is suggested that yet
             one more bridge will need to be constructed in future
             research between community-based programs that are known to
             be effective and community-wide implementation of prevention
             efforts at full scale. This last bridge integrates the
             science of children's development, the science of
             prevention, and the science of public policy.},
   Doi = {10.1016/s0749-3797(00)00275-0},
   Key = {fds272157}
}

@article{fds272213,
   Author = {Keiley, MK and Howe, TR and Dodge, KA and Bates, JE and Petti,
             GS},
   Title = {The timing of child physical maltreatment: a cross-domain
             growth analysis of impact on adolescent externalizing and
             internalizing problems.},
   Journal = {Development and psychopathology},
   Volume = {13},
   Number = {4},
   Pages = {891-912},
   Year = {2001},
   Month = {January},
   url = {http://dx.doi.org/10.1023/A:1005122814723},
   Abstract = {In a sample of 578 children assessed in kindergarten through
             the eighth grade, we used growth modeling to determine the
             basic developmental trajectories of mother-reported and
             teacher-reported externalizing and internalizing behaviors
             for three physical maltreatment groups of
             children-early-harmed (prior to age 5 years), later-harmed
             (age 5 years and over), and nonharmed--controlling for SES
             and gender. Results demonstrated that the earlier children
             experienced harsh physical treatment by significant adults,
             the more likely they were to experience adjustment problems
             in early adolescence. Over multiple domains, early physical
             maltreatment was related to more negative sequelae than the
             same type of maltreatment occurring at later periods. In
             addition, the fitted growth models revealed that the
             early-harmed group exhibited someswhat higher initial levels
             of teacher-reported externalizing problems in kindergarten
             and significantly different rates of change in these problem
             behaviors than other children, as reported by mothers over
             the 9 years of this study. The early-harmed children were
             also seen by teachers, in kindergarten, as exhibiting higher
             levels of internalizing behaviors. The later-harmed children
             were seen by their teachers as increasing their
             externalizing problem behaviors more rapidly over the 9
             years than did the early- or nonharmed children. These
             findings indicate that the timing of maltreatment is a
             salient factor in examining the developmental effects of
             physical harm.},
   Doi = {10.1023/A:1005122814723},
   Key = {fds272213}
}

@article{fds272155,
   Author = {Murphy, and A, S and Laan, VD and J, M and Robins, and J, and Group,
             TCPPR},
   Title = {Marginal Mean Models for Dynamic Regime},
   Journal = {Journal of the American Statistical Association},
   Volume = {96},
   Number = {456},
   Pages = {1410-1423},
   Publisher = {Informa UK Limited},
   Year = {2001},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2794446/},
   Abstract = {A dynamic treatment regime is a list of rules for how the
             level of treatment will be tailored through time to an
             individual's changing severity. In general, individuals who
             receive the highest level of treatment are the individuals
             with the greatest severity and need for treatment. Thus,
             there is planned selection of the treatment dose. In
             addition to the planned selection mandated by the treatment
             rules, staff judgment results in unplanned selection of the
             treatment level. Given observational longitudinal data or
             data in which there is unplanned selection of the treatment
             level, the methodology proposed here allows the estimation
             of a mean response to a dynamic treatment regime under the
             assumption of sequential randomization. © 2001, Taylor &
             Francis Group, LLC. All rights reserved.},
   Doi = {10.1198/016214501753382327},
   Key = {fds272155}
}

@article{fds272183,
   Author = {Pinderhughes, and E, E and Nix, and R, and Foster, and M, E and Jones, and D, and Dodge, TCPPRGKA and member},
   Title = {Parenting in context: Impact of neighborhood poverty,
             residential stability, public services, social networks, and
             danger on parental behaviors},
   Journal = {Journal of Marriage and the Family},
   Volume = {63},
   Number = {4},
   Pages = {941-953},
   Publisher = {WILEY},
   Year = {2001},
   url = {http://dx.doi.org/10.1111/j.1741-3737.2001.00941.x},
   Abstract = {This prospective longitudinal study examined the unique and
             combined effects of neighborhood characteristics on parental
             behaviors in the context of more distal and more proximal
             influences. With a sample of 368 mothers from high-risk
             communities in 4 parts of the United States, this study
             examined relations between race (African American or
             European American), locality (urban or rural), neighborhood
             characteristics, family context, and child problem
             behaviors, and parental warmth, appropriate and consistent
             discipline, and harsh interactions. Analyses testing
             increasingly proximal influences on parenting revealed that
             initial race differences in warmth and consistent discipline
             disappeared when neighborhood influences were considered.
             Although generally culture and context did not moderate
             other relations found between neighborhood characteristics,
             family context, and child behaviors, the few interactions
             found highlight the complex influences on
             parenting.},
   Doi = {10.1111/j.1741-3737.2001.00941.x},
   Key = {fds272183}
}

@article{fds272164,
   Author = {Conduct Problems Prevention Research Group},
   Title = {Merging universal and indicated prevention programs: the
             Fast Track model. Conduct Problems Prevention Research
             Group.},
   Journal = {Addictive behaviors},
   Volume = {25},
   Number = {6},
   Pages = {913-927},
   Year = {2000},
   Month = {November},
   url = {http://dx.doi.org/10.1016/s0306-4603(00)00120-9},
   Abstract = {Fast Track is a multisite, multicomponent preventive
             intervention for young children at high risk for long-term
             antisocial behavior. Based on a comprehensive developmental
             model, this intervention includes a universal-level
             classroom program plus social-skill training, academic
             tutoring, parent training, and home visiting to improve
             competencies and reduce problems in a high-risk group of
             children selected in kindergarten. The theoretical
             principles and clinical strategies utilized in the Fast
             Track Project are described to illustrate the interplay
             between basic developmental research, the understanding of
             risk and protective factors, and a research-based model of
             preventive intervention that integrates universal and
             indicated models of prevention.},
   Doi = {10.1016/s0306-4603(00)00120-9},
   Key = {fds272164}
}

@article{fds304177,
   Author = {Pinderhughes, EE and Dodge, KA and Bates, JE and Pettit, GS and Zelli,
             A},
   Title = {Discipline responses: influences of parents' socioeconomic
             status, ethnicity, beliefs about parenting, stress, and
             cognitive-emotional processes.},
   Journal = {Journal of family psychology : JFP : journal of the Division
             of Family Psychology of the American Psychological
             Association (Division 43)},
   Volume = {14},
   Number = {3},
   Pages = {380-400},
   Year = {2000},
   Month = {September},
   url = {http://dx.doi.org/10.1037//0893-3200.14.3.380},
   Abstract = {Direct and indirect precursors to parents' harsh discipline
             responses to hypothetical vignettes about child misbehavior
             were studied with data from 978 parents (59% mothers; 82%
             European American and 16% African American) of 585
             kindergarten-aged children. SEM analyses showed that
             parents' beliefs about spanking and child aggression and
             family stress mediated a negative relation between
             socioeconomic status and discipline. In turn, perception of
             the child and cognitive-emotional processes (hostile
             attributions, emotional upset, worry about child's future,
             available alternative disciplinary strategies, and available
             preventive strategies) mediated the effect of stress on
             discipline. Similar relations between ethnicity and
             discipline were found (African Americans reported harsher
             discipline), especially among low-income parents. Societally
             based experiences may lead some parents to rely on
             accessible and coherent goals in their discipline, whereas
             others are more reactive.},
   Doi = {10.1037//0893-3200.14.3.380},
   Key = {fds304177}
}

@article{fds272163,
   Author = {Keiley, MK and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {A cross-domain growth analysis: externalizing and
             internalizing behaviors during 8 years of
             childhood.},
   Journal = {Journal of abnormal child psychology},
   Volume = {28},
   Number = {2},
   Pages = {161-179},
   Year = {2000},
   Month = {April},
   url = {http://dx.doi.org/10.1023/a:1005122814723},
   Abstract = {In a sample of 405 children assessed in kindergarten through
             the seventh grade, we determined the basic developmental
             trajectories of mother-reported and teacher-reported
             externalizing and internalizing behaviors using cross-domain
             latent growth modeling techniques. We also investigated the
             effects of race, socioeconomic level, gender, and
             sociometric peer-rejection status in kindergarten on these
             trajectories. The results indicated that, on average, the
             development of these behaviors was different depending upon
             the source of the data. We found evidence of the
             codevelopment of externalizing and internalizing behaviors
             within and across reporters. In addition, we found that
             African-American children had lower levels of externalizing
             behavior in kindergarten as reported by mothers than did
             European-American children but they had greater increases in
             these behaviors when reported by teachers. Children from
             homes with lower SES levels had higher initial levels of
             externalizing behaviors and teacher-reported internalizing
             behaviors. Males showed greater increases in
             teacher-reported externalizing behavior over time than did
             the females. Rejected children had trajectories of
             mother-reported externalizing and internalizing behavior
             that began at higher levels and either remained stable or
             increased more rapidly than did the trajectories for
             non-rejected children which decreased over
             time.},
   Doi = {10.1023/a:1005122814723},
   Key = {fds272163}
}

@article{fds47957,
   Author = {Ikeda, R. and Dodge, K.A.},
   Title = {The early prevention of violence in children},
   Journal = {American Journal of Preventive Medicine},
   Year = {2000},
   Key = {fds47957}
}

@article{fds272159,
   Author = {Stormshak, and A, E and Bierman, and L, K and McMahon, and J, R and Lengua, and L, and Group, TCPPR},
   Title = {Parenting Practices and Child Disruptive Behavior Problems
             in Early Elementary School},
   Journal = {Journal of Clinical Child Psychology},
   Volume = {29},
   Number = {1},
   Pages = {17-29},
   Year = {2000},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2764296/},
   Abstract = {Examined the hypothesis that distinct parenting practices
             may be associated with type and profile of a child's
             disruptive behavior problems (e.g., oppositional,
             aggressive, hyperactive). Parents of 631 behaviorally
             disruptive children described the extent to which they
             experienced warm and involved interactions with their
             children and the extent to which their discipline strategies
             were inconsistent and punitive and involved spanking and
             physical aggression. As expected from a developmental
             perspective, parenting practices that included punitive
             interactions were associated with elevated rates of all
             child disruptive behavior problems. Low levels of warm
             involvement were particularly characteristic of parents of
             children who showed elevated levels of oppositional
             behaviors. Physically aggressive parenting was linked more
             specifically with child aggression. In general, parenting
             practices contributed more to the prediction of oppositional
             and aggressive behavior problems than to hyperactive
             behavior problems, and parenting influences were fairly
             consistent across ethnic groups and sex.},
   Doi = {10.1207/s15374424jccp2901_3},
   Key = {fds272159}
}

@article{fds272160,
   Author = {Schwartz, D and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Friendship as a moderating factor in the pathway between
             early harsh home environment and later victimization in the
             peer group. The Conduct Problems Prevention Research
             Group.},
   Journal = {Developmental Psychology},
   Volume = {36},
   Number = {5},
   Pages = {646-662},
   Year = {2000},
   ISSN = {0012-1649},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000089047400010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {Two prospective investigations of the moderating role of
             dyadic friendship in the developmental pathway to peer
             victimization are reported. In Study 1, the preschool home
             environments (i.e., harsh discipline, marital conflict,
             stress, abuse, and maternal hostility) of 389 children were
             assessed by trained interviewers. These children were then
             followed into the middle years of elementary school, with
             peer victimization, group social acceptance, and friendship
             assessed annually with a peer nomination inventory. In Study
             2, the home environments of 243 children were assessed in
             the summer before 1st grade, and victimization, group
             acceptance, and friendship were assessed annually over the
             next 3 years. In both studies, early harsh, punitive, and
             hostile family environments predicted later victimization by
             peers for children who had a low number of friendships.
             However, the predictive associations did not hold for
             children who had numerous friendships. These findings
             provide support for conceptualizations of friendship as a
             moderating factor in the pathways to peer group
             victimization.},
   Doi = {10.1037/0012-1649.36.5.646},
   Key = {fds272160}
}

@article{fds272161,
   Author = {Rabiner, and L, D and Coie, and D, J and CPPRG},
   Title = {Early attention problems and children's reading achievement:
             A longitudinal investigation},
   Journal = {Journal of the American Academy of Child and Adolescent
             Psychiatry},
   Volume = {39},
   Number = {7},
   Pages = {859-867},
   Year = {2000},
   ISSN = {0890-8567},
   url = {http://dx.doi.org/10.1097/00004583-200007000-00014},
   Abstract = {<h4>Objectives</h4>To determine whether attention problems
             predict the development of reading difficulties and examine
             whether screening for attention problems could be of
             practical value in identifying children at risk for reading
             underachievement.<h4>Method</h4>Three hundred eighty-seven
             children were monitored from kindergarten through fifth
             grade. Standardized assessments of attention problems and
             reading achievement were conducted at multiple time
             points.<h4>Results</h4>Attention problems predicted reading
             achievement even after controlling for prior reading
             achievement, IQ, and other behavioral difficulties.
             Inattentive first graders with normal reading scores after
             kindergarten were at risk for poor reading
             outcomes.<h4>Conclusions</h4>Attention problems play an
             important role in the development of reading difficulties
             for some children, and screening for attention problems may
             help identify children at risk for reading
             difficulties.},
   Doi = {10.1097/00004583-200007000-00014},
   Key = {fds272161}
}

@article{fds272162,
   Author = {Pinderhughes, EE and Zelli, A and Dodge, KA and Bates, JE and Pettit,
             GS},
   Title = {Discipline Responses: Direct and Mediated Influences of SES,
             Ethnic Group Status, Parenting Beliefs, Stress, and Parent
             Cognitive-Emotional Processes},
   Journal = {Journal of Family Psychology},
   Volume = {14},
   Number = {3},
   Pages = {380-400},
   Year = {2000},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2759998/},
   Abstract = {Direct and indirect precursors to parents' harsh discipline
             responses to hypothetical vignettes about child misbehavior
             were studied with data from 978 parents (59% mothers; 82%
             European American and 16% African American) of 585
             kindergarten-aged children. SEM analyses showed that
             parents' beliefs about spanking and child aggression and
             family stress mediated a negative relation between
             socioeconomic status and discipline. In turn, perception of
             the child and cognitive-emotional processes (hostile
             attributions, emotional upset, worry about child's future,
             available alternative disciplinary strategies, and available
             preventive strategies) mediated the effect of stress on
             discipline. Similar relations between ethnicity and
             discipline were found (African Americans reported harsher
             discipline), especially among low-income parents. Societally
             based experiences may lead some parents to rely on
             accessible and coherent goals in their discipline, whereas
             others are more reactive.},
   Key = {fds272162}
}

@article{fds272165,
   Author = {Bellanti, and J, C and Bierman, and L, K and Group,
             TCPPR},
   Title = {Disentangling the Impact of Low Cognitive Ability and
             Inattention on Social Behavior and Peer Relations},
   Journal = {Journal of Clinical Child Psychology},
   Volume = {29},
   Number = {1},
   Pages = {66-75},
   Year = {2000},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2767167/},
   Abstract = {Examined the shared and unique contributions of low
             cognitive ability and inattention to the development of
             social behavior problems and peer relationships of children
             at the time of school entry. Kindergarten and first-grade
             assessments of cognitive ability, inattention and prosocial
             and aggressive behavior were collected for a multisite,
             normative sample. Sociometric assessments of peer
             relationships were collected at the end of first grade.
             Cognitive ability and inattention both contributed to the
             prediction of social behavior and peer relationships. Low
             cognitive ability was particularly predictive of prosocial
             skill deficits, and social behavior mediated the relation
             between cognitive ability and social preference. Inattention
             predicted both prosocial skill deficits and elevated
             aggressive-disruptive behavior problems. Behavior problems
             partially mediated the relation between inattention and
             social preference. Identified subgroups of children with
             elevated levels of inattention or low cognitive ability
             showed different patterns of peer problems, with low
             acceptance characteristic of the low cognitive ability
             (only) group and high dislike ratings characteristic of the
             inattentive and inattentive/low-ability group. Implications
             are discussed for the design of early intervention and
             prevention programs.},
   Doi = {10.1207/s15374424jccp2901_7},
   Key = {fds272165}
}

@article{fds272182,
   Author = {Kohl, GO and Lengua, LJ and McMahon, RJ and Bierman, K and Dodge, KA and Coie, JD and Greenberg, MT and Lochman, JE and Pinderhughes,
             EE},
   Title = {Parent Involvement in School: Conceptualizing Multiple
             Dimensions and Their Relations with Family and Demographic
             Risk Factors},
   Journal = {Journal of School Psychology},
   Volume = {38},
   Number = {6},
   Pages = {501-523},
   Publisher = {Elsevier BV},
   Year = {2000},
   url = {http://hdl.handle.net/10161/8003 Duke open
             access},
   Abstract = {Parent involvement (PI) in school is associated with more
             positive academic performance and social competence in
             children. However, there are inadequacies in current
             measures of PI and a need for a better understanding of
             predictors of PI. In this study, measures were obtained from
             a normative sample of 387 children in kindergarten and first
             grade from high-risk neighborhoods in 4 different sites.
             First, a confirmatory factor analysis of a theoretical
             factor model of PI identified 6 reliable multiple-reporter
             PI factors: Parent-Teacher Contact, Parent Involvement at
             School, Quality of Parent-Teacher Relationship, Teacher's
             Perception of the Parent, Parent Involvement at Home, and
             Parent Endorsement of School. Next, the relations among 3
             specific family and demographic risk factors-parental
             education level, maternal depression, and single-parent
             status-and these 6 PI factors were examined using path
             analyses in structural equation modeling. Results indicated
             that the 3 risk factors were differentially associated with
             the 6 PI factors: Parental education was significantly
             associated with 4 PI outcomes, maternal depression was
             significantly associated with 5 PI outcomes, and
             single-parent status was significantly associated with 3 PI
             outcomes. No significant ethnic group differences between
             African American and Caucasian families were found in these
             relations. © 2000 Society for the Study of School
             Psychology. Published by Elsevier Science
             Ltd.},
   Doi = {10.1016/S0022-4405(00)00050-9},
   Key = {fds272182}
}

@article{fds271977,
   Author = {Dodge, KA},
   Title = {Cost-effectiveness of psychotherapy for child aggression:
             First, is there effectiveness? Comment on Shechtman and
             Ben-David (1999)},
   Journal = {Group Dynamics},
   Volume = {3},
   Number = {4},
   Pages = {275-278},
   Publisher = {American Psychological Association (APA)},
   Year = {1999},
   Month = {December},
   ISSN = {1089-2699},
   url = {http://dx.doi.org/10.1037/1089-2699.3.4.275},
   Abstract = {Prevention programs and interventions to reduce aggression
             in children can be evaluated in terms of costs of treatment
             versus long-term economic and social benefits. The group
             psychotherapy approach by Shechtman and Ben-David is quite
             brief and seems to demonstrate short-term reductions in
             aggressive behavior. If effective, this approach could be
             cost-beneficial. But its enduring efficacy is unclear, and
             the potential iatrogenic effects of placing aggressive
             children with other aggressive children make this approach
             risky. Copyright 1999 by the Educational Publishing
             Foundation.},
   Doi = {10.1037/1089-2699.3.4.275},
   Key = {fds271977}
}

@article{fds272167,
   Author = {van Eys, PP and Dodge, KA},
   Title = {Closing the gaps: developmental psychopathology as a
             training model for clinical child psychology.},
   Journal = {Journal of clinical child psychology},
   Volume = {28},
   Number = {4},
   Pages = {467-475},
   Year = {1999},
   Month = {December},
   url = {http://dx.doi.org/10.1207/s15374424jccp2804_5},
   Abstract = {Espouses developmental psychopathology as a framework for
             training our future leaders due to its emphasis on an
             ecological, transactional lifespan perspective, as well as
             interdisciplinary bridging and policy focus. This
             perspective, used as a framework for questioning and
             thinking about the complex interplay of psychological and
             social phenomena, provides a method for closing the gaps in
             training future psychologists as it allows for the
             development of niche expertise under an umbrella of the
             broader, ecological perspective. In an increasingly complex
             world of shrinking mental health dollars and growing
             severity of mental health problems for families and youth,
             clinical psychologists are needed more than ever to solve
             social problems. The current training paradigms in clinical
             child psychology programs need redirection and clarification
             for future psychologists to contribute meaningfully to
             science, practice, and policy. This article provides
             background in the history and influence of the developmental
             psychopathology perspective, as well as future implications
             for doctoral training programs in clinical
             psychology.},
   Doi = {10.1207/s15374424jccp2804_5},
   Key = {fds272167}
}

@article{fds272173,
   Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {Best Friendships, Group Relationships, and Antisocial
             Behavior in Early Adolescence.},
   Journal = {The Journal of early adolescence},
   Volume = {19},
   Number = {4},
   Pages = {413-437},
   Year = {1999},
   Month = {November},
   ISSN = {0272-4316},
   url = {http://dx.doi.org/10.1177/0272431699019004001},
   Abstract = {Correlations between adolescents' own antisocial behavior
             and adolescents' perceptions of the antisocial behavior of
             their best friends and friendship groups were examined in
             this study. The strength of those correlations was expected
             to vary as a function of the qualities of the dyadic
             friendships and group relationships. Perceptions of peers'
             antisocial behavior and dyadic friendship and group
             relationship qualities were collected through interviews
             with 431, 12- through 13-year-old adolescents. Measures of
             adolescents' concurrent and subsequent antisocial behaviors
             were obtained from the adolescents and their teachers.
             Adolescents who perceived their friends and groups as
             participating in antisocial behavior had higher
             self-reported and teacher-reported antisocial behavior
             ratings. Perceptions of best friend antisocial behavior were
             correlated more strongly with adolescents' own concurrent,
             but not subsequent, antisocial behavior when high levels of
             help, companionship, and security characterized dyadic
             friendships. The results are discussed in terms of peer
             influence and friendship selection processes.},
   Doi = {10.1177/0272431699019004001},
   Key = {fds272173}
}

@article{fds272178,
   Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
             JE and McMahon, RJ and Pinderhughes, EE and Grp, CPPR},
   Title = {Initial impact of the Fast Track prevention trial for
             conduct problems: II. Classroom effects. Conduct Problems
             Prevention Research Group.},
   Journal = {Journal of consulting and clinical psychology},
   Volume = {67},
   Number = {5},
   Pages = {648-657},
   Publisher = {Conduct Problems Prevention Research Group},
   Year = {1999},
   Month = {October},
   ISSN = {0022-006X},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000083117200003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {This study examined the effectiveness of the universal
             component of the Fast Track prevention model: the PATHS
             (Promoting Alternative THinking Strategies) curriculum and
             teacher consultation. This randomized clinical trial
             involved 198 intervention and 180 comparison classrooms from
             neighborhoods with greater than average crime in 4 U.S.
             locations. In the intervention schools, Grade 1 teachers
             delivered a 57-lesson social competence intervention focused
             on self-control, emotional awareness, peer relations, and
             problem solving. Findings indicated significant effects on
             peer ratings of aggression and hyperactive-disruptive
             behavior and observer ratings of classroom atmosphere.
             Quality of implementation predicted variation in assessments
             of classroom functioning. The results are discussed in terms
             of both the efficacy of universal, school-based prevention
             models and the need to examine comprehensive, multiyear
             programs.},
   Doi = {10.1037/0022-006X.67.5.648},
   Key = {fds272178}
}

@article{fds272179,
   Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
             JE and McMahon, RJ and Pinderhughes, EE and Grp, CPPR},
   Title = {Initial impact of the Fast Track prevention trial for
             conduct problems: I. The high-risk sample. Conduct Problems
             Prevention Research Group.},
   Journal = {Journal of consulting and clinical psychology},
   Volume = {67},
   Number = {5},
   Pages = {631-647},
   Year = {1999},
   Month = {October},
   ISSN = {0022-006X},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000083117200002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {Fast Track is a multisite, multicomponent preventive
             intervention for young children at high risk for long-term
             antisocial behavior. Based on a comprehensive developmental
             model, intervention included a universal-level classroom
             program plus social skills training, academic tutoring,
             parent training, and home visiting to improve competencies
             and reduce problems in a high-risk group of children
             selected in kindergarten. At the end of Grade 1, there were
             moderate positive effects on children's social, emotional,
             and academic skills; peer interactions and social status;
             and conduct problems and special-education use. Parents
             reported less physical discipline and greater parenting
             satisfaction/ease of parenting and engaged in more
             appropriate/consistent discipline, warmth/positive
             involvement, and involvement with the school. Evidence of
             differential intervention effects across child gender, race,
             site, and cohort was minimal.},
   Doi = {10.1037/0022-006X.67.5.631},
   Key = {fds272179}
}

@article{fds272290,
   Author = {Coie, JD and Cillessen, AH and Dodge, KA and Hubbard, JA and Schwartz,
             D and Lemerise, EA and Bateman, H},
   Title = {It takes two to fight: a test of relational factors and a
             method for assessing aggressive dyads.},
   Journal = {Developmental psychology},
   Volume = {35},
   Number = {5},
   Pages = {1179-1188},
   Year = {1999},
   Month = {September},
   ISSN = {0012-1649},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/10493644},
   Abstract = {Observations of aggressive interactions in boys' laboratory
             play groups were used to evaluate the relative importance of
             relational and individual factors in accounting for
             aggressive acts. A classroom peer-rating method for
             identifying mutually aggressive dyads was validated in 11
             5-session play groups, composed of 2 mutually aggressive
             boys and 4 randomly selected male classmates from 11
             predominately African American 3rd-grade classrooms. When
             the social relations model was used, relationship effects
             accounted for equally as much of the variance in total
             aggression and proactive aggression as either actor or
             target effects. Mutually aggressive dyads displayed twice as
             much total aggression as randomly selected dyads. Members of
             mutually aggressive dyads attributed greater hostile
             intentions toward each other than did randomly selected
             dyads, which may serve to explain their greater aggression
             toward each other. The importance of studying relational
             factors, including social histories and social-cognitive
             processes, is discussed.},
   Doi = {10.1037//0012-1649.35.5.1179},
   Key = {fds272290}
}

@article{fds272175,
   Author = {Ellis, BJ and McFadyen-Ketchum, S and Dodge, KA and Pettit, GS and Bates, JE},
   Title = {Quality of early family relationships and individual
             differences in the timing of pubertal maturation in girls: a
             longitudinal test of an evolutionary model.},
   Journal = {Journal of personality and social psychology},
   Volume = {77},
   Number = {2},
   Pages = {387-401},
   Year = {1999},
   Month = {August},
   ISSN = {0022-3514},
   url = {http://dx.doi.org/10.1037//0022-3514.77.2.387},
   Abstract = {In an 8-year prospective study of 173 girls and their
             families, the authors tested predictions from J. Belsky, L.
             Steinberg, and P. Draper's (1991) evolutionary model of
             individual differences in pubertal timing. This model
             suggests that more negative-coercive (or less
             positive-harmonious) family relationships in early childhood
             provoke earlier reproductive development in adolescence.
             Consistent with the model, fathers' presence in the home,
             more time spent by fathers in child care, greater
             supportiveness in the parental dyad, more father-daughter
             affection, and more mother-daughter affection, as assessed
             prior to kindergarten, each predicted later pubertal timing
             by daughters in 7th grade. The positive dimension of family
             relationships, rather than the negative dimension, accounted
             for these relations. In total, the quality of fathers'
             investment in the family emerged as the most important
             feature of the proximal family environment relative to
             daughters' pubertal timing.},
   Doi = {10.1037//0022-3514.77.2.387},
   Key = {fds272175}
}

@article{fds272166,
   Author = {Zelli, A and Dodge, KA and Lochman, JE and Laird,
             RD},
   Title = {The distinction between beliefs legitimizing aggression and
             deviant processing of social cues: testing measurement
             validity and the hypothesis that biased processing mediates
             the effects of beliefs on aggression. Conduct Problems
             Prevention Research Group.},
   Journal = {Journal of personality and social psychology},
   Volume = {77},
   Number = {1},
   Pages = {150-166},
   Year = {1999},
   Month = {July},
   ISSN = {0022-3514},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/10434411},
   Abstract = {In 2 studies the authors examined knowledge and social
             information-processing mechanisms as 2 distinct sources of
             influence on child aggression. Data were collected from 387
             boys and girls of diverse ethnicity in 3 successive years.
             In Study 1, confirmatory factor analyses demonstrated the
             discriminant validity of the knowledge construct of
             aggression beliefs and the processing constructs of hostile
             intent attributions, accessing of aggressive responses, and
             positive evaluation of aggressive outcomes. In Study 2,
             structural equation modeling analyses were used to test the
             mediation hypothesis that aggression beliefs would influence
             child aggression through the effects of deviant processing.
             A stronger belief that aggressive retaliation is acceptable
             predicted more deviant processing 1 year later and more
             aggression 2 years later. However, this latter effect was
             substantially accounted for by the intervening effects of
             deviant processing on aggression.},
   Doi = {10.1037//0022-3514.77.1.150},
   Key = {fds272166}
}

@article{fds272172,
   Author = {Nix, RL and Pinderhughes, EE and Dodge, KA and Bates, JE and Pettit, GS and McFadyen-Ketchum, SA},
   Title = {The relation between mothers' hostile attribution tendencies
             and children's externalizing behavior problems: the
             mediating role of mothers' harsh discipline
             practices.},
   Journal = {Child development},
   Volume = {70},
   Number = {4},
   Pages = {896-909},
   Year = {1999},
   Month = {July},
   ISSN = {0009-3920},
   url = {http://dx.doi.org/10.1111/1467-8624.00065},
   Abstract = {This study examined relations among mothers' hostile
             attribution tendencies regarding their children's ambiguous
             problem behaviors, mothers' harsh discipline practices, and
             children's externalizing behavior problems. A community
             sample of 277 families (19% minority representation) living
             in three geographic regions of the United States was
             followed for over 4 years. Mothers' hostile attribution
             tendencies were assessed during the summer prior to
             children's entry into kindergarten through their responses
             to written vignettes. Mothers' harsh discipline practices
             were assessed concurrently through ratings by interviewers
             and reports by spouses. Children's externalizing behavior
             problems were assessed concurrently through written
             questionnaires by mothers and fathers and in the spring of
             kindergarten and first, second, and third grades through
             reports by teachers and peer sociometric nominations.
             Results of structural equations models demonstrated that
             mothers' hostile attribution tendencies predicted children's
             future externalizing behavior problems at school and that a
             large proportion of this relation was mediated by mothers'
             harsh discipline practices. These results remained virtually
             unchanged when controlling for initial levels of children's
             prekindergarten externalizing behavior problems at
             home.},
   Doi = {10.1111/1467-8624.00065},
   Key = {fds272172}
}

@article{fds272169,
   Author = {Schwartz, D and McFadyen-Ketchum, S and Dodge, KA and Pettit, GS and Bates, JE},
   Title = {Early behavior problems as a predictor of later peer group
             victimization: moderators and mediators in the pathways of
             social risk.},
   Journal = {Journal of abnormal child psychology},
   Volume = {27},
   Number = {3},
   Pages = {191-201},
   Year = {1999},
   Month = {June},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1023/a:1021948206165},
   Abstract = {This study is a prospective investigation of the predictive
             association between early behavior problems (internalizing,
             externalizing, hyperactivity-impulsiveness,
             immaturity-dependency) and later victimization in the peer
             group. Teacher ratings of the behavioral adjustment of 389
             kindergarten and 1st-grade children (approximate age range
             of 5 to 6 years-old) were obtained, using standardized
             behavior problem checklists. These ratings predicted peer
             nomination scores for victimization, obtained 3 years later,
             even after the prediction associated with concurrent
             behavior problems was statistically controlled. Further
             analyses suggested that the relation between early behavior
             problems and later victimization is mediated by peer
             rejection and moderated by children's dyadic friendships.
             Behavior problems appear to play an important role in
             determining victimization within the peer group, although
             the relevant pathways are complex and influenced by other
             aspects of children's social adjustment.},
   Doi = {10.1023/a:1021948206165},
   Key = {fds272169}
}

@article{fds272170,
   Author = {Pettit, GS and Bates, JE and Dodge, KA and Meece,
             DW},
   Title = {The impact of after-school peer contact on early adolescent
             externalizing problems is moderated by parental monitoring,
             perceived neighborhood safety, and prior
             adjustment.},
   Journal = {Child development},
   Volume = {70},
   Number = {3},
   Pages = {768-778},
   Year = {1999},
   Month = {May},
   ISSN = {0009-3920},
   url = {http://dx.doi.org/10.1111/1467-8624.00055},
   Abstract = {Unsupervised peer contact in the after-school hours was
             examined as a risk factor in the development of
             externalizing problems in a longitudinal sample of early
             adolescents. Parental monitoring, neighborhood safety, and
             adolescents' preexisting behavioral problems were considered
             as possible moderators of the risk relation. Interviews with
             mothers provided information on monitoring, neighborhood
             safety, and demographics. Early adolescent (ages 12-13
             years) after-school time use was assessed via a telephone
             interview in grade 6 (N = 438); amount of time spent with
             peers when no adult was present was tabulated. Teacher
             ratings of externalizing behavior problems were collected in
             grades 6 and 7. Unsupervised peer contact, lack of
             neighborhood safety, and low monitoring incrementally
             predicted grade 7 externalizing problems, after controlling
             for family background factors and grade 6 problems. The
             greatest risk was for those unsupervised adolescents living
             in low-monitoring homes and comparatively unsafe
             neighborhoods. The significant relation between unsupervised
             peer contact and problem behavior in grade 7 held only for
             those adolescents who already were high in problem behavior
             in grade 6. These findings point to the need to consider
             individual, family, and neighborhood factors in evaluating
             risks associated with young adolescents' after-school care
             experiences.},
   Doi = {10.1111/1467-8624.00055},
   Key = {fds272170}
}

@article{fds272181,
   Author = {Burks, VS and Dodge, KA and Price, JM and Laird, RD},
   Title = {Internal representational models of peers: implications for
             the development of problematic behavior.},
   Journal = {Developmental psychology},
   Volume = {35},
   Number = {3},
   Pages = {802-810},
   Year = {1999},
   Month = {May},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037//0012-1649.35.3.802},
   Abstract = {The authors investigated the relation between children's
             knowledge structures for peers and externalizing behavior
             problems. Initial levels of aggression were evaluated in 135
             boys and 124 girls (Grades 1-3; 40% African American, 60%
             Caucasian) in Year 1 and again in Years 6 and 9. In Year 6,
             3 aspects of their social knowledge structures were
             assessed: quality, density, and appropriateness. Results
             indicate that knowledge structures are related to children's
             concurrent levels of externalizing behaviors and that
             knowledge structures are related to children's concurrent
             levels of externalizing behaviors and predict externalizing
             behaviors 3 years later even after controlling for current
             levels of behavior. In addition, knowledge structures in
             Year 6 mediate the relation between aggression in Year 1 and
             externalizing behaviors in Year 9. The role of knowledge
             structures in the maintenance and growth of children's
             antisocial behavior is discussed.},
   Doi = {10.1037//0012-1649.35.3.802},
   Key = {fds272181}
}

@article{fds272174,
   Author = {Greenberg, MT and Lengua, LJ and Coie, JD and Pinderhughes,
             EE},
   Title = {Predicting developmental outcomes at school entry using a
             multiple-risk model: four American communities. The Conduct
             Problems Prevention Research Group.},
   Journal = {Developmental psychology},
   Volume = {35},
   Number = {2},
   Pages = {403-417},
   Year = {1999},
   Month = {March},
   ISSN = {0012-1649},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000078828100008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {The contributions of different risk factors in predicting
             children's psychological and academic outcomes at the end of
             1st grade were examined. Using a regression model, levels of
             ecobehavioral risk were assessed in the following order:
             specific demographics, broad demographics, family
             psychosocial status, mother's depressive symptoms, and
             neighborhood quality. Participants were 337 families from 4
             American communities. Predictor variables were assessed in
             kindergarten, and teacher, parent, and child outcomes
             (behavioral and academic) were assessed at the end of 1st
             grade. Results indicated that (a) each level of analysis
             contributed to prediction of most outcomes, (b) 18%-29% of
             the variance was predicted in outcomes, (c) a common set of
             predictors predicted numerous outcomes, (d) ethnicity showed
             little unique prediction, and (e) the quality of the
             neighborhood showed small but unique prediction to
             externalizing problems.},
   Doi = {10.1037//0012-1649.35.2.403},
   Key = {fds272174}
}

@article{fds272115,
   Author = {Dodge, KA and Putallaz, M and Malone, D},
   Title = {Coming of age: The department of education},
   Journal = {Phi Delta Kappan},
   Volume = {83},
   Number = {9},
   Pages = {674-676},
   Publisher = {SAGE Publications},
   Year = {1999},
   Month = {January},
   url = {http://hdl.handle.net/10161/8002 Duke open
             access},
   Abstract = {The Duke University Education Leadership Summit in February
             2002 provided an opportunity to view the evolution of the
             U.S. Department of Education through the eyes of those who
             have served as secretaries of education. In this special
             section, five of the participating secretaries reflect on
             the chief issues of their respective tenures.},
   Doi = {10.1177/003172170208300909},
   Key = {fds272115}
}

@article{fds272177,
   Author = {Crick, NR and Dodge, KA},
   Title = {'Superiority' is in the eye of the beholder: A comment on
             Sutton, Smith, and Swettenham},
   Journal = {Social Development},
   Volume = {8},
   Number = {1},
   Pages = {128-131},
   Publisher = {WILEY},
   Year = {1999},
   Month = {January},
   url = {http://dx.doi.org/10.1111/1467-9507.00084},
   Doi = {10.1111/1467-9507.00084},
   Key = {fds272177}
}

@article{fds272180,
   Author = {Burks, VS and Laird, RD and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Knowledge structures, social information processing, and
             children's aggressive behavior},
   Journal = {Social Development},
   Volume = {8},
   Number = {2},
   Pages = {220-236},
   Year = {1999},
   Month = {January},
   url = {http://dx.doi.org/10.1111/1467-9507.00092},
   Abstract = {Although a multitude of factors may be involved in the
             development of children's violent behavior, the actual
             aggressive act is preceded by a decision-making process that
             serves as the proximal control mechanism. The primary goal
             of this longitudinal study was to understand the nature of
             this proximal control mechanism involved in children's
             aggressive acts by focusing on two aspects of social
             cognitions: social information processing and stored
             knowledge (i.e., internal knowledge structures that are the
             latent memories of past events). It was hypothesized that:
             (1) children with hostile knowledge structures will display
             more biased patterns of aggressive social information
             processing than children whose knowledge structures are less
             hostile and negative; (2) children who display hostile
             knowledge structures will behave in chronically aggressive
             ways; and (3) the development of hostile knowledge
             structures and hostile patterns of social information
             processing contribute to the stability of aggressive
             behavior and thus partially mediate the relation between
             early and later aggressive behavior. 585 boys and girls (19%
             African-American) were followed from kindergarten through
             eighth grade. Results from this investigation support the
             hypotheses and are discussed in terms of the significance of
             the inclusion of knowledge structures in our theories of the
             mental processes involved in children's violent
             behaviour.},
   Doi = {10.1111/1467-9507.00092},
   Key = {fds272180}
}

@article{fds38906,
   Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
             E.},
   Title = {A situational approach to the assessment of social
             competence in children (Reprint)},
   Booktitle = {Psychology in Education Portfolio},
   Publisher = {Berkshire UK: NFRF/Nelson},
   Editor = {N. Frederickson and R.J. Cameron},
   Year = {1999},
   Key = {fds38906}
}

@article{fds39018,
   Author = {Bates, J.E. and Pettit, G.S. and Dodge, K.A. and Ridge,
             B.},
   Title = {Interaction of temperamental resistance to control and
             restrictive parenting in the development of externalizing
             behavior(Reprint)},
   Booktitle = {Annual Progress in Child Psychiatry and Child
             Development},
   Year = {1999},
   Key = {fds39018}
}

@article{fds39755,
   Author = {Schwartz, D. and McFadyen-Ketchum, S.A. and Dodge. K.A. and Pettit, G.S. and Bates, J.E.},
   Title = {Peer group victimization as a predictor of children's
             behavior problems at home and in school(Abstract)},
   Journal = {Clinician’s Research Digest: Briefings in Behavioral
             Science},
   Volume = {17},
   Year = {1999},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/9524809},
   Key = {fds39755}
}

@article{fds272168,
   Author = {Stormshak, and A, E and Bierman, and L, K and Bruschi, and C, and Dodge, and A, K and Coie, and D, J and Group, CPPR},
   Title = {The Relation Between Behavior Problems and Peer Preference
             in Different Classroom Contexts},
   Journal = {Child Development},
   Volume = {70},
   Number = {1},
   Pages = {169-182},
   Year = {1999},
   ISSN = {0009-3920},
   url = {http://dx.doi.org/10.1111/1467-8624.00013},
   Abstract = {This study tested two alternative hypotheses regarding the
             relations between child behavior and peer preference. The
             first hypothesis is generated from the person-group
             similarity model, which predicts that the acceptability of
             social behaviors will vary as a function of peer group
             norms. The second hypothesis is generated by the social
             skill model, which predicts that behavioral skill
             deficiencies reduce and behavioral competencies enhance peer
             preference. A total of 2895 children in 134 regular
             first-grade classrooms participated in the study.
             Hierarchical linear modeling was used to compare four
             different behaviors as predictors of peer preference in the
             context of classrooms with varying levels of these behavior
             problems. The results of the study supported both predictive
             models, with the acceptability of aggression and withdrawal
             varying across classrooms (following a person-group
             similarity model) and the effects of inattentive/hyperactive
             behavior (in a negative direction) and prosocial behavior
             (in a positive direction) following a social skill model and
             remaining constant in their associations with peer
             preference across classrooms. Gender differences also
             emerged, with aggression following the person-group
             similarity model for boys more strongly than for girls. The
             effects of both child behaviors and the peer group context
             on peer preference and on the trajectory of social
             development are discussed.},
   Doi = {10.1111/1467-8624.00013},
   Key = {fds272168}
}

@article{fds272171,
   Author = {Orrell Valente and JK and Pinderhughes, EE and Valente, E and Laird, RD and The Conduct Problems Prevention Research Group,
             EE},
   Title = {If It's Offered, Will They Come? Influences on Parents'
             Participation in a Community-Based Conduct Problems
             Prevention Program},
   Journal = {American Journal of Community Psychology},
   Volume = {27},
   Pages = {757-787},
   Year = {1999},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791966/},
   Key = {fds272171}
}

@article{fds272176,
   Author = {Dodge, KA},
   Title = {Cost-Effectiveness of Psychotherapy for Child Agression:
             First is There Effectiveness?},
   Journal = {Group Dynamics: Theory, Research, and Practice},
   Volume = {3},
   Pages = {1-4},
   Year = {1999},
   url = {http://dx.doi.org/10.1037/1089-2699.3.4.275},
   Doi = {10.1037/1089-2699.3.4.275},
   Key = {fds272176}
}

@article{fds272216,
   Author = {Schwartz, D and Dodge, KA and Coie, JD and Hubbard, JA and Cillessen,
             AH and Lemerise, EA and Bateman, H},
   Title = {Social-cognitive and behavioral correlates of aggression and
             victimization in boys' play groups.},
   Journal = {Journal of abnormal child psychology},
   Volume = {26},
   Number = {6},
   Pages = {431-440},
   Year = {1998},
   Month = {December},
   ISSN = {0091-0627},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/9915650},
   Abstract = {A contrived play group procedure was utilized to examine the
             behavioral and social-cognitive correlates of reactive
             aggression, proactive aggression, and victimization via
             peers. Eleven play groups, each of which consisted of six
             familiar African-American 8-year-old boys, met for 45-min
             sessions on five consecutive days. Social-cognitive
             interviews were conducted following the second and fourth
             sessions. Play group interactions were videotaped and
             examined by trained observers. High rates of proactive
             aggression were associated with positive outcome
             expectancies for aggression/assertion, frequent displays of
             assertive social behavior, and low rates of submissive
             behavior. Reactive aggression was associated with hostile
             attributional tendencies and frequent victimization by
             peers. Victimization was associated with submissive
             behavior, hostile attributional bias, reactive aggression,
             and negative outcome expectations for aggression/assertion.
             These results demonstrate that there is a theoretically
             coherent and empirically distinct set of correlates
             associated with each of the examined aggression subtypes,
             and with victimization by peers.},
   Doi = {10.1023/a:1022695601088},
   Key = {fds272216}
}

@article{fds272221,
   Author = {Bates, JE and Pettit, GS and Dodge, KA and Ridge,
             B},
   Title = {Interaction of temperamental resistance to control and
             restrictive parenting in the development of externalizing
             behavior.},
   Journal = {Developmental psychology},
   Volume = {34},
   Number = {5},
   Pages = {982-995},
   Year = {1998},
   Month = {September},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037//0012-1649.34.5.982},
   Abstract = {Child temperament and parental control were studied as
             interacting predictors of behavior outcomes in 2
             longitudinal samples. In Sample 1, data were ratings of
             resistant temperament and observed restrictive control in
             infancy-toddlerhood and ratings of externalizing behavior at
             ages 7 to 10 years; in Sample 2, data were retrospective
             ratings of temperament in infancy-toddlerhood, observed
             restrictive control at age 5 years, and ratings of
             externalizing behavior at ages 7 to 11 years. Resistance
             more strongly related to externalizing in low-restriction
             groups than in high-restriction groups. This was true in
             both samples and for both teacher- and mother-rated
             outcomes. Several Temperament x Environment interaction
             effects have been reported previously, but this is one of
             very few replicated effects.},
   Doi = {10.1037//0012-1649.34.5.982},
   Key = {fds272221}
}

@article{fds272215,
   Author = {Schwartz, D and McFadyen-Ketchum, SA and Dodge, KA and Pettit, GS and Bates, JE},
   Title = {Peer group victimization as a predictor of children's
             behavior problems at home and in school.},
   Journal = {Development and psychopathology},
   Volume = {10},
   Number = {1},
   Pages = {87-99},
   Year = {1998},
   Month = {January},
   url = {http://dx.doi.org/10.1017/s095457949800131x},
   Abstract = {This study reports a short-term prospective investigation of
             the role of peer group victimization in the development of
             children's behavior problems, at home and in school.
             Sociometric interviews were utilized to assess aggression,
             victimization by peers, and peer rejection, for 330 children
             who were in either the third or fourth grade (approximate
             mean ages of 8-9 years old). Behavior problems were assessed
             using standardized behavior checklists completed by mothers
             and teachers. A follow-up assessment of behavior problems
             was completed 2 years later, when the children were in
             either the fifth or sixth grade (approximate mean ages of
             10-11 years old). Victimization was both concurrently and
             prospectively associated with externalizing, attention
             dysregulation, and immature/dependent behavior.
             Victimization also predicted increases in these difficulties
             over time, and incremented the prediction in later behavior
             problems associated with peer rejection and aggression. The
             results of this investigation demonstrate that victimization
             in the peer group is an important predictor of later
             behavioral maladjustment.},
   Doi = {10.1017/s095457949800131x},
   Key = {fds272215}
}

@article{fds272217,
   Author = {Lochman, JE and Dodge, KA},
   Title = {Distorted perceptions in dyadic interactions of aggressive
             and nonaggressive boys: effects of prior expectations,
             context, and boys' age.},
   Journal = {Development and psychopathology},
   Volume = {10},
   Number = {3},
   Pages = {495-512},
   Year = {1998},
   Month = {January},
   ISSN = {0954-5794},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/9741679},
   Abstract = {This study examined distorted self- and peer perceptions in
             aggressive and nonaggressive boys at preadolescent and early
             adolescent age levels. Subjects completed semantic
             differential ratings of themselves and of their peer
             partners following two brief dyadic discussion tasks with
             competitive inductions and a game-playing task with a
             cooperative induction. Subjects also rated their
             expectations for self- and peer behavior prior to the two
             competitive interaction tasks. Research assistants later
             rated videotapes of the interactions. Aggressive boys had
             more distorted perceptions of dyadic behavior as they
             overperceived aggression in their partners and
             underperceived their own aggressiveness. These distorted
             perceptions of aggression carried over for aggressive boys
             into the third interaction task with a cooperative
             induction, indicating these boys' difficulty in modulating
             these perceptions when the overt demand for conflict is no
             longer present in the situation. Results also indicated that
             aggressive boys' perceptions of their own behavior after the
             first interaction task is substantially affected by their
             prior expectations, in comparison to nonaggressive boys who
             rely more on their actual behavior to form their
             perceptions.},
   Doi = {10.1017/s0954579498001710},
   Key = {fds272217}
}

@article{fds272220,
   Author = {Deater-Deckard, K and Dodge, KA and Bates, JE and Pettit,
             GS},
   Title = {Multiple risk factors in the development of externalizing
             behavior problems: group and individual differences.},
   Journal = {Development and psychopathology},
   Volume = {10},
   Number = {3},
   Pages = {469-493},
   Year = {1998},
   Month = {January},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2776047/},
   Abstract = {The aim of this study was to test whether individual risk
             factors as well as the number of risk factors (cumulative
             risk) predicted children's externalizing behaviors over
             middle childhood. A sample of 466 European American and 100
             African American boys and girls from a broad range of
             socioeconomic levels was followed from age 5 to 10 years.
             Twenty risk variables from four domains (child,
             sociocultural, parenting, and peer-related) were measured
             using in-home interviews at the beginning of the study, and
             annual assessments of externalizing behaviors were
             conducted. Consistent with past research, individual
             differences in externalizing behavior problems were stable
             over time and were related to individual risk factors as
             well as the number of risk factors present. Particular risks
             accounted for 36% to 45% of the variance, and the number of
             risks present (cumulative risk status) accounted for 19% to
             32% of the variance, in externalizing outcomes. Cumulative
             risk was related to subsequent externalizing even after
             initial levels of externalizing had been statistically
             controlled. All four domains of risk variables made
             significant unique contributions to this statistical
             prediction, and there were multiple clusters of risks that
             led to similar outcomes. There was also evidence that this
             prediction was moderated by ethnic group status, most of the
             prediction of externalizing being found for European
             American children. However, this moderation effect varied
             depending on the predictor and outcome variables included in
             the model.},
   Doi = {10.1017/s0954579498001709},
   Key = {fds272220}
}

@article{fds304168,
   Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {The social ecology of school-age child care},
   Journal = {Journal of Applied Developmental Psychology},
   Volume = {19},
   Number = {3},
   Pages = {341-360},
   Publisher = {Elsevier BV},
   Year = {1998},
   Month = {January},
   url = {http://dx.doi.org/10.1016/S0193-3973(99)80044-6},
   Abstract = {The goal of this longitudinal study was to examine
             variations in school-age child care arrangements across the
             elementary school years as a function of child, family, and
             contextual factors. Pre-kindergarten family background
             measures were collected through parent questionnaires and
             interviews. Follow-up interviews with 466 parents provided
             information on children's care experiences in grades 1
             through 5. Some care arrangements (e.g., self care) showed
             considerable continuity, whereas other arrangements (e.g.,
             school programs) changed substantially from year-to-year.
             Increases in use were found for self-care, sibling care,
             neighbor care, and activity-based care; use of day care
             decreased across years. Children living with working and/or
             single mothers spent more time in non-parent care, as did
             boys with behavior problems. Time spent in specific care
             arrangements varied as a function of child sex, behavioral
             adjustment, ethnicity, family socioeconomic status, mothers'
             employment, and parents' marital status. These findings
             underscore the importance of developmental and
             ecological-contextual factors in families' choices of care
             arrangements.},
   Doi = {10.1016/S0193-3973(99)80044-6},
   Key = {fds304168}
}

@article{fds39023,
   Author = {McFadyen-Ketchum, S.A. and Dodge, K.A.},
   Title = {Problems in social relationships},
   Series = {2nd edition},
   Pages = {338-365},
   Booktitle = {Treatment of childhood disorders},
   Publisher = {New York: Guilford},
   Editor = {E.J. Mash and R.A. Barkley},
   Year = {1998},
   Key = {fds39023}
}

@article{fds272214,
   Author = {Stormshak, and A, E and Bierman, and L, K and Group,
             TCPPR},
   Title = {The implications of different developmental patterns of
             disruptive behavior problems for school adjustment},
   Journal = {Development and Psychopathology},
   Volume = {10},
   Number = {3},
   Pages = {451-468},
   Year = {1998},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2762115/},
   Abstract = {Based upon developmental models of disruptive behavior
             problems, this study examined the hypothesis that the nature
             of a child's externalizing problems at home may be important
             in predicting the probability of and nature of school
             adjustment problems at school entry. Parent ratings were
             collected for a sample of 631 behaviorally disruptive
             children using the Child Behavior Checklist. Confirmatory
             factor analyses revealed differentiated ratings of
             oppositional, aggressive, and hyperactive/inattentive
             behaviors at home. Teacher and peer nominations assessed
             school adjustment at the end of first grade. As expected
             from a developmental perspective, aggressive behaviors
             indicated more severe dysfunction and were more likely to
             generalize to the school setting than were oppositional
             behaviors. Hyperactive/inattentive behaviors at home led to
             more classroom disruption than did aggressive or
             oppositional behaviors. Co-occurring patterns of
             oppositional/aggressive and hyperactive/inattentive
             behaviors were more common than were single-problem
             patterns, and were associated with broad dysfunction in the
             social and classroom contexts. The results were interpreted
             within a developmental framework, in which oppositional,
             aggressive, and hyperactive/inattentive behaviors may
             reflect distinct (as well as shared) developmental processes
             that have implications for the home-to-school generalization
             of behavior problems and subsequent school
             adjustment.},
   Doi = {10.1017/s0954579498001692},
   Key = {fds272214}
}

@article{fds272218,
   Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {The social ecology of school-age child care},
   Journal = {Journal of Applied Developmental Psychology},
   Volume = {19},
   Number = {3},
   Pages = {329-348},
   Year = {1998},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2792761/},
   Abstract = {The goal of this longitudinal study was to examine
             variations in school-age child care arrangements across the
             elementary school years as a function of child, family, and
             contextual factors. Pre-kindergarten family background
             measures were collected through parent questionnaires and
             interviews. Follow-up interviews with 466 parents provided
             information on children's care experiences in grades 1
             through 5. Some care arrangements (e.g., self care) showed
             considerable continuity, whereas other arrangements (e.g.,
             school programs) changed substantially from year-to-year.
             Increases in use were found for self-care, sibling care,
             neighbor care, and activity-based care; use of day care
             decreased across years. Children living with working and/or
             single mothers spent more time in non-parent care, as did
             boys with behavior problems. Time spent in specific care
             arrangements varied as a function of child sex, behavioral
             adjustment, ethnicity, family socioeconomic status, mothers'
             employment, and parents' marital status. These findings
             underscore the importance of developmental and
             ecological-contextual factors in families' choices of care
             arrangements.},
   Key = {fds272218}
}

@article{fds272219,
   Author = {Hope, and D, T and Bierman, and L, K and Dodge, TCPPRGKA and member},
   Title = {Developmental patterns of home and school behavior in rural
             and urban settings},
   Journal = {Journal of School Psychology},
   Volume = {36},
   Pages = {45-58},
   Year = {1998},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/19834584},
   Key = {fds272219}
}

@article{fds272222,
   Author = {Schwartz, D and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {The early socialization of aggressive victims of
             bullying.},
   Journal = {Child development},
   Volume = {68},
   Number = {4},
   Pages = {665-675},
   Year = {1997},
   Month = {August},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/9306645},
   Abstract = {This study reports the first prospective investigation of
             the early family experiences of boys who later emerged as
             both aggressive and bullied (i.e., aggressive victims)
             during their middle childhood years. It was hypothesized
             that a history of violent victimization by adults leads to
             emotion dysregulation that results in a dual pattern of
             aggressive behavior and victimization by peers. Interviews
             with mothers of 198 5-year-old boys assessed preschool home
             environments. Four to 5 years later, aggressive behavior and
             peer victimization were assessed in the school classroom.
             The early experiences of 16 aggressive victims were
             contrasted with those of 21 passive (nonaggressive) victims,
             33 nonvictimized aggressors, and 128 normative boys.
             Analyses indicated that the aggressive victim group had
             experienced more punitive, hostile, and abusive family
             treatment than the other groups. In contrast, the
             nonvictimized aggressive group had a history of greater
             exposure to adult aggression and conflict, but not
             victimization by adults, than did the normative group,
             whereas the passive victim group did not differ from the
             normative group on any home environment variable.},
   Doi = {10.1111/j.1467-8624.1997.tb04228.x},
   Key = {fds272222}
}

@article{fds272230,
   Author = {Bierman, KL},
   Title = {Implementing a comprehensive program for the prevention of
             conduct problems in rural communities: the Fast Track
             experience. The Conduct Problems Prevention Research
             Group.},
   Journal = {American journal of community psychology},
   Volume = {25},
   Number = {4},
   Pages = {493-514},
   Year = {1997},
   Month = {August},
   ISSN = {0091-0562},
   url = {http://dx.doi.org/10.1023/a:1024659622528},
   Abstract = {Childhood conduct problems are predictive of a number of
             serious long-term difficulties (e.g., school failure,
             delinquent behavior, and mental health problems), making the
             design of effective prevention programs a priority. The Fast
             Track Program is a demonstration project currently underway
             in four demographically diverse areas of the United States,
             testing the feasibility and effectiveness of a
             comprehensive, multicomponent prevention program targeting
             children at risk for conduct disorders. This paper describes
             some lessons learned about the implementation of this
             program in a rural area. Although there are many areas of
             commonality in terms of program needs, program design, and
             implementation issues in rural and urban sites, rural areas
             differ from urban areas along the dimensions of geographical
             dispersion and regionalism, and community stability and
             insularity. Rural programs must cover a broad geographical
             area and must be sensitive to the multiple, small and
             regional communities that constitute their service area.
             Small schools, homogeneous populations, traditional values,
             limited recreational, educational and mental health
             services, and politically conservative climates are all more
             likely to emerge as characteristics of rural rather than
             urban sites (Sherman, 1992). These characteristics may both
             pose particular challenges to the implementation of
             prevention programs in rural areas, as well as offer
             particular benefits. Three aspects of program implementation
             are described in detail: (a) community entry and program
             initiation in rural areas, (b) the adaptation of program
             components and service delivery to meet the needs of rural
             families and schools, and (c) issues in administrative
             organization of a broadly dispersed tricounty rural
             prevention program.},
   Doi = {10.1023/a:1024659622528},
   Key = {fds272230}
}

@article{fds272224,
   Author = {Pettit, GS and Laird, RD and Bates, JE and Dodge,
             KA},
   Title = {Patterns of after-school care in middle childhood: Risk
             factors and developmental outcomes},
   Journal = {Merrill-Palmer Quarterly},
   Volume = {43},
   Number = {3},
   Pages = {515-538},
   Year = {1997},
   Month = {July},
   url = {http://www.jstor.org/stable/23093336},
   Abstract = {Investigated was the extent to which children's involvement
             in differing types of after-school care (ASC) in Grades 1,
             3, and 5 predicted behavioral adjustment and academic
             performance in Grade 6. Interviews with 466 mothers provided
             information about children's ASC experiences. Teacher
             ratings of children's adjustment were collected in
             kindergarten; sixth-grade teacher ratings and school records
             provided follow-up outcome data. High amounts of self-care
             predicted poorer adjustment even after controlling for
             socioeconomic status (SES) and prior adjustment. Poor
             adjustment outcomes for self-care were most apparent for
             children already displaying problem behavior in
             kindergarten, and for children not participating in
             adult-supervised extracurricular activities. The impact of
             several types of care was moderated by SES and child sex.
             These findings highlight the social context of the ASC
             experience, with prior adjustment, family background, and
             patterning of care all serving as important factors in the
             care-outcome linkage.},
   Key = {fds272224}
}

@article{fds304166,
   Author = {Harrist, AW and Zaia, AF and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {Subtypes of social withdrawal in early childhood:
             sociometric status and social-cognitive differences across
             four years.},
   Journal = {Child development},
   Volume = {68},
   Number = {2},
   Pages = {278-294},
   Year = {1997},
   Month = {April},
   url = {http://dx.doi.org/10.1111/j.1467-8624.1997.tb01940.x},
   Abstract = {From a sample of 567 kindergartners observed during free
             play, 150 children were classified as socially withdrawn and
             followed over 4 years. A cluster analysis involving teacher
             ratings was used to identify subtypes of withdrawn children.
             Four clusters were identified, 3 fitting profiles found in
             the literature and labeled unsociable (n = 96),
             passive-anxious (n = 23), and active-isolate (n = 19), and 1
             typically not discussed, labeled sad/depressed (n = 12).
             Sociometric ratings indicated that unsociable children had
             elevated rates of sociometric neglect, active-isolates had
             higher than expected levels of rejection, and sad/depressed
             children had elevated rates of both neglect and rejection.
             Subtypes also differed in social information-processing
             patterns, with active-isolate children displaying the least
             component skills. The findings that some experience more
             difficulty than others might account for the ambiguity in
             extant studies regarding whether or not social withdrawal is
             a risk factor in psychosocial development, because
             withdrawal has most often been treated as a unitary
             construct in the past.},
   Doi = {10.1111/j.1467-8624.1997.tb01940.x},
   Key = {fds304166}
}

@article{fds272227,
   Author = {Dodge, KA and Lochman, JE and Harnish, JD and Bates, JE and Pettit,
             GS},
   Title = {Reactive and proactive aggression in school children and
             psychiatrically impaired chronically assaultive
             youth.},
   Journal = {Journal of abnormal psychology},
   Volume = {106},
   Number = {1},
   Pages = {37-51},
   Year = {1997},
   Month = {February},
   ISSN = {0021-843X},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/9103716},
   Abstract = {The authors proposed that reactively aggressive and
             proactively aggressive types of antisocial youth would
             differ in developmental histories, concurrent adjustment,
             and social information-processing patterns. In Study 1, 585
             boys and girls classified into groups called reactive
             aggressive, proactive aggressive, pervasively aggressive
             (combined type), and nonaggressive revealed distinct
             profiles. Only the reactive aggressive groups demonstrated
             histories of physical abuse and early onset of problems,
             adjustment problems in peer relations, and inadequate
             encoding and problem-solving processing patterns. Only the
             proactive aggressive groups demonstrated a processing
             pattern of anticipating positive outcomes for aggressing. In
             Study 2, 50 psychiatrically impaired chronically violent
             boys classified as reactively violent or proactively violent
             demonstrated differences in age of onset of problem
             behavior, adjustment problems, and processing
             problems.},
   Doi = {10.1037//0021-843x.106.1.37},
   Key = {fds272227}
}

@article{fds304165,
   Author = {Poulin, F and Cillessen, AHN and Hubbard, JA and Coie, JD and Dodge, KA and Schwartz, D},
   Title = {Children's friends and behavioral similarity in two social
             contexts},
   Journal = {Social Development},
   Volume = {6},
   Number = {2},
   Pages = {224-236},
   Publisher = {WILEY},
   Year = {1997},
   Month = {January},
   url = {http://dx.doi.org/10.1111/j.1467-9507.1997.tb00103.x},
   Abstract = {The general purpose of this study was to examine similarity
             between friends with respect to behavior. The specific goals
             were to consider; 1) different sources of evaluation (peer
             ratings and direct observations); 2) different social
             contexts (classroom and play group); and 3) different
             subtypes of aggressive behavior (proactive and reactive
             aggression). In the first phase of the study, sociometric
             assessments and peer evaluations of behavior were conducted
             in the school setting with third-grade boys and girls (n =
             268). In the second phase, a subsample of boys participated
             in a series of play group sessions (n = 66). Direct
             observations and peer ratings of children's behavior were
             conducted in those sessions. Results showed in both social
             contexts a tendency towards similarity among friends,
             especially with respect to aggressive behavior. Separate
             analyses for subtypes of aggressive behavior revealed that
             the similarity hypothesis applied for proactive aggression
             but not for reactive aggression.},
   Doi = {10.1111/j.1467-9507.1997.tb00103.x},
   Key = {fds304165}
}

@article{fds304167,
   Author = {Pettit, GS and Bates, JE and Dodge, KA},
   Title = {Supportive Parenting, Ecological Context, and Children's
             Adjustment: A Seven-Year Longitudinal Study},
   Journal = {Child Development},
   Volume = {68},
   Number = {5},
   Pages = {908-923},
   Publisher = {WILEY},
   Year = {1997},
   Month = {January},
   url = {http://dx.doi.org/10.1111/j.1467-8624.1997.tb01970.x},
   Abstract = {Two major questions regarding the possible impact of early
             supportive parenting (SP) on children's school adjustment
             were addressed: (1) Does SP assessed prekindergarten predict
             grade 6 adjustment after controlling for early harsh
             parenting (HP)? (2) Does SP moderate (buffer) the impact of
             early family adversity on grade 6 adjustment? Parenting and
             family adversity data were drawn from home-visit interviews
             with 585 mothers conducted prekindergarten. Four SP measures
             were derived: mother-to-child warmth, proactive teaching,
             inductive discipline, and positive involvement. HP was
             indexed as the use of harsh, physical discipline. Family
             adversity indicators were socioeconomic disadvantage, family
             stress, and single parenthood. Children's adjustment
             (behavior problems, social skills, and academic performance)
             in kindergarten and grade 6 was assessed via teacher ratings
             and school records. SP predicted adjustment in grade 6, even
             after controlling for kindergarten adjustment and HP. High
             levels of SP mitigated the effects of family adversity on
             later behavior problems. These findings implicate both
             direct (main effect) and indirect (moderator of adversity)
             processes in the linkage between positive and supportive
             aspects of parenting and children's school
             adjustment.},
   Doi = {10.1111/j.1467-8624.1997.tb01970.x},
   Key = {fds304167}
}

@article{fds38895,
   Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
             E.},
   Title = {A situational approach to the assessment of social
             competence in children (Reprint)},
   Series = {Child Psychology Portfolio, I. Sclare (Series
             Ed.)},
   Booktitle = {Children's social relationships},
   Publisher = {London: NFRE-Nelson},
   Editor = {K. Sylva},
   Year = {1997},
   Key = {fds38895}
}

@article{fds38995,
   Author = {Deater-Deckard, K. and Dodge, K.A. and Bates, J.E. and Pettit,
             G.S.},
   Title = {Physical discipline among African-American and
             European-American mothers: Links to children's externalizing
             behaviors(Reprint)},
   Booktitle = {E.L.I.T.E. Library: Extended Library Individualized to
             Education},
   Publisher = {Guilford, CT: Dushkin Publishing},
   Year = {1997},
   Key = {fds38995}
}

@article{fds39004,
   Author = {Brown, J. and Dodge, K.A.},
   Title = {Early peer relations and child psychiatry},
   Pages = {305-320},
   Booktitle = {The basic handbook of child and adolescent
             psychiatry},
   Publisher = {New York: John Wiley & Sons},
   Editor = {S.I. Greenspan and J. Osofsky and K. Pruett},
   Year = {1997},
   Key = {fds39004}
}

@article{fds39005,
   Author = {Coie, J.D. and Dodge, K.A.},
   Title = {Aggression and antisocial behavior},
   Pages = {779-862},
   Booktitle = {Handbook of child psychology, fifth edition. Vol. 3: Social,
             emotional, and personality development},
   Publisher = {New York: Wiley},
   Editor = {W. Damon (N. Eisenberg and Vol. Ed.)},
   Year = {1997},
   Key = {fds39005}
}

@article{fds39008,
   Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.},
   Title = {How the experience of physical abuse leads a child to become
             chronically violent toward others},
   Pages = {263-288},
   Booktitle = {Rochester Symposium on Developmental Psychopathology, Vol.
             8: Developmental perspectives on trauma},
   Publisher = {Rochester, NY: University of Rochester Press},
   Editor = {D. Cicchetti and S.L. Toth},
   Year = {1997},
   Key = {fds39008}
}

@article{fds39010,
   Author = {Dodge, K.A. and Schwartz, D.},
   Title = {Social information-processing mechanisms in aggressive
             behavior},
   Pages = {171-180},
   Booktitle = {Handbook of antisocial behavior},
   Publisher = {New York: Wiley},
   Editor = {D. Stoff and J. Breiling and J. Masur},
   Year = {1997},
   Key = {fds39010}
}

@article{fds272223,
   Author = {Poulin, F and Cillessen, AHN and Hubbard, JA and Coie, JD and Dodge, KA and Schwartz, D},
   Title = {Children’s friends and behavioral similarity in two social
             contexts},
   Journal = {Social Development},
   Volume = {6},
   Number = {2},
   Pages = {225-237},
   Year = {1997},
   url = {http://dx.doi.org/10.1111/j.1467-9507.1997.tb00103.x},
   Abstract = {The general purpose of this study was to examine similarity
             between friends with respect to behavior. The specific goals
             were to consider; 1) different sources of evaluation (peer
             ratings and direct observations); 2) different social
             contexts (classroom and play group); and 3) different
             subtypes of aggressive behavior (proactive and reactive
             aggression). In the first phase of the study, sociometric
             assessments and peer evaluations of behavior were conducted
             in the school setting with third-grade boys and girls (n =
             268). In the second phase, a subsample of boys participated
             in a series of play group sessions (n = 66). Direct
             observations and peer ratings of children's behavior were
             conducted in those sessions. Results showed in both social
             contexts a tendency towards similarity among friends,
             especially with respect to aggressive behavior. Separate
             analyses for subtypes of aggressive behavior revealed that
             the similarity hypothesis applied for proactive aggression
             but not for reactive aggression.},
   Doi = {10.1111/j.1467-9507.1997.tb00103.x},
   Key = {fds272223}
}

@article{fds272225,
   Author = {Pettit, GS and Bates, JE and Dodge, KA},
   Title = {Supportive parenting, ecological context, and children’s
             adjustment},
   Journal = {Child Development},
   Volume = {68},
   Number = {5},
   Pages = {908-923},
   Year = {1997},
   url = {http://dx.doi.org/10.1111/j.1467-8624.1997.tb01970.x},
   Abstract = {Two major questions regarding the possible impact of early
             supportive parenting (SP) on children's school adjustment
             were addressed: (1) Does SP assessed prekindergarten predict
             grade 6 adjustment after controlling for early harsh
             parenting (HP)? (2) Does SP moderate (buffer) the impact of
             early family adversity on grade 6 adjustment? Parenting and
             family adversity data were drawn from home-visit interviews
             with 585 mothers conducted prekindergarten. Four SP measures
             were derived: mother-to-child warmth, proactive teaching,
             inductive discipline, and positive involvement. HP was
             indexed as the use of harsh, physical discipline. Family
             adversity indicators were socioeconomic disadvantage, family
             stress, and single parenthood. Children's adjustment
             (behavior problems, social skills, and academic performance)
             in kindergarten and grade 6 was assessed via teacher ratings
             and school records. SP predicted adjustment in grade 6, even
             after controlling for kindergarten adjustment and HP. High
             levels of SP mitigated the effects of family adversity on
             later behavior problems. These findings implicate both
             direct (main effect) and indirect (moderator of adversity)
             processes in the linkage between positive and supportive
             aspects of parenting and children's school
             adjustment.},
   Doi = {10.1111/j.1467-8624.1997.tb01970.x},
   Key = {fds272225}
}

@article{fds272226,
   Author = {Harrist, AW and Zaia, AF and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {Subtypes of social withdrawal in early childhood:
             Sociometric status and social-cognitive differences across
             four years},
   Journal = {Child Development},
   Volume = {68},
   Number = {2},
   Pages = {332-348},
   Year = {1997},
   url = {http://dx.doi.org/10.1111/1467-8624.ep9706130499},
   Abstract = {From a sample of 567 kindergartners observed during free
             play, 150 children were classified as socially withdrawn and
             followed over 4 years. A cluster analysis involving teacher
             ratings was used to identify subtypes of withdrawn children.
             Four clusters were identified, 3 fitting profiles found in
             the literature and labeled unsociable (n = 96),
             passive-anxious (n = 23), and active-isolate (n = 19), and 1
             typically not discussed, labeled sad/depressed (n = 12).
             Sociometric ratings indicated that unsociable children had
             elevated rates of sociometric neglect, active-isolates had
             higher than expected levels of rejection, and sad/depressed
             children had elevated rates of both neglect and rejection.
             Subtypes also differed in social information-processing
             patterns, with active-isolate children displaying the least
             competent skills. The findings that some subtypes experience
             more difficulty than others might account for the ambiguity
             in extant studies regarding whether or not social withdrawal
             is a risk factor in psychosocial development, because
             withdrawal has most often been treated as a unitary
             construct in the past.},
   Doi = {10.1111/1467-8624.ep9706130499},
   Key = {fds272226}
}

@article{fds272228,
   Author = {Deater Deckard and K and Dodge, KA},
   Title = {Spare the rod, spoil the authors: Emerging themes in
             research on parenting and child development},
   Journal = {Psychological Inquiry},
   Volume = {8},
   Pages = {230-235},
   Year = {1997},
   url = {http://dx.doi.org/10.1207/s15327965pli0803_13},
   Doi = {10.1207/s15327965pli0803_13},
   Key = {fds272228}
}

@article{fds272229,
   Author = {Deater Deckard and K and Dodge, KA},
   Title = {Externalizing behavior problems and discipline revisited:
             Nonlinear effects and variation by culture, context, and
             gender},
   Journal = {Psychological Inquiry},
   Volume = {8},
   Pages = {161-175},
   Year = {1997},
   url = {http://dx.doi.org/10.1207/s15327965pli0803_1},
   Doi = {10.1207/s15327965pli0803_1},
   Key = {fds272229}
}

@article{fds272233,
   Author = {McFadyen-Ketchum, SA and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {Patterns of change in early childhood aggressive-disruptive
             behavior: gender differences in predictions from early
             coercive and affectionate mother-child interactions.},
   Journal = {Child development},
   Volume = {67},
   Number = {5},
   Pages = {2417-2433},
   Year = {1996},
   Month = {October},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/9022248},
   Abstract = {The present study focused on mother-child interaction
             predictors of initial levels and change in child aggressive
             and disruptive behavior at school from kindergarten to third
             grade. Aggression-disruption was measured via annual reports
             from teachers and peers. Ordinary least-squares regression
             was used to identify 8 separate child aggression
             trajectories, 4 for each gender: high initial levels with
             increases in aggression, high initial levels with decrease
             in aggression, low initial levels with increases in
             aggression, and low initial levels with decreases in
             aggression. Mother-child interaction measures of coercion
             and nonaffection collected prior to kindergarten were
             predictive of initial levels of aggression-disruption in
             kindergarten in both boys and girls. However, boys and girls
             differed in how coercion and nonaffection predicted change
             in aggression-disruption across elementary school years. For
             boys, high coercion and nonaffection were particularly
             associated with the high-increasing-aggression trajectory,
             but for girls, high levels of coercion and nonaffection were
             associated with the high-decreasing-aggression trajectory.
             This difference is discussed in the context of Patterson et
             al.'s coercion training theory, and the need for
             gender-specific theories of aggressive development is
             noted.},
   Doi = {10.1111/j.1467-8624.1996.tb01865.x},
   Key = {fds272233}
}

@article{fds271971,
   Author = {Bierman, KL},
   Title = {Integrating social-skills training interventions with parent
             training and family-focused support to prevent conduct
             disorder in high-risk populations. The Fast Track Multisite
             Demonstration Project. The Conduct Problems Prevention
             Research Group.},
   Journal = {Annals of the New York Academy of Sciences},
   Volume = {794},
   Pages = {256-264},
   Year = {1996},
   Month = {September},
   ISSN = {0077-8923},
   url = {http://dx.doi.org/10.1111/j.1749-6632.1996.tb32526.x},
   Doi = {10.1111/j.1749-6632.1996.tb32526.x},
   Key = {fds271971}
}

@article{fds272237,
   Author = {Crick, NR and Dodge, KA},
   Title = {Social information-processing mechanisms in reactive and
             proactive aggression.},
   Journal = {Child development},
   Volume = {67},
   Number = {3},
   Pages = {993-1002},
   Year = {1996},
   Month = {June},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/8706540},
   Abstract = {Theories of aggressive behavior and ethological observations
             in animals and children suggest the existence of distinct
             forms of reactive (hostile) and proactive (instrumental)
             aggression. Toward the validation of this distinction,
             groups of reactive aggressive, proactive aggressive, and
             nonaggressive children were identified (n = 624
             9-12-year-olds). Social information-processing patterns were
             assessed in these groups by presenting hypothetical
             vignettes to subjects. 3 hypotheses were tested: (1) only
             the reactive-aggressive children would demonstrate hostile
             biases in their attributions of peers' intentions in
             provocation situations (because such biases are known to
             lead to reactive anger); (2) only proactive-aggressive
             children would evaluate aggression and its consequences in
             relatively positive ways (because proactive aggression is
             motivated by its expected external outcomes); and (3)
             proactive-aggressive children would select instrumental
             social goals rather than relational goals more often than
             nonaggressive children. All 3 hypotheses were at least
             partially supported.},
   Doi = {10.1111/j.1467-8624.1996.tb01778.x},
   Key = {fds272237}
}

@article{fds272232,
   Author = {Pettit, GS and Clawson, MA and Dodge, KA and Bates,
             JE},
   Title = {Stability and change in peer-rejected status: The role of
             child behavior, parenting, and family ecology},
   Journal = {Merrill-Palmer Quarterly},
   Volume = {42},
   Number = {2},
   Pages = {267-294},
   Year = {1996},
   Month = {April},
   url = {http://www.jstor.org/stable/23087880},
   Abstract = {Antecedents and correlates of peer rejection in kindergarten
             and first grade were examined. Interviews with 585 mothers
             provided data on parenting and family ecology. Child
             behavior was indexed by peer and teacher ratings. Children
             were classified as sociometrically accepted in both grades,
             rejected in only one grade, or rejected in both grades.
             Compared to accepted children, rejected children were more
             likely to come from lower SES families in which restrictive
             discipline occurred at a high rate, and were more aggressive
             and less socially and academically skilled. Children
             rejected in both grades were more aggressive than children
             rejected in one grade. Decreases in aggression and increases
             in academic performance were shown by children whose status
             improved across grades, with the opposite pattern shown by
             children whose status worsened. Findings are discussed in
             terms of the etiology and maintenance of peer rejection in
             the early school years.},
   Key = {fds272232}
}

@article{fds272234,
   Author = {Elias, MJ and Weissberg, RP and Zins, JE and Kendall, PC and Dodge, KA and Jason, LA and Rotheram-Borus, MJ and Perry, CL and Hawkins, JD and Gottfredson, DC},
   Title = {Transdisciplinary collaboration among school researchers:
             The consortium on the school-based promotion of social
             competence},
   Journal = {Journal of Educational and Psychological
             Consultation},
   Volume = {7},
   Number = {1},
   Pages = {25-39},
   Publisher = {Informa UK Limited},
   Year = {1996},
   Month = {January},
   url = {http://dx.doi.org/10.1207/s1532768xjepc0701_3},
   Abstract = {A common problem faced by professionals involved in
             implementing and researching intervention programs is
             identifying where they can turn for consultation and support
             in addressing the complex challenges of their work. The
             professional literature often does not address the specific
             problems they must address and does not offer personal
             support. Further, it is unclear what type of professional
             development is appropriate for meeting the somewhat unique
             needs of those at a senior level. This article discusses the
             development, formation, evolution, and ongoing work of a
             group of researchers and professors from universities around
             the country who have been collaborating since 1987. They
             formed a consortium of professional peers to share
             expertise, conduct joint projects, encourage reflective
             practice, provide moral support, and enhance one another's
             professional growth and development. Through the mutual
             efforts, support, and consultative assistance provided,
             members have been able to creatively enhance and improve
             their individual approaches to school intervention and also
             expand their influence on the field at large.},
   Doi = {10.1207/s1532768xjepc0701_3},
   Key = {fds272234}
}

@article{fds272236,
   Author = {Deater-Deckard, K and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {Physical discipline among African American and European
             American mothers: Links to children's externalizing
             behaviors},
   Journal = {Developmental Psychology},
   Volume = {32},
   Number = {6},
   Pages = {1065-1072},
   Publisher = {American Psychological Association (APA)},
   Year = {1996},
   Month = {January},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037/0012-1649.32.6.1065},
   Abstract = {The aim of this study was to test whether the relation
             between physical discipline and child aggression was
             moderated by ethnic-group status. A sample of 466 European
             American and 100 African American children from a broad
             range of socioeconomic levels were followed from
             kindergarten through 3rd grade. Mothers reported their use
             of physical discipline in interviews and questionnaires, and
             mothers, teachers, and peers rated children's externalizing
             problems annually. The interaction between ethnic status and
             discipline was significant for teacher- and peer-rated
             externalizing scores; physical discipline was associated
             with higher externalizing scores, but only among European
             American children. These findings provide evidence that the
             link between physical punishment and child aggression may be
             culturally specific. Copyright 1996 by the American
             Psychological Association, Inc.},
   Doi = {10.1037/0012-1649.32.6.1065},
   Key = {fds272236}
}

@article{fds304164,
   Author = {Stormshak, EA and Bellanti, CJ and Bierman, KL and Coie, JD and Dodge,
             KA and Greenberg, MT and Lochman, JE and McMahon,
             RJ},
   Title = {The quality of sibling relationships and the development of
             social competence and behavioral control in aggressive
             children},
   Journal = {Developmental Psychology},
   Volume = {32},
   Number = {1},
   Pages = {79-89},
   Publisher = {American Psychological Association (APA)},
   Year = {1996},
   Month = {January},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037/0012-1649.32.1.79},
   Abstract = {To understand the relations between sibling interactions and
             the social adjustment of children with behavior problems, 53
             aggressive 1st- and 2nd-grade children, their mothers, and
             their siblings were interviewed about positive and negative
             aspects of the sibling relationship. When conflict and
             warmth were considered together, 3 types of sibling dyads
             emerged: conflictual (high levels of conflict, low levels of
             warmth), involved (moderate levels of conflict and warmth),
             and supportive (low levels of conflict, high levels of
             warmth). On most measures of social adjustment at school,
             children in involved sibling relationships showed better
             adjustment than did children in conflictual relationships.
             Results are discussed in terms of a developmental model for
             at-risk children in which some sibling relationships may
             foster the development of social skills in addition to
             providing emotional support, which may enhance adjustment at
             school. Copyright 1996 by the American Psychological
             Association, Inc.},
   Doi = {10.1037/0012-1649.32.1.79},
   Key = {fds304164}
}

@article{fds38990,
   Author = {Bierman, K. and the Conduct Problems Prevention Research
             Group (K.A. Dodge and member)},
   Title = {Social skills training in the FAST Track
             Program},
   Pages = {65-89},
   Booktitle = {Preventing childhood disorders, substance use, and
             delinquency},
   Publisher = {Thousand Oaks, CA: Sage},
   Editor = {R. Dev. Peters and R.J. McMahon},
   Year = {1996},
   Key = {fds38990}
}

@article{fds38991,
   Author = {Bierman, K.L. and Greenberg, M.T. and the Conduct Problems
             Prevention Research Group (K.A. Dodge and member)},
   Title = {Integrating social skill training interventions with parent
             training and family-focused support to prevent conduct
             disorder in high risk populations: The FAST Track Multi-Site
             Demonstration Project},
   Pages = {256-264},
   Booktitle = {Understanding aggressive behavior in children},
   Publisher = {New York, NY: Annals of the New York Academy of
             Sciences},
   Editor = {C.F. Ferris and T. Grisso},
   Year = {1996},
   url = {http://dx.doi.org/10.1111/j.1749-6632.1996.tb32526.x},
   Doi = {10.1111/j.1749-6632.1996.tb32526.x},
   Key = {fds38991}
}

@article{fds38992,
   Author = {Conduct Problems Prevention Research Group},
   Title = {An initial evaluation of the FAST Track Program},
   Pages = {54-56},
   Booktitle = {Proceedings of the Fifth National Prevention Research
             Conference},
   Publisher = {Washington, DC: National Institute of Mental
             Health},
   Editor = {J.A. Linney},
   Year = {1996},
   Key = {fds38992}
}

@article{fds38996,
   Author = {Dodge, K.A.},
   Title = {Biopsychosocial perspectives on the development of conduct
             disorder},
   Booktitle = {Proceedings of the Fifth National Prevention Research
             Conference},
   Publisher = {Washington, DC: National Institute of Mental
             Health},
   Editor = {J.A. Linney},
   Year = {1996},
   Key = {fds38996}
}

@article{fds39000,
   Author = {McMahon, R.J. and Slough, N. and the Conduct Problems Prevention
             Research Group (K.A. Dodge and member)},
   Title = {Family-based intervention in the FAST Track
             Program},
   Pages = {90-110},
   Booktitle = {Preventing childhood disorders, substance use, and
             delinquency},
   Publisher = {Thousand Oaks, CA: Sage},
   Editor = {R. Dev. Peters and R.J. McMahon},
   Year = {1996},
   Key = {fds39000}
}

@article{fds272231,
   Author = {Stormshak, and A, E and Bellanti, and J, C and Bierman, and L, K and Dodge,
             TCPPRGKA and member},
   Title = {The quality of the sibling relationship and the development
             of social competence and behavioral control in aggressive
             children},
   Journal = {Developmental Psychology},
   Volume = {32},
   Number = {1},
   Pages = {1-11},
   Year = {1996},
   ISSN = {0012-1649},
   Abstract = {To understand the relations between sibling interactions and
             the social adjustment of children with behavior problems, 53
             aggressive 1st- and 2nd-grade children, their mothers, and
             their siblings were interviewed about positive and negative
             aspects of the sibling relationship. When conflict and
             warmth were considered together, 3 types of sibling dyads
             emerged: conflictual (high levels of conflict, low levels of
             warmth), involved (moderate levels of conflict and warmth),
             and supportive (low levels of conflict, high levels of
             warmth). On most measures of social adjustment at school,
             children in involved sibling relationships showed better
             adjustment than did children in conflictual relationships.
             Results are discussed in terms of a developmental model for
             at-risk children in which some sibling relationships may
             foster the development of social skills in addition to
             providing emotional support, which may enhance adjustment at
             school. Copyright 1996 by the American Psychological
             Association, Inc.},
   Key = {fds272231}
}

@article{fds272235,
   Author = {Dodge, KA},
   Title = {The legacy of Hobbs and Gray: Research on the development
             and prevention of conduct problems},
   Journal = {Peabody Journal of Education},
   Volume = {71},
   Number = {4},
   Pages = {86-98},
   Year = {1996},
   url = {http://www.jstor.org/stable/1493186},
   Doi = {10.1080/01619569609595130},
   Key = {fds272235}
}

@article{fds272241,
   Author = {Dodge, KA and Pettit, GS and Bates, JE and Valente,
             E},
   Title = {Social information-processing patterns partially mediate the
             effect of early physical abuse on later conduct
             problems.},
   Journal = {Journal of abnormal psychology},
   Volume = {104},
   Number = {4},
   Pages = {632-643},
   Year = {1995},
   Month = {November},
   ISSN = {0021-843X},
   url = {http://dx.doi.org/10.1037//0021-843x.104.4.632},
   Abstract = {The authors tested the hypothesis that early physical abuse
             is associated with later externalizing behavior outcomes and
             that this relation is mediated by the intervening
             development of biased social information-processing
             patterns. They assessed 584 randomly selected boys and girls
             from European American and African American backgrounds for
             the lifetime experience of physical abuse through clinical
             interviews with mothers prior to the child's matriculation
             in kindergarten. Early abuse increased the risk of
             teacher-rated externalizing outcomes in Grades 3 and 4 by
             fourfold, and this effect could not be accounted for by
             confounded ecological or child factors. Abuse was associated
             with later processing patterns (encoding errors, hostile
             attributional biases, accessing of aggressive responses, and
             positive evaluations of aggression), which, in turn,
             predicted later externalizing outcomes.},
   Doi = {10.1037//0021-843x.104.4.632},
   Key = {fds272241}
}

@article{fds272243,
   Author = {Boivin, M and Dodge, KA and Coie, JD},
   Title = {Individual-group behavioral similarity and peer status in
             experimental play groups of boys: the social misfit
             revisited.},
   Journal = {Journal of personality and social psychology},
   Volume = {69},
   Number = {2},
   Pages = {269-279},
   Year = {1995},
   Month = {August},
   ISSN = {0022-3514},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/7643305},
   Abstract = {This study evaluated individual-group similarity and
             dissimilarity hypotheses generally stipulating that the
             behavioral correlates of status are moderated by the peer
             group context in which they are displayed. Thirty play
             groups of 5 or 6 unacquainted same-age boys participated in
             five 45-min sessions. Five behaviors described group and
             individual characteristics: reactive aggression, proactive
             aggression, solitary play, rough-and-tumble play, and
             positive interactive behavior. Individual social preference
             scores were computed following a variant of the J. D. Coie
             and K. A. Dodge (1983) procedure. The behavioral correlates
             of emerging peer status were examined as a function of the
             group's behavioral norms. Evidence of a dissimilarity effect
             was found for solitary play and reactive aggression whereas
             positive interactive behavior followed a rule of
             similarity.},
   Doi = {10.1037//0022-3514.69.2.269},
   Key = {fds272243}
}

@article{fds38940,
   Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.},
   Title = {Mechanisms in the cycle of violence(Reprint)},
   Booktitle = {World Society for the Protection of Animals},
   Year = {1995},
   Key = {fds38940}
}

@article{fds38983,
   Author = {Bates, J.E. and Pettit, G.S. and Dodge, K.A.},
   Title = {Family and child factors in stability and change in
             children's aggressiveness in elementary school},
   Pages = {124-138},
   Booktitle = {Coercion and punishment in long-term perspectives},
   Publisher = {New York: Cambridge University Press},
   Editor = {J. McCord},
   Year = {1995},
   Key = {fds38983}
}

@article{fds272238,
   Author = {McMahon, and J, R and Greenberg, and T, M and Dodge, TCPPRGKA and member},
   Title = {The FAST Track Program: A developmentally focused
             intervention for children with conduct problems},
   Journal = {Clinician's Research Digest},
   Volume = {13},
   Pages = {1-2},
   Year = {1995},
   Key = {fds272238}
}

@article{fds272239,
   Author = {Lochman, and E, J and member, TCPPRGKAD},
   Title = {Screening of child behavior problems for prevention programs
             at school entry},
   Journal = {Journal of Consulting and Clinical Psychology},
   Volume = {63},
   Number = {4},
   Pages = {549-559},
   Year = {1995},
   ISSN = {0022-006X},
   url = {http://dx.doi.org/10.1037//0022-006x.63.4.549},
   Abstract = {Targeted programs designed to prevent conduct problems in
             childhood and adolescence rely on screening systems to
             identify high-risk individuals. This study examines the
             proximal usefulness of a multiple-gating approach to
             screening, using teacher and parent ratings in a 2-step
             procedure with a sample of 382 kindergarten children. The
             study explored differences in the accuracy of the 2 steps of
             screening information and whether parents' reports of
             parenting practices augments the prediction of negative
             outcomes. The 2-step screening system was found to
             effectively predict negative behavior outcomes over 1 year
             later, although some false-positive and false-negative
             predictions were evident. The Parenting Practices Screen did
             not substantially add to prediction accuracy. The discussion
             emphasizes the potential contributions and problems of using
             screening measures.},
   Doi = {10.1037//0022-006x.63.4.549},
   Key = {fds272239}
}

@article{fds272240,
   Author = {Harnish, JD and Dodge, KA and Valente, E},
   Title = {Mother-child interaction quality as a partial mediator of
             the roles of maternal depressive symptomatology and
             socioeconomic status in the development of child behavior
             problems.Conduct Problems Prevention Research
             Group.},
   Journal = {Child development},
   Volume = {66},
   Number = {3},
   Pages = {739-753},
   Year = {1995},
   ISSN = {0009-3920},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1995RA36200012&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {This investigation examined the relation between maternal
             depressive symptomatology and the development of
             externalizing behavior problems in children by incorporating
             mother-child interaction quality into a series of models. A
             representative sample of 376 first-grade boys and girls
             (mean age = 6.52) from diverse backgrounds (234 from the
             lowest 2 socioeconomic classes) and their mothers completed
             an interaction task designed to measure the quality of
             mother-child interaction. Latent variable structural
             equations analyses revealed that mother-child interaction
             quality partially mediated the relation between maternal
             depressive symptomatology and child behavior problems even
             when the effects of socioeconomic status on both variables
             were taken into account. Although this model held for boys,
             girls, and Caucasians, the relation between maternal
             depression and interaction quality was not significant for
             African-Americans. Further investigation is required to
             understand the lack of generalizability of the model to
             African-American mother-child dyads.},
   Doi = {10.1111/j.1467-8624.1995.tb00902.x},
   Key = {fds272240}
}

@article{fds272242,
   Author = {Burks, VS and Dodge, KA and Price, JM},
   Title = {Models of internalizing outcomes of early
             rejection},
   Journal = {Development and Psychopathology},
   Volume = {7},
   Number = {4},
   Pages = {683-695},
   Year = {1995},
   url = {http://dx.doi.org/10.1017/S0954579400006787},
   Abstract = {Viewing social rejection from same-age peers as a source of
             stress for children, the current study sought to determine
             the most appropriate model of the effects of temporary
             versus consistent experiences with rejection for both
             short-term and long-term internalizing problems. Adopting a
             cross-sectional longitudinal design, the sociometric status
             of children in the first year of the study (when the
             children were in the first, second, or third grades), and
             then again in the next school year (when children were in
             the second, third, or fourth grades) was assessed to
             determine which children were rejected by their peers.
             Internalizing outcome measures were administered in the
             third and sixth years of follow-up. Results indicated that,
             for boys, the Threshold Model best represented the stressful
             effects of rejection. That is, only boys who were exposed to
             rejection for 2 consecutive years demonstrated both
             short-term and long-term internalizing problems in
             subsequent years. For girls, however, there appeared to be
             few significant differences among those who never
             experienced rejection, who had only temporary experiences
             with rejection, and girls who were consistently exposed to
             rejection. Results are discussed in terms of the
             significance of a Threshold Model as well as possible
             explanations for these gender differences. © 1995,
             Cambridge University Press. All rights reserved.},
   Doi = {10.1017/S0954579400006787},
   Key = {fds272242}
}

@article{fds272247,
   Author = {Dodge, KA and Price, JM},
   Title = {On the relation between social information processing and
             socially competent behavior in early school-aged
             children.},
   Journal = {Child development},
   Volume = {65},
   Number = {5},
   Pages = {1385-1397},
   Year = {1994},
   Month = {October},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/7982356},
   Abstract = {This article tested the hypotheses that (1) children's
             behavioral competence is a function of patterns of social
             information processing; (2) processing correlates of
             behavior occur at each of 5 steps of processing within each
             of 3 social situations; (3) measures at each step uniquely
             increment each other in predicting behavior; (4) the
             relation between processing and behavior is stronger within
             than across domains; and (5) processing patterns are more
             sophisticated among older than younger children and the
             processing-behavior relation is stronger among older than
             younger children. Videorecorded stimuli were used to assess
             processing patterns (encoding, interpretational errors and
             bias, response generation, response evaluation, and
             enactment skill) in 3 domains (peer group entry, response to
             provocation, and response to authority directive) in 259
             first-, second-, and third-grade boys and girls (ages 6-9
             years). Ratings of behavioral competence in each domain were
             made by peers and teachers. Findings generally supported
             hypotheses, with the magnitude of relations being
             modest.},
   Doi = {10.1111/j.1467-8624.1994.tb00823.x},
   Key = {fds272247}
}

@article{fds272261,
   Author = {DeRosier, ME and Cillessen, AH and Coie, JD and Dodge,
             KA},
   Title = {Group social context and children's aggressive
             behavior.},
   Journal = {Child development},
   Volume = {65},
   Number = {4},
   Pages = {1068-1079},
   Year = {1994},
   Month = {August},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/7956465},
   Abstract = {Very little is known about the influence of the
             social-psychological context on children's aggressive
             behavior. The purpose of this research was to examine the
             interrelations of group contextual factors and the
             occurrence of aggressive behavior in 22 experimental play
             groups of 7- and 9-year-old African-American boys. Group
             context was examined before, during, and after an aggressive
             act as well as during nonaggressive periods. The results
             showed that there are dimensions of group context (i.e.,
             negative affect, high aversive behavior, high activity
             level, low group cohesion, competitiveness) that were
             related to the occurrence of aggressive behavior between 2
             children in the group. Group context influenced how children
             reacted to aggression between its members (e.g., siding with
             the victim), which in turn influenced the quality of the
             postaggression group atmosphere. This study suggests that
             individual-within-context information be incorporated into
             theories of aggression among children.},
   Doi = {10.1111/j.1467-8624.1994.tb00803.x},
   Key = {fds272261}
}

@article{fds272246,
   Author = {Lochman, JE and Dodge, KA},
   Title = {Social-cognitive processes of severely violent, moderately
             aggressive, and nonaggressive boys.},
   Journal = {Journal of consulting and clinical psychology},
   Volume = {62},
   Number = {2},
   Pages = {366-374},
   Year = {1994},
   Month = {April},
   ISSN = {0022-006X},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/8201075},
   Abstract = {This study examined social-cognitive processes of aggressive
             and nonaggressive boys at preadolescent and early adolescent
             age levels. The social-cognitive variables included
             processing of cues, attributions, social problem solving,
             affect labeling, outcome expectations, and perceived
             competence and self-worth. Results indicated that a wide
             range of social-cognitive processes is distorted and
             deficient for violent and moderately aggressive children,
             and that different types of social cognition contribute
             unique variance in discriminating among groups. Severely
             violent boys at both age levels had difficulties with cue
             recall, attributions, social problem solving, general
             self-worth, and a pattern of endorsing unusually positive
             affects that they may experience in different settings.
             Moderately aggressive boys shared some of the
             social-cognitive difficulties demonstrated by severely
             violent boys, but they also displayed indications that their
             aggression may be more planfully aimed to achieve expected
             outcomes. When the moderately aggressive and the violent
             boys differed from the nonaggressive boys on attributional
             biases and low perceived self-worth, a continuum existed
             with violent boys displaying more extreme social-cognitive
             dysfunctions than the moderately aggressive boys. These
             findings carry implications for cognitive-behavioral
             intervention with severely violent and moderately aggressive
             youths.},
   Doi = {10.1037//0022-006x.62.2.366},
   Key = {fds272246}
}

@article{fds272274,
   Author = {Bates, JE and Marvinney, D and Kelly, T and Dodge, KA and Bennett, DS and Pettit, GS},
   Title = {Child-Care History and Kindergarten Adjustment},
   Journal = {Developmental Psychology},
   Volume = {30},
   Number = {5},
   Pages = {690-700},
   Publisher = {American Psychological Association (APA)},
   Year = {1994},
   Month = {January},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037/0012-1649.30.5.690},
   Abstract = {Parents gave histories of 589 children just before
             kindergarten. Children were later assessed with teacher,
             peer, and observer measures of social adjustment in school.
             Children with higher day-care amounts in each of 3 eras
             (0-1, 1-4, and 4-5 years) scored higher on the composite
             negative adjustment and lower on positive adjustment
             (however, they also scored lower on teacher-rated
             internalizing problems). Day care predicted even after
             statistical control for measures representing alternative
             explanations, such as family stress and socioeconomic
             status, accounting for 2.7% of variance in negative
             adjustment and 2.9% of positive adjustment. Interactions
             between day care and other variables did not add to
             predictions of the molar adjustment composites. Extensive
             infancy care did not in itself predict adjustment, according
             to planned contrasts that controlled for total amount of day
             care received across the 3 eras of the child's
             life.},
   Doi = {10.1037/0012-1649.30.5.690},
   Key = {fds272274}
}

@article{fds272277,
   Author = {Crick, NR and Dodge, KA},
   Title = {A review and reformulation of social information-processing
             mechanisms in children's social adjustment},
   Journal = {Psychological Bulletin},
   Volume = {115},
   Number = {1},
   Pages = {74-101},
   Publisher = {American Psychological Association (APA)},
   Year = {1994},
   Month = {January},
   url = {http://dx.doi.org/10.1037/0033-2909.115.1.74},
   Abstract = {Research on the relation between social information
             processing and social adjustment in childhood is reviewed
             and interpreted within the framework of a reformulated model
             of human performance and social exchange. This reformulation
             proves to assimilate almost all previous studies and is a
             useful heuristic device for organizing the field. The review
             suggests that overwhelming evidence supports the empirical
             relation between characteristic processing styles and
             children's social adjustment, with some aspects of
             processing (e.g., hostile attributional biases, intention
             cue detection accuracy, response access patterns, and
             evaluation of response outcomes) likely to be causal of
             behaviors that lead to social status and other aspects
             (e.g., perceived self-competence) likely to be responsive to
             peer status.},
   Doi = {10.1037/0033-2909.115.1.74},
   Key = {fds272277}
}

@article{fds38894,
   Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
             E.},
   Title = {A situational approach to the assessment of social
             competence in children (Reprint)},
   Booktitle = {Clinical assessment of children's personality and
             behavior},
   Publisher = {Allyn and Bacon},
   Editor = {P.J. Frick and R.W. Kamphaus},
   Year = {1994},
   Key = {fds38894}
}

@article{fds38971,
   Author = {Consortium on the School-Based Promotion of Social
             Competence},
   Title = {The school-based promotion of social competence: Theory,
             research, practice, and policy},
   Pages = {268-389},
   Booktitle = {Stress, risk and resilience in children and
             adolescents},
   Publisher = {New York: Cambridge},
   Editor = {R.J. Haggarty and N. Garmezy and M. Rutter and L.
             Sherrod},
   Year = {1994},
   Key = {fds38971}
}

@article{fds38973,
   Author = {Crick, N.R. and Dodge, K.A.},
   Title = {A review and reformulation of social information-processing
             mechanisms in children's social adjustment(Reprint)},
   Booktitle = {Children and their Development},
   Publisher = {Prentice-Hall},
   Editor = {R. Kail},
   Year = {1994},
   Key = {fds38973}
}

@article{fds38976,
   Author = {Dodge, K.A. and Pettit, G.S. and Bates, J.E.},
   Title = {Effects of physical maltreatment on the development of peer
             relations(Reprint)},
   Booktitle = {Abnormal Child Psychology},
   Publisher = {Brooks/Cole},
   Editor = {E. Mash and D. Wolfe},
   Year = {1994},
   Key = {fds38976}
}

@article{fds38937,
   Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.},
   Title = {Mechanisms in the cycle of violence(Reprint)},
   Booktitle = {Interpersonal violence within the Home},
   Publisher = {Madison, WI: Wm. C. Brown Publishers},
   Editor = {S.D. Herzberger},
   Year = {1994},
   Key = {fds38937}
}

@article{fds272079,
   Author = {Dodge, KA and Pettit, GS and Bates, JE},
   Title = {Effects of physical maltreatment on the development of peer
             relations},
   Journal = {Development and Psychopathology},
   Volume = {6},
   Number = {1},
   Pages = {43-55},
   Year = {1994},
   url = {http://dx.doi.org/10.1017/S0954579400005873},
   Abstract = {The effect of early physical maltreatment on the development
             of peer relationships was examined in a representative
             sample of 585 boys and girls. Subjects were assessed for
             physical maltreatment in the first 5 years of life and then
             followed for 5 consecutive years. The assessment was based
             on a clinical interview with parents. Twelve percent of the
             sample was identified as having experienced physical
             maltreatment. Peers, teachers, and mothers independently
             evaluated the maltreated group of children as being more
             disliked, less popular, and more socially withdrawn than the
             nonmaltreated group in every year of evaluation, with the
             magnitude of difference growing over time. These effects
             held even when family socioeconomic status was controlled.
             The findings were interpreted as being consistent with the
             hypothesis that early maltreatment disrupts attachment
             relationships with adult caregivers, and these disruptions
             then impair a child's ability to form effective peer
             relationships. © 1994, Cambridge University Press. All
             rights reserved.},
   Doi = {10.1017/S0954579400005873},
   Key = {fds272079}
}

@article{fds272244,
   Author = {Strassberg, Z and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Spanking in the home and children's subsequent aggression
             toward kindergarten peers},
   Journal = {Development and Psychopathology},
   Volume = {6},
   Number = {3},
   Pages = {445-462},
   Year = {1994},
   url = {http://dx.doi.org/10.1017/S0954579400006040},
   Abstract = {Although spanking of children is almost universal in U.S.
             society, its effects are not well understood. We examined
             the longitudinal relation between parental spanking and
             other physical punishment of preschool children and
             children's aggressive behavior toward peers later in
             kindergarten. A total of 273 boys and girls from diverse
             backgrounds served as subjects. The findings were consistent
             with a socialization model in which higher levels of
             severity in parental punishment practices are associated
             with higher levels of children's subsequent aggression
             toward peers. Findings indicated that children who had been
             spanked evidenced levels of aggression that were higher than
             those who had not been spanked, and children who had been
             the objects of violent discipline became the most aggressive
             of all groups. Patterns were qualified by the sexes of the
             parent and child and subtypes of child aggression (reactive,
             bullying, and instrumental). The findings suggest that in
             spite of parents' goals, spanking fails to promote prosocial
             development and, instead, is associated with higher rates of
             aggression toward peers. © 1994, Cambridge University
             Press. All rights reserved.},
   Doi = {10.1017/S0954579400006040},
   Key = {fds272244}
}

@article{fds272245,
   Author = {Sinclair, JJ and Pettit, GS and Harrist, AW and Dodge, KA and Bates,
             JE},
   Title = {Encounters with aggressive peers in early childhood:
             Frequency, age differences, and correlates of risk for
             behavior problems},
   Journal = {International Journal of Behavioral Development},
   Volume = {17},
   Number = {4},
   Pages = {675-696},
   Year = {1994},
   url = {http://dx.doi.org/10.1177/016502549401700407},
   Abstract = {The primary goal of the present study was to describe the
             range, types, and quality (in terms of exposure to
             aggressive peers) of social activity settings in which young
             children typically have contact with peers. We also examined
             whether participation in these settings varied as a function
             of child sex and age, and family demographic
             characteristics. Subjects were 277 preschoolaged children.
             On the basis of detailed accounts of their mothers, activity
             setting measures were derived separately for ages 2-4 years
             (era 1) and ages 4-5 years (era 2). Each of seven activity
             settings (e.g. neighbourhood, day care, organised
             playgroups) was rated for frequency of participation and
             frequency of exposure to aggressive peers. Children had the
             greatest amount of peer contact and were exposed to
             aggressive peers most often in the neighbourhood setting. In
             contrast, children participated least frequently in
             structured playgroup settings, and these settings were least
             likely to contain aggressive peers. Children from lower SES
             and single-parent families were more likely to be involved
             in settings (especially neighbourhoods) containing
             aggressive peers. These findings suggest that one mechanism
             through which risk for behaviour problems among children in
             lower SES and single-parent families may operate is
             increased exposure to activity settings in which aggression
             occurs regularly. © 1994, Sage Publications. All rights
             reserved.},
   Doi = {10.1177/016502549401700407},
   Key = {fds272245}
}

@article{fds272248,
   Author = {Harrist, AW and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {Dyadic synchrony in mother-child interaction: Relations with
             children's subsequent kindergarten adjustment},
   Journal = {Family Relations},
   Volume = {43},
   Pages = {417-424},
   Year = {1994},
   url = {http://www.jstor.org/stable/585373},
   Key = {fds272248}
}

@article{fds272249,
   Author = {Dodge, KA and Pettit, GS and Bates, JE},
   Title = {Socialization mediators of the relation between
             socioeconomic status and child conduct problems},
   Journal = {Child Development},
   Volume = {65},
   Number = {2 Spec No},
   Pages = {1385-1398},
   Year = {1994},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/8013245},
   Abstract = {The goal was to examine processes in socialization that
             might account for an observed relation between early
             socioeconomic status and later child behavior problems. A
             representative sample of 585 children (n = 51 from the
             lowest socioeconomic class) was followed from preschool to
             grade 3. Socioeconomic status assessed in preschool
             significantly predicted teacher-rated externalizing problems
             and peer-rated aggressive behavior in kindergarten and
             grades 1, 2, and 3. Socioeconomic status was significantly
             negatively correlated with 8 factors in the child's
             socialization and social context, including harsh
             discipline, lack of maternal warmth, exposure to aggressive
             adult models, maternal aggressive values, family life
             stressors, mother's lack of social support, peer group
             instability, and lack of cognitive stimulation. These
             factors, in turn, significantly predicted teacher-rated
             externalizing problems and peer-nominated aggression and
             accounted for over half of the total effect of socioeconomic
             status on these outcomes. These findings suggest that part
             of the effect of socioeconomic status on children's
             aggressive development may be mediated by status-related
             socializing experiences.},
   Doi = {10.2307/1131407},
   Key = {fds272249}
}

@article{fds304163,
   Author = {Dodge, KA and Pettit, GS and Bates, JE},
   Title = {Socialization mediators of the relation between
             socioeconomic status and child conduct problems.},
   Journal = {Child development},
   Volume = {65},
   Number = {2 Spec No},
   Pages = {649-665},
   Year = {1994},
   url = {http://dx.doi.org/10.2307/1131407},
   Abstract = {The goal was to examine processes in socialization that
             might account for an observed relation between early
             socioeconomic status and later child behavior problems. A
             representative sample of 585 children (n = 51 from the
             lowest socioeconomic class) was followed from preschool to
             grade 3. Socioeconomic status assessed in preschool
             significantly predicted teacher-rated externalizing problems
             and peer-rated aggressive behavior in kindergarten and
             grades 1, 2, and 3. Socioeconomic status was significantly
             negatively correlated with 8 factors in the child's
             socialization and social context, including harsh
             discipline, lack of maternal warmth, exposure to aggressive
             adult models, maternal aggressive values, family life
             stressors, mother's lack of social support, peer group
             instability, and lack of cognitive stimulation. These
             factors, in turn, significantly predicted teacher-rated
             externalizing problems and peer-nominated aggression and
             accounted for over half of the total effect of socioeconomic
             status on these outcomes. These findings suggest that part
             of the effect of socioeconomic status on children's
             aggressive development may be mediated by status-related
             socializing experiences.},
   Doi = {10.2307/1131407},
   Key = {fds304163}
}

@article{fds272278,
   Author = {Schwartz, D and Dodge, KA and Coie, JD},
   Title = {The emergence of chronic peer victimization in boys' play
             groups.},
   Journal = {Child development},
   Volume = {64},
   Number = {6},
   Pages = {1755-1772},
   Year = {1993},
   Month = {December},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/8112117},
   Abstract = {This investigation utilized a contrived play group procedure
             to examine the behavioral patterns leading to chronic
             victimization by peers in middle childhood. 30 play groups,
             each of which consisted of 6 unacquainted African-American
             6-year-old or 8-year-old boys, met for 45-min sessions on 5
             consecutive days. Play group interactions were videotaped
             and then examined. 13 boys who came to be chronically
             victimized by their play group peers were identified, along
             with matched nonvictim contrasts. Victims demonstrated lower
             rates of assertive behaviors, such as persuasion attempts
             and social conversation initiatives, and higher rates of
             nonassertive behaviors, such as submissions to peers' social
             initiatives, than contrasts. This nonassertive behavior
             pattern appears to have preceded the development of chronic
             victimization. Children who eventually emerged as victims
             were pervasively submissive, beginning in the initial 2
             sessions. However, marked individual differences in
             victimization by peers did not become apparent until the
             final 3 sessions. These data provide evidence of strong
             linkages between submissive social behavior and the
             emergence of chronic victimization by peers.},
   Doi = {10.1111/j.1467-8624.1993.tb04211.x},
   Key = {fds272278}
}

@article{fds272259,
   Author = {Dodge, KA},
   Title = {Social-cognitive mechanisms in the development of conduct
             disorder and depression.},
   Journal = {Annual review of psychology},
   Volume = {44},
   Number = {1},
   Pages = {559-584},
   Year = {1993},
   Month = {January},
   url = {http://dx.doi.org/10.1146/annurev.ps.44.020193.003015},
   Doi = {10.1146/annurev.ps.44.020193.003015},
   Key = {fds272259}
}

@article{fds38964,
   Author = {Dodge, K.A.},
   Title = {Studying mechanisms in the cycle of violence},
   Pages = {19-36},
   Booktitle = {The Science and Psychiatry of Violence},
   Publisher = {London: Butterworth-Heinemann},
   Editor = {C. Thompson},
   Year = {1993},
   Key = {fds38964}
}

@article{fds38939,
   Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.},
   Title = {Mechanisms in the cycle of violence(Reprint)},
   Booktitle = {Primis Developmental Psychology Reader},
   Publisher = {New York: McGraw-Hill},
   Editor = {R.D. Parke and B.J. Tinsley},
   Year = {1993},
   Key = {fds38939}
}

@article{fds38959,
   Author = {Quiggle, N. and Panak, W.F. and Garber, J. and Dodge,
             K.A},
   Title = {Social information processing in aggressive and depressed
             children(Reprint)},
   Booktitle = {Annual Progress in Child Psychiatry and Child
             Development},
   Publisher = {New York: Wiley},
   Editor = {M.E. Herteig and E.A. Farber},
   Year = {1993},
   Key = {fds38959}
}

@article{fds38915,
   Author = {Dodge, K.A. and Coie, J.D.},
   Title = {Social information processing factors in reactive and
             proactive aggression in children's peer groups
             (Reprint)},
   Booktitle = {Aggression: Its causes, consequences, and
             control.},
   Publisher = {New York: McGraw-Hill},
   Editor = {L. Berkowitz},
   Year = {1993},
   Key = {fds38915}
}

@article{fds39033,
   Author = {Dodge, K.A.},
   Title = {Attributional bias in aggressive children},
   Booktitle = {Social and personality development},
   Publisher = {Pacific Grove, CA: Brooks/Cole Publishing},
   Editor = {D. Shaffer},
   Year = {1993},
   Key = {fds39033}
}

@article{fds272262,
   Author = {Wehby, and H, J and Dodge, and A, K and Valente, and E, and Jr, and Group,
             TCPPR},
   Title = {School behavior of first-grade children identified as
             at-risk for development of conduct problems},
   Journal = {Behavioral Disorders},
   Volume = {18},
   Pages = {67-78},
   Year = {1993},
   Key = {fds272262}
}

@article{fds272268,
   Author = {Dodge, KA},
   Title = {The future of research on the treatment of conduct
             disorder},
   Journal = {Development and Psychopathology},
   Volume = {5},
   Number = {1-2},
   Pages = {309-317},
   Year = {1993},
   url = {http://dx.doi.org/10.1017/S0954579400004405},
   Abstract = {The thesis of this paper is that a reciprocal relation must
             develop between basic research on the developmental
             psychopathology of conduct disorder and applied treatment
             studies. Basic research can guide treatment design, and
             treatment outcomes can test developmental theories. The
             nature of conduct disorder seems to be one of multivariate
             components that act in self-perpetuating ways across
             development. These components include family,
             child-cognitive, peer group, and ecocommunity systems.
             Interventions that are directed toward just one component
             may be successful in producing proximal changes in the
             targeted domain, but they are not likely to be successful in
             long-term prevention of serious conduct disorder because
             other forces counteract these changes. The goal of treatment
             research needs to be long-term conduct disorder prevention.
             Two kinds of treatment studies are needed, one kind that is
             directed toward developing a technology of successful change
             procedures for individual processes and a second kind that
             uses these multiple change procedures in a comprehensive
             effort to prevent serious conduct disorder. © 1993,
             Cambridge University Press. All rights reserved.},
   Doi = {10.1017/S0954579400004405},
   Key = {fds272268}
}

@article{fds272269,
   Author = {Pettit, GS and Bates, JE and Dodge, KA},
   Title = {Family interaction patterns and children's conduct problems
             at home and school: A longitudinal perspective},
   Journal = {School Psychology Review},
   Volume = {22},
   Pages = {401-418},
   Year = {1993},
   Key = {fds272269}
}

@article{fds272273,
   Author = {Dodge, KA},
   Title = {New wrinkles in the person versus situation
             debate},
   Journal = {Psychological Inquiry},
   Volume = {4},
   Number = {4},
   Pages = {284-286},
   Year = {1993},
   url = {http://dx.doi.org/10.1207/s15327965pli0404_6},
   Doi = {10.1207/s15327965pli0404_6},
   Key = {fds272273}
}

@article{fds272256,
   Author = {Weiss, B and Dodge, KA and Bates, JE and Pettit, GS},
   Title = {Some consequences of early harsh discipline: child
             aggression and a maladaptive social information processing
             style.},
   Journal = {Child development},
   Volume = {63},
   Number = {6},
   Pages = {1321-1335},
   Year = {1992},
   Month = {December},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/1446555},
   Abstract = {Although a number of studies have reported a relation
             between abusive parental behavior and later aggressive
             behavior in the victim, many of these investigations have
             had methodological limitations that make precise
             interpretation of their results problematic. In the present
             study, we attempted to determine whether harsh parental
             discipline occurring early in life was associated with later
             aggression and internalizing behavior in children, using a
             prospective design with randomly selected samples to avoid
             some of these methodological difficulties. Structural
             equation modeling indicated a consistent relation between
             harsh discipline and aggression in 2 separate cohorts of
             children. This relation did not appear to be due to possible
             confounding factors such as child temperament, SES, and
             marital violence, although there was some indication in our
             data that the latter variables were related to child
             aggression. In addition, our analyses suggested that the
             effect of harsh discipline on child aggression may be
             mediated at least in part by maladaptive social information
             processing patterns that develop in response to the harsh
             discipline.},
   Doi = {10.1111/j.1467-8624.1992.tb01697.x},
   Key = {fds272256}
}

@article{fds272275,
   Author = {Quiggle, NL and Garber, J and Panak, WF and Dodge,
             KA},
   Title = {Social information processing in aggressive and depressed
             children.},
   Journal = {Child development},
   Volume = {63},
   Number = {6},
   Pages = {1305-1320},
   Year = {1992},
   Month = {December},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/1446554},
   Abstract = {Social information processing patterns of children who were
             identified as being aggressive or depressed, both, or
             neither were compared in order to address the issue of
             specificity and to explore whether children who are comorbid
             show a unique processing style. Subjects were 220 children
             in the third through sixth grade. Peer nomination and
             teacher ratings were used to assess level of aggression, and
             the Children's Depression Inventory was used to measure
             level of depression. Aggressive children showed a hostile
             attributional bias, were more likely to report that they
             would engage in aggressive behavior, and indicated that
             aggression would be easy for them. Depressed children
             similarly showed a hostile attributional bias, although they
             were more likely to attribute negative situations to
             internal, stable, and global causes. Depressed children also
             reported that they would be less likely to use assertive
             responses and that they expected that assertive behavior
             would lead to more negative and fewer positive outcomes.
             Children who were comorbid generally showed patterns similar
             to both aggressive and depressed children.},
   Doi = {10.1111/j.1467-8624.1992.tb01696.x},
   Key = {fds272275}
}

@article{fds272258,
   Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
             JE and Mcmahon, RJ},
   Title = {A developmental and clinical model for the prevention of
             conduct disorder: The FAST Track Program},
   Journal = {Development and Psychopathology},
   Volume = {4},
   Number = {4},
   Pages = {509-527},
   Publisher = {Cambridge University Press (CUP)},
   Year = {1992},
   Month = {October},
   ISSN = {0954-5794},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1992KG60800003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {This paper presents a developmental and a clinical model for
             the treatment of conduct disorder through the strategy of
             preventive intervention. The theoretical principles and
             clinical strategies utilized in the FAST Track (Families and
             Schools Together) Program are described. We indicate how the
             clinical model is derived from both our developmental model
             and previous findings from prevention trials. The FAST Track
             Program integrates five intervention components designed to
             promote competence in the family, child, and school and thus
             prevent conduct problems, poor social relations, and school
             failure. It is our belief that testing the effects of such a
             comprehensive approach is a necessary step in developing new
             intervention models for this population. © 1992, Cambridge
             University Press. All rights reserved.},
   Doi = {10.1017/S0954579400004855},
   Key = {fds272258}
}

@article{fds272257,
   Author = {Strassberg, Z and Dodge, KA and Bates, JE and Pettit,
             GS},
   Title = {The relation between parental conflict strategies and
             children's standing in kindergarten},
   Journal = {Merrill-Palmer Quarterly},
   Volume = {38},
   Pages = {477-493},
   Year = {1992},
   url = {http://www.jstor.org/stable/23087323},
   Key = {fds272257}
}

@article{fds272265,
   Author = {Dodge, KA},
   Title = {Youth violence},
   Journal = {Tennessee Teacher},
   Volume = {60},
   Pages = {2},
   Year = {1992},
   Key = {fds272265}
}

@article{fds272270,
   Author = {Coie, JD and Dodge, KA and Terry, R and Wright, V},
   Title = {The role of aggression in peer relations: an analysis of
             aggression episodes in boys' play groups.},
   Journal = {Child development},
   Volume = {62},
   Number = {4},
   Pages = {812-826},
   Year = {1991},
   Month = {August},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/1935345},
   Abstract = {Although aggression is frequently cited as a major cause of
             peer social rejection, no more than half of all aggressive
             children are rejected. Aggressive episode data from
             experimental play groups of 7- and 9-year-old black males
             were coded to examine whether qualitative aspects of
             aggressive behavior, as well as frequency of aggression,
             determine the relation between aggressiveness and peer
             rejection. Reactive aggression and bullying were related to
             peer status among 9-year-olds, but not 7-year-olds, whereas
             instrumental aggression was characteristic of highly
             aggressive, rejected boys at both ages. Qualitative features
             of aggressive interaction suggested a greater level of
             hostility toward peers and a tendency to violate norms for
             aggressive exchange among rejected, aggressive boys at both
             ages in contrast to other groups of boys. The descriptive
             data provide a distinctive picture of reactive,
             instrumental, and bullying aggression as well as differing
             social norms for target and aggressor behavior in each of
             these 3 types of aggression.},
   Doi = {10.1111/j.1467-8624.1991.tb01571.x},
   Key = {fds272270}
}

@article{fds272266,
   Author = {Pettit, GS and Harrist, AW and Bates, JE and Dodge,
             KA},
   Title = {Family interaction, social cognition and children's
             subsequent relations with peers at kindergarten},
   Journal = {Journal of Social and Personal Relationships},
   Volume = {8},
   Number = {3},
   Pages = {383-402},
   Year = {1991},
   Month = {January},
   url = {http://dx.doi.org/10.1177/0265407591083005},
   Abstract = {This study examined relations among family interaction
             qualities and children's social cognitions and subsequent
             social competence with peers. Thirty five-year-old children
             (fifteen boys) and their families were observed in their
             homes and the children were administered a social cognitive
             assessment battery during the summer prior to the children's
             entry into kindergarten. Interactional episodes were coded
             in terms of the degree of observed parent-child
             responsiveness, coerciveness and intrusiveness. Social
             cognitive measures consisted of self-efficacy and outcome
             expectations regarding aggressive and competent responding
             to hypothetical conflicts. Children's subsequent relations
             with peers in kindergarten were evaluated on the basis of
             teacher ratings. Social competence with peers was predicted
             by responsive family interactions and lower self-efficacy
             scores for both aggressive and competent responding.
             Aggression with peers was predicted by coercive and
             intrusive family interactions and higher self-efficacy
             scores for aggressive responding. Regression analyses
             suggested that the social cognitive patterns mediated the
             relation between family interaction and children's social
             behavior. Implications of these findings are discussed with
             respect to the role of family interaction patterns in the
             social transmission of interpersonal style. © 1991, Sage
             Publications. All rights reserved.},
   Doi = {10.1177/0265407591083005},
   Key = {fds272266}
}

@article{fds272272,
   Author = {Dodge, CFTS-BPOSCK and member},
   Title = {Preparing students for the Twenty-First Century:
             Contributions of the Prevention and Social Competence
             Promotion Fields},
   Journal = {Teachers College Record},
   Volume = {93},
   Pages = {297-305},
   Year = {1991},
   Key = {fds272272}
}

@article{fds272276,
   Author = {Dodge, KA and Bates, JE and Pettit, GS},
   Title = {Mechanisms in the cycle of violence.},
   Journal = {Science (New York, N.Y.)},
   Volume = {250},
   Number = {4988},
   Pages = {1678-1683},
   Year = {1990},
   Month = {December},
   ISSN = {0036-8075},
   url = {http://dx.doi.org/10.1126/science.2270481},
   Abstract = {Two questions concerning the effect of physical abuse in
             early childhood on the child's development of aggressive
             behavior are the focus of this article. The first is whether
             abuse per se has deleterious effects. In earlier studies, in
             which samples were nonrepresentative and family ecological
             factors (such as poverty, marital violence, and family
             instability) and child biological variables (such as early
             health problems and temperament) were ignored, findings have
             been ambiguous. Results from a prospective study of a
             representative sample of 309 children indicated that
             physical abuse is indeed a risk factor for later aggressive
             behavior even when the other ecological and biological
             factors are known. The second question concerns the
             processes by which antisocial development occurs in abused
             children. Abused children tended to acquire deviant patterns
             of processing social information, and these may mediate the
             development of aggressive behavior.},
   Doi = {10.1126/science.2270481},
   Key = {fds272276}
}

@article{fds272264,
   Author = {Dodge, KA and Price, JM and Bachorowski, JA and Newman,
             JP},
   Title = {Hostile attributional biases in severely aggressive
             adolescents.},
   Journal = {Journal of abnormal psychology},
   Volume = {99},
   Number = {4},
   Pages = {385-392},
   Year = {1990},
   Month = {November},
   ISSN = {0021-843X},
   url = {http://dx.doi.org/10.1037//0021-843x.99.4.385},
   Abstract = {Adolescent boys (N = 128) from a maximum security prison for
             juvenile offenders were administered a task to assess
             hostile attributional biases. As hypothesized, these biases
             were positively correlated with undersocialized aggressive
             conduct disorder (as indicated by high scores on
             standardized scales and by psychiatric diagnoses), with
             reactive-aggressive behavior, and with the number of
             interpersonally violent crimes committed. Hostile
             attributional biases were found not to relate to nonviolent
             crimes or to socialized aggressive behavior disorder. These
             findings held even when race and estimates of intelligence
             and socioeconomic status were controlled. These findings
             suggest that within a population of juvenile offenders,
             attributional biases are implicated specifically in
             interpersonal reactive aggression that involves anger and
             not in socialized delinquency.},
   Doi = {10.1037//0021-843x.99.4.385},
   Key = {fds272264}
}

@article{fds272271,
   Author = {Dodge, KA and Coie, JD and Pettit, GS and Price, JM},
   Title = {Peer status and aggression in boys' groups: developmental
             and contextual analyses.},
   Journal = {Child development},
   Volume = {61},
   Number = {5},
   Pages = {1289-1309},
   Year = {1990},
   Month = {October},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/2245725},
   Abstract = {The social transactions of popular, rejected, neglected, and
             average first- and third-grade boys were examined during
             their initial encounters with peers. 23 groups of 5 or 6
             boys each were observed for 45-min free-play sessions
             conducted on 5 consecutive days, with sociometric interviews
             following each session. Social preference in the play groups
             correlated significantly with classroom social preference
             after the third and subsequent play sessions for the third
             graders, and after the fourth and subsequent sessions for
             the first graders. The observational coding system
             distinguished 4 types of aggressive behavior that were
             hypothesized to relate to peer status in different ways. The
             first, rough play, was not related to peer status. However,
             rejected boys at both ages displayed significantly higher
             rates of angry reactive aggression and instrumental
             aggression than average boys. The relation between bullying
             and peer status varied with the age of the child. Popular
             first graders engaged in more bullying than average first
             graders, but popular third graders did not differ from
             average in bullying. Other questions concerned the temporal
             relation between play group behaviors and social preference
             scores within the group. Socially interactive behaviors
             anteceded high preference by peers, and low preference in
             turn led to social isolation in subsequent
             sessions.},
   Doi = {10.1111/j.1467-8624.1990.tb02862.x},
   Key = {fds272271}
}

@article{fds271968,
   Author = {Dodge, KA},
   Title = {Developmental Psychopathology in Children of Depressed
             Mothers},
   Journal = {Developmental Psychology},
   Volume = {26},
   Series = {Special section},
   Number = {1},
   Pages = {3-6},
   Publisher = {American Psychological Association (APA)},
   Editor = {K.A. Dodge},
   Year = {1990},
   Month = {January},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037/0012-1649.26.1.3},
   Abstract = {It is suggested that the tripartite model by Parke,
             MacDonald, Beitel, and Bhavnagri (1988) of the ways that
             parents influence their child's social development might be
             used to organize the study of abnormal development in
             children of depressed mothers. Parents influence their child
             through dyadic interaction, coaching and teaching practices,
             and managing their child's social environment. Disruption in
             each of these areas has been associated with parental
             psychopathology and has been implicated in the development
             of deviant child outcomes. The components of a theoretical
             model of developmental psychopathology are outlined, as well
             as theoretical and methodological problems that have yet to
             be resolved. Issues of concern include the heterogeneity of
             maternal diagnoses; distinguishing among genetic, parenting,
             and environmental effects; matching the level of behavioral
             analysis with the question being answered; the heterogeneity
             of child outcomes; age-related effects; bidirectional
             influences; and the role of paternal psychopathology.},
   Doi = {10.1037/0012-1649.26.1.3},
   Key = {fds271968}
}

@article{fds272263,
   Author = {Dodge, KA},
   Title = {Nature Versus Nurture in Childhood Conduct Disorder: It Is
             Time to Ask a Different Question},
   Journal = {Developmental Psychology},
   Volume = {26},
   Number = {5},
   Pages = {698-701},
   Publisher = {American Psychological Association (APA)},
   Year = {1990},
   Month = {January},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037/0012-1649.26.5.698},
   Abstract = {Lytton (1990, this issue) offers a lucid review of factors
             in the development of conduct disorder in children that
             focuses on the question of the "relative strength" of child
             effects versus environmental effects. This question ignores
             the fact that such estimates are a function of the
             subpopulation being assessed and the context in which
             measurement occurs. These estimates pit nature versus
             nurture in a way that detracts from an emphasis on the
             interaction of factors that characterizes most human
             behavioral development. This perspective also assumes that
             "child effects," "environmental effects," and "conduct
             disorder" are homogeneous constructs, but these are more
             likely aggregations of heterogeneous phenomena that have
             been grouped together only for heuristic reasons. It is
             recommended that instead of focusing on the relative sizes
             of effects, researchers should focus on the questions of
             which mechanisms operate and how they interact during
             transactional development.},
   Doi = {10.1037/0012-1649.26.5.698},
   Key = {fds272263}
}

@article{fds272267,
   Author = {Pettit, GS and Bakshi, A and Dodge, KA and Coie, JD},
   Title = {The Emergence of Social Dominance in Young Boys' Play
             Groups: Developmental Differences and Behavioral
             Correlates},
   Journal = {Developmental Psychology},
   Volume = {26},
   Number = {6},
   Pages = {1017-1025},
   Publisher = {American Psychological Association (APA)},
   Year = {1990},
   Month = {January},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037/0012-1649.26.6.1017},
   Abstract = {This study examined relations among dominance, sociometric
             preference, and social behavior in groups of 1st- and
             3rd-grade boys. Twenty groups of 6 unacquainted boys met for
             five 45-min semistructured play sessions on consecutive
             days. Sociometric interviews yielded daily social preference
             scores. Boys' social behaviors were coded from video records
             into discrete categories. Dominance hierarchies were formed
             on the basis of asymmetry (receiving vs. initiating) of
             peer-directed aggression or persuasion attempts. Group-level
             results indicated that the least coherently organized groups
             were those containing younger boys and those in which
             aggression occurred at a high rate. Individual-level results
             indicated that dominance was associated with social
             preference to a greater degree among younger than older
             boys. Dominance was more highly related to leadership in
             older than younger boys. Implications of these findings are
             discussed with respect to the role of aggression in the
             social organization of boys' peer groups.},
   Doi = {10.1037/0012-1649.26.6.1017},
   Key = {fds272267}
}

@article{fds272250,
   Author = {Dodge, CFTS-BPOSCK and member},
   Title = {Support for school-based social competence
             promotion},
   Journal = {American Psychologist},
   Volume = {45},
   Pages = {986-988},
   Year = {1990},
   Key = {fds272250}
}

@article{fds272260,
   Author = {Dodge, KA and Crick, NR},
   Title = {The social information processing bases of aggressive
             behavior in children},
   Journal = {Personality and Social Psychology Bulletin},
   Volume = {16},
   Pages = {8-22},
   Year = {1990},
   Key = {fds272260}
}

@article{fds272279,
   Author = {Dodge, KA and Price, JM and Coie, JD and Christopoulos,
             C},
   Title = {On the Development of Aggressive Dyadic Relationships in
             Boys’ Peer Groups},
   Journal = {Human Development},
   Volume = {33},
   Number = {4-5},
   Pages = {260-270},
   Publisher = {S. Karger AG},
   Year = {1990},
   ISSN = {0018-716X},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1990DQ90900005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Doi = {10.1159/000276523},
   Key = {fds272279}
}

@article{fds272252,
   Author = {Price, JM and Dodge, KA},
   Title = {Reactive and proactive aggression in childhood: relations to
             peer status and social context dimensions.},
   Journal = {Journal of abnormal child psychology},
   Volume = {17},
   Number = {4},
   Pages = {455-471},
   Year = {1989},
   Month = {August},
   url = {http://dx.doi.org/10.1007/bf00915038},
   Abstract = {Although there has been an accumulation of evidence to
             suggest a link between peer-directed aggression and social
             rejection, little attention has been given to the relations
             between specific subtypes of aggressive behavior and social
             rejection. The purpose of this investigation was to examine
             the relations between two subtypes of aggressive behavior
             (reactive and proactive aggression) and children's classroom
             peer status. The reciprocity of each of these subtypes of
             aggressive behavior and the social contexts in which these
             behaviors occur were also examined. Assessments of each of
             these forms of aggression among 70 boys (ages 5 and 6) were
             conducted using direct observations and teacher ratings. In
             general, directing reactive aggressive behavior toward peers
             was associated with social rejection, while utilization of
             instrumental aggression was positively related to peer
             status. The findings also indicated that directing proactive
             forms of aggression toward peers was related to being the
             target of proactive aggression. Finally, among older boys,
             both subtypes of aggression were more likely to occur during
             rough play than during any other type of play
             activity.},
   Doi = {10.1007/bf00915038},
   Key = {fds272252}
}

@article{fds304162,
   Author = {Dodge, KA},
   Title = {Coordinating Responses to Aversive Stimuli: Introduction to
             a Special Section on the Development of Emotion
             Regulation},
   Journal = {Developmental Psychology},
   Volume = {25},
   Number = {3},
   Pages = {339-342},
   Publisher = {American Psychological Association (APA)},
   Year = {1989},
   Month = {January},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037/0012-1649.25.3.339},
   Abstract = {Introduces special section and provides an overview of
             research on infant and child emotion regulation, beginning
             with consideration of emotion as a set of responses to
             particular stimuli, such as aversive events. Emotional
             responding is noted as occurring simultaneously within each
             of three response systems, including neurophysiological-biochemical,
             motor-expressive, and experiential-cognitive domains.
             Emotion regulation is the process through which activation
             in one response domain serves to alter, titrate, or modulate
             activation in another response domain. During the course of
             development, the child acquires skill not only in responding
             within domains, but also in coordinating and regulating
             responses across domains. Mechanisms of development include
             fortuitous learning, repetition, and active socialization by
             a caregiver. Individual differences can be observed in the
             child's capacity for regulation, and major life events can
             intrude on development, the latter leading to dysregulation
             of emotional responding.},
   Doi = {10.1037/0012-1649.25.3.339},
   Key = {fds304162}
}

@article{fds38862,
   Title = {The development of emotion regulation},
   Journal = {Developmental Psychology},
   Volume = {25},
   Series = {Special section},
   Pages = {339-402},
   Editor = {K.A. Dodge},
   Year = {1989},
   Key = {fds38862}
}

@article{fds272251,
   Author = {Strassberg, Z and Dodge, KA},
   Title = {Identification of discriminative stimuli for aggressive
             behavior in children},
   Journal = {The Behavior Therapist},
   Volume = {12},
   Pages = {195-199},
   Year = {1989},
   Key = {fds272251}
}

@article{fds272253,
   Author = {Dodge, KA},
   Title = {Coordinating responses to aversive stimuli: The development
             of emotion regulation},
   Journal = {Developmental Psychology},
   Volume = {25},
   Number = {3},
   Pages = {339-342},
   Year = {1989},
   ISSN = {0012-1649},
   Abstract = {Introduces special section and provides an overview of
             research on infant and child emotion regulation, beginning
             with consideration of emotion as a set of responses to
             particular stimuli, such as aversive events. Emotional
             responding is noted as occurring simultaneously within each
             of three response systems, including neurophysiological-biochemical,
             motor-expressive, and experiential-cognitive domains.
             Emotion regulation is the process through which activation
             in one response domain serves to alter, titrate, or modulate
             activation in another response domain. During the course of
             development, the child acquires skill not only in responding
             within domains, but also in coordinating and regulating
             responses across domains. Mechanisms of development include
             fortuitous learning, repetition, and active socialization by
             a caregiver. Individual differences can be observed in the
             child's capacity for regulation, and major life events can
             intrude on development, the latter leading to dysregulation
             of emotional responding.},
   Key = {fds272253}
}

@article{fds272254,
   Author = {Boivin, M and Dodge, KA and Coie, JD},
   Title = {Similarities et dissimilarities entre le groupe et
             l'individu quant aux comportements associes au statut aupres
             des pairs dans les groupes de jeux experimentaux},
   Journal = {Science et Comportement},
   Volume = {19},
   Pages = {331-349},
   Year = {1989},
   Key = {fds272254}
}

@article{fds272255,
   Author = {Barefoot, JC and Dodge, KA and Peterson, BL and Dahlstrom, WG and Williams, RB},
   Title = {The Cook-Medley hostility scale: item content and ability to
             predict survival.},
   Journal = {Psychosom Med},
   Volume = {51},
   Number = {1},
   Pages = {46-57},
   Year = {1989},
   ISSN = {0033-3174},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/2928460},
   Abstract = {Previous studies have identified the MMPI-based Cook and
             Medley hostility scale (Ho) as a predictor of health
             outcomes. To achieve a better understanding of the construct
             measured by this scale, Ho items were classified on an a
             priori basis. Six subsets were identified: Cynicism, Hostile
             Attributions, Hostile Affect, Aggressive Responding, Social
             Avoidance, and Other. Study 1 examined the correlations of
             these subsets with scales of the NEO Personality Inventory
             in two samples of undergraduates. Good convergent and
             discriminant validity were demonstrated, but there was some
             evidence that items in the Social Avoidance and Other
             categories reflect constructs other than hostility. Study 2
             examined the ability of the Ho scale and the item subsets to
             predict the 1985 survival of 118 lawyers who had completed
             the MMPI in 1956 and 1957. As in previous studies, those
             with high scores had poorer survival (chi 2 = 6.37, p =
             0.012). Unlike previous studies, the relation between Ho
             scores and survival was linear. Cynicism, Hostile Affect,
             and Aggressive Responding subsets were related to survival,
             whereas the other subsets were not. The sum of the three
             predictive subsets, with a chi 2 of 9.45 (p = 0.002), was a
             better predictor than the full Ho scale, suggesting that it
             may be possible to refine the scale and achieve an even more
             effective measure of those aspects of hostility that are
             deleterious to health.},
   Doi = {10.1097/00006842-198901000-00005},
   Key = {fds272255}
}

@article{fds272191,
   Author = {Coie, JD and Dodge, KA},
   Title = {Multiple sources of data on social behavior and social
             status in the school: a cross-age comparison.},
   Journal = {Child development},
   Volume = {59},
   Number = {3},
   Pages = {815-829},
   Year = {1988},
   Month = {June},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/3383681},
   Abstract = {Behavioral data relating to peer social status were
             collected from peers, teachers, and observers on both first-
             and third-grade boys (ages 6-7 and 8-9 years, respectively).
             Peer and teacher ratings had greater intermethod agreement
             than observer data, although all 3 sources provided evidence
             that rejected and controversial boys were more aggressive
             than other boys. However, relatively little aggression was
             observed among the older boys, indicating that peers and
             teachers may be better sources of information about
             aggression in this group. Observational data differentiated
             among status groups on measures of activity (on task vs.
             off-task, and prosocial play vs. solitary activity) for both
             age groups. Rejected boys displayed little prosocial
             behavior according to peers and teachers, but were not less
             often engaged in prosocial play, according to observers.
             Neglected boys were the most solitary group during play;
             however, teachers rated rejected boys as the most solitary,
             contrary to observations. Controversial boys were seen as
             highly aggressive by all sources but as highly prosocial
             only by peers and observers.},
   Doi = {10.1111/j.1467-8624.1988.tb03237.x},
   Key = {fds272191}
}

@article{fds272190,
   Author = {Pettit, GS and Dodge, KA and Brown, MM},
   Title = {Early family experience, social problem solving patterns,
             and children's social competence},
   Journal = {Child Development},
   Volume = {59},
   Pages = {107-120},
   Year = {1988},
   Key = {fds272190}
}

@article{fds272098,
   Author = {Dodge, KA and Coie, JD},
   Title = {Social-information-processing factors in reactive and
             proactive aggression in children's peer groups.},
   Journal = {Journal of personality and social psychology},
   Volume = {53},
   Number = {6},
   Pages = {1146-1158},
   Year = {1987},
   Month = {December},
   ISSN = {0022-3514},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/3694454},
   Abstract = {We examined social-information-processing mechanisms (e.g.,
             hostile attributional biases and intention-cue detection
             deficits) in chronic reactive and proactive aggressive
             behavior in children's peer groups. In Study 1, a
             teacher-rating instrument was developed to assess these
             behaviors in elementary school children (N = 259). Reactive
             and proactive scales were found to be internally consistent,
             and factor analyses partially supported convergent and
             discriminant validities. In Study 2, behavioral correlates
             of these forms of aggression were examined through
             assessments by peers (N = 339). Both types of aggression
             related to social rejection, but only proactively aggressive
             boys were also viewed as leaders and as having a sense of
             humor. In Study 3, we hypothesized that reactive aggression
             (but not proactive aggression) would occur as a function of
             hostile attributional biases and intention-cue detection
             deficits. Four groups of socially rejected boys (reactive
             aggressive, proactive aggressive, reactive-proactive
             aggressive, and nonaggressive) and a group of average boys
             were presented with a series of hypothetical videorecorded
             vignettes depicting provocations by peers and were asked to
             interpret the intentions of the provocateur (N = 117). Only
             the two reactive-aggressive groups displayed biases and
             deficits in interpretations. In Study 4, attributional
             biases and deficits were found to be positively correlated
             with the rate of reactive aggression (but not proactive
             aggression) displayed in free play with peers (N = 127).
             These studies supported the hypothesis that attributional
             biases and deficits are related to reactive aggression but
             not to proactive aggression.},
   Doi = {10.1037//0022-3514.53.6.1146},
   Key = {fds272098}
}

@article{fds272193,
   Author = {Feldman, E and Dodge, KA},
   Title = {Social information processing and sociometric status: sex,
             age, and situational effects.},
   Journal = {Journal of abnormal child psychology},
   Volume = {15},
   Number = {2},
   Pages = {211-227},
   Year = {1987},
   Month = {June},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/bf00916350},
   Abstract = {Theoretically based measures of social information-processing
             patterns in specific situations were developed and
             administered to popular, average, socially rejected, and
             socially neglected girls and boys in the first, third, and
             fifth grades (total n = 95). Measures included
             interpretations of peers' intentions, quantity and quality
             of responses generated to problematic stimuli, evaluations
             of responses, and enactments of particular responses. Three
             kinds of situations were generated empirically as stimuli:
             being teased, being provoked ambiguously, and initiating
             entry into a peer group. Deviant children (rejected and
             neglected) were found to respond deficiently compared to
             average and popular children, but only in the situation in
             which they were teased. Older children performed more
             competently than younger children in all three situations.
             Interactions among gender, sociometric status, and age also
             were found. Findings were interpreted as evidence of the
             elusiveness and complexity of social information-processing
             defects among low sociometric status children.},
   Doi = {10.1007/bf00916350},
   Key = {fds272193}
}

@article{fds272195,
   Author = {Dodge, KA and Somberg, DR},
   Title = {Hostile attributional biases among aggressive boys are
             exacerbated under conditions of threats to the
             self.},
   Journal = {Child development},
   Volume = {58},
   Number = {1},
   Pages = {213-224},
   Year = {1987},
   Month = {February},
   url = {http://dx.doi.org/10.1111/j.1467-8624.1987.tb03501.x},
   Abstract = {Previous studies have found a tendency for aggressive boys
             to display hostile attributional biases and social cue
             interpretation deficits. It was hypothesized that these
             biases and deficits would be exaggerated under conditions of
             social anxiety and threat. Aggressive and nonaggressive boys
             aged 8 - 10 (total N = 65) were administered tests of
             attributional tendencies and social cue interpretation
             skills (via videorecorded stimuli) under relaxed and
             threatening conditions. It was found that, relative to
             normal boys, aggressive boys displayed a bias toward
             attributing hostile intentions to peers, a deficit in
             interpreting accurately others' intentions, and a deficit in
             linking interpretations to behavioral responses. The
             hypothesis that these biases and deficits would be
             exaggerated under conditions of threat was also supported.
             Findings were interpreted as consistent with theories of
             preemptive processing and emotional vulnerability in
             aggressive boys.},
   Doi = {10.1111/j.1467-8624.1987.tb03501.x},
   Key = {fds272195}
}

@article{fds272192,
   Author = {Pettit, GS and McClaskey, CL and Brown, MM and Dodge,
             KA},
   Title = {The generalizability of laboratory assessments of children's
             socially competent behavior in specific situations},
   Journal = {Behavioral Assessment},
   Volume = {9},
   Number = {1},
   Pages = {81-96},
   Year = {1987},
   Month = {January},
   Key = {fds272192}
}

@article{fds272194,
   Author = {Dodge, KA and Tomlin, A},
   Title = {Cue utilization as a mechanism of attributional bias in
             aggressive children},
   Journal = {Social Cognition},
   Volume = {5},
   Pages = {280-300},
   Year = {1987},
   Key = {fds272194}
}

@article{fds272196,
   Author = {Asher, SR and Dodge, KA},
   Title = {The identification of socially rejected children},
   Journal = {Developmental Psychology},
   Volume = {22},
   Number = {4},
   Pages = {444-449},
   Year = {1986},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037/0012-1649.22.4.444},
   Abstract = {Recent research indicates the importance of distinguishing
             between sociometrically neglected children and
             sociometrically rejected children. Overall, rejected
             children exhibit more serious adjustment problems in
             childhood and in later life. However, making the distinction
             between neglected status and rejected status traditionally
             has required administering a negative-nomination sociometric
             measure, a measure viewed by some researchers and school
             personnel as having potentially harmful effects. In this
             article, we propose and evaluate an alternative method of
             identifying rejected children, which involves the joint use
             of positive-nomination and rating-scale measures. The
             results indicate that the alternative method accurately
             identifies a high percentage of rejected children (91.2%)
             and that the stability of rejected status, identified using
             the new method, is similar to that obtained in previous
             research. The method proposed here should make it possible
             to identify rejected children when circumstances do not
             allow for the administration of a negative-nomination
             measure. © 1986 American Psychological Association.},
   Doi = {10.1037/0012-1649.22.4.444},
   Key = {fds272196}
}

@article{fds304176,
   Author = {Asher, SR and Dodge, KA},
   Title = {Identifying children who are rejected by their
             peers},
   Journal = {Developmental Psychology},
   Volume = {22},
   Number = {4},
   Pages = {444-449},
   Publisher = {American Psychological Association (APA)},
   Year = {1986},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037/0012-1649.22.4.444},
   Abstract = {Recent research indicates the importance of distinguishing
             between sociometrically neglected children and
             sociometrically rejected children. Overall, rejected
             children exhibit more serious adjustment problems in
             childhood and in later life. However, making the distinction
             between neglected status and rejected status traditionally
             has required administering a negative-nomination sociometric
             measure, a measure viewed by some researchers and school
             personnel as having potentially harmful effects. In this
             article, we propose and evaluate an alternative method of
             identifying rejected children, which involves the joint use
             of positive-nomination and rating-scale measures. The
             results indicate that the alternative method accurately
             identifies a high percentage of rejected children (91.2%)
             and that the stability of rejected status, identified using
             the new method, is similar to that obtained in previous
             research. The method proposed here should make it possible
             to identify rejected children when circumstances do not
             allow for the administration of a negative-nomination
             measure. © 1986 American Psychological Association.},
   Doi = {10.1037/0012-1649.22.4.444},
   Key = {fds304176}
}

@article{fds272204,
   Author = {Dodge, KA and McClaskey, CL and Feldman, E},
   Title = {Situational approach to the assessment of social competence
             in children.},
   Journal = {Journal of consulting and clinical psychology},
   Volume = {53},
   Number = {3},
   Pages = {344-353},
   Year = {1985},
   Month = {June},
   ISSN = {0022-006X},
   url = {http://dx.doi.org/10.1037//0022-006x.53.3.344},
   Abstract = {The present study attempted to generate and evaluate a
             taxonomy of the situations and tasks most likely to lead
             deviant children to experience social difficulties. In Study
             1, elementary school teachers and clinicians were asked to
             notice such situations as they occurred. The outcome was a
             44-item Taxonomy of Problematic Social Situations for
             Children. This survey was administered to teachers of 45
             socially rejected children and 39 adaptive children. The
             survey was found to have high internal consistency and high
             test-retest reliability. Six situation types emerged as
             factors in analyses: Peer Group Entry; Response to Peer
             Provocations; Response to Failure; Response to Success;
             Social Expectations; and Teacher Expectations. Teachers
             rated the rejected group as having more problems than the
             adaptive group in each situation, but particularly in
             Response to Peer Provocations and Teacher Expectations. In
             Study 2, 15 items within the six factors were presented in
             hypothetical format to 39 clinic-referred rejected
             aggressive children and 34 adaptive children, who were asked
             to role-play their responses. The items, in particular the
             provocation items, again differentiated the two groups. Sex
             and age differences were also found. The usefulness of this
             taxonomy in a three-step model of clinical assessment is
             proposed. © 1985 American Psychological
             Association.},
   Doi = {10.1037//0022-006x.53.3.344},
   Key = {fds272204}
}

@article{fds272206,
   Author = {Milich, R and Dodge, KA},
   Title = {Social information processing in child psychiatric
             populations.},
   Journal = {Journal of abnormal child psychology},
   Volume = {12},
   Number = {3},
   Pages = {471-489},
   Year = {1984},
   Month = {September},
   url = {http://dx.doi.org/10.1007/bf00910660},
   Abstract = {This study examined three kinds of social
             information-processing deficits in child psychiatric
             populations. The deficits studied were response decision
             biases, hostile attributional biases, and cue-utilization
             deficiencies. Subjects were diagnosed as
             hyperactive/aggressive (H/A) (n = 24), exclusively
             hyperactive (n = 14), exclusively aggressive (n = 14),
             psychiatric control (n = 23), and normal control (NC) (n =
             60) boys according to procedures suggested by Loney and
             Milich (1982). They were administered several tasks to
             solicit information-processing patterns. The H/A group was
             found to be deficient in all three areas assessed, relative
             to the NC group. They were also deficient in response
             decisions and cue-utilization, relative to the other three
             groups of psychiatrically referred boys. Discriminant
             function analyses demonstrated that the H/A group displayed
             a distinct processing pattern. These results were found to
             be relevant to the study of behavior disorders, to social
             information processing theory, and to intervention efforts
             with these boys.},
   Doi = {10.1007/bf00910660},
   Key = {fds272206}
}

@article{fds272002,
   Author = {Dodge, KA and Murphy, RR and Buchsbaum, K},
   Title = {The assessment of intention-cue detection skills in
             children: implications for developmental
             psychopathology.},
   Journal = {Child development},
   Volume = {55},
   Series = {Special issue on developmental psychopathology},
   Number = {1},
   Pages = {163-173},
   Year = {1984},
   Month = {February},
   url = {http://dx.doi.org/10.1111/j.1467-8624.1984.tb00281.x},
   Abstract = {A reliable measure of children's skills in discriminating
             intention cues in others was developed for this
             investigation in order to test the hypothesis that
             intention-cue detection skill is related to social
             competence in children. Videotapes were prepared in which
             one child provoked another child. The intention of the first
             child varied across videotapes. The subject's task was to
             discriminate among types of intentions. Care was taken to
             ensure that scores on this measure were not confounded by a
             child's verbal capacity or general discrimination skill.
             This instrument was administered to 176 children in
             kindergarten, second grade, and fourth grade, who were
             identified by sociometric measures as having a peer status
             as popular, average, socially rejected, or socially
             neglected. Scores on this measure were found to increase as
             a function of increasing age, and normal children (popular
             and average) were found to score more highly than deviant
             children (neglected and rejected). The errors by deviant
             children tended to consist of erroneous labels of prosocial
             intentions as hostile. Also, children's statements about
             their probable behavioral responses to provocations by peers
             were found to vary as a function of subjects' perceptions of
             the intention of the peer causing the provocation, not as a
             function of the actual intention portrayed by the peer.
             Sociometric status differences in these responses were also
             found. These findings were consistent with a hypothesis of a
             developmental lag among socially deviant children in the
             acquisition of intention-cue detection skills.},
   Doi = {10.1111/j.1467-8624.1984.tb00281.x},
   Key = {fds272002}
}

@article{fds272001,
   Author = {Coie, JD and Dodge, KA and Coppotelli, H},
   Title = {"Dimensions and Types of Social Status: A Cross-Age
             Perspective": Correction},
   Journal = {Developmental Psychology},
   Volume = {19},
   Number = {2},
   Pages = {224},
   Publisher = {American Psychological Association (APA)},
   Year = {1983},
   Month = {March},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037/0012-1649.19.2.224},
   Abstract = {Reports and error in the original article by J. D. Coie et
             al (Developmental Psychology, 1982[Jul], Vol 18[4],
             557-570). One of the five social status groups was
             incorrectly described. The correct description of the
             average group in the second to last paragraph of the Method
             section is provided. (The following abstract of this article
             originally appeared in record 1982-27928-001.) In Exp I,
             peer perceptual correlates of social preference (SP) and
             social impact (SI) were investigated with 311 3rd, 5th, and
             8th graders. SP was highly positively related to
             cooperativeness, supportiveness, and physical attractiveness
             and negatively related to disruptiveness and aggression. SI
             was related to active, salient behaviors of both positive
             and negative valence. Whereas the correlates were found to
             be similar at each grade level, greater proportions of the
             variance in these dimensions could be predicted at younger
             than older ages. In Exp II, these dimensions were used to
             assign 531 Ss to 5 sociometric status groups: popular,
             rejected, neglected, controversial, and average. Peer
             perceptions of the behavioral correlates of these groups
             were solicited and found to reveal distinct profiles. A
             previously unidentified group of controversial children was
             perceived as disruptive and aggressive (like the rejected
             group), but also as social leaders (like popular Ss). It is
             suggested that researchers consider controversial children
             as a distinct group in future behavioral and epidemiological
             studies. (PsycINFO Database Record (c) 2006 APA, all rights
             reserved). © 1983 American Psychological
             Association.},
   Doi = {10.1037/0012-1649.19.2.224},
   Key = {fds272001}
}

@article{fds335173,
   Author = {COIE, JD and DODGE, KA},
   Title = {CONTINUITIES AND CHANGES IN CHILDRENS SOCIAL-STATUS - A
             5-YEAR LONGITUDINAL-STUDY},
   Journal = {MERRILL-PALMER QUARTERLY-JOURNAL OF DEVELOPMENTAL
             PSYCHOLOGY},
   Volume = {29},
   Number = {3},
   Pages = {261-282},
   Publisher = {WAYNE STATE UNIV PRESS},
   Year = {1983},
   Month = {January},
   Key = {fds335173}
}

@article{fds272205,
   Author = {Dodge, KA},
   Title = {Behavioral antecedents of peer social status},
   Journal = {Child Development},
   Volume = {54},
   Pages = {1386-1389},
   Year = {1983},
   Key = {fds272205}
}

@article{fds272207,
   Author = {Dodge, KA and Schlundt, DG and Schocken, I and Delugach,
             JD},
   Title = {Social competence and children's sociometric status: The
             role of peer group entry strategies},
   Journal = {Merrill-Palmer Quarterly},
   Volume = {29},
   Pages = {309-336},
   Year = {1983},
   Key = {fds272207}
}

@article{fds272208,
   Author = {Steinberg, MD and Dodge, KA},
   Title = {Attributional bias in aggressive adolescent boys and
             girls},
   Journal = {Journal of Social and Clinical Psychology},
   Volume = {1},
   Pages = {312-321},
   Year = {1983},
   Key = {fds272208}
}

@article{fds272210,
   Author = {Dodge, KA},
   Title = {Promoting social competence in children},
   Journal = {Schools and Teaching},
   Volume = {1},
   Year = {1983},
   Key = {fds272210}
}

@article{fds272211,
   Author = {Dodge, KA},
   Title = {Must we dilute child psychology?},
   Journal = {Contemporary Psychology},
   Volume = {28},
   Pages = {513-515},
   Year = {1983},
   Key = {fds272211}
}

@article{fds272212,
   Author = {Coie, JD and Dodge, KA},
   Title = {Continuity of children's social status: A five-year
             longitudinal study},
   Journal = {Merrill-Palmer Quarterly},
   Volume = {29},
   Number = {3},
   Pages = {261-282},
   Year = {1983},
   Key = {fds272212}
}

@article{fds272197,
   Author = {Dodge, KA and Coie, JD and Brakke, NP},
   Title = {Behavior patterns of socially rejected and neglected
             preadolescents: the roles of social approach and
             aggression.},
   Journal = {Journal of abnormal child psychology},
   Volume = {10},
   Number = {3},
   Pages = {389-409},
   Year = {1982},
   Month = {September},
   ISSN = {0091-0627},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/7175045},
   Abstract = {Sociometric nominations were used to select groups of
             popular, average, rejected, and neglected third- and
             fifth-grade children. In two studies, the peer interactive
             behaviors of these children were naturalistically observed
             in their classrooms and on the playground. In contrast to
             popular children, rejected children displayed fewer
             task-appropriate behaviors and more task-inappropriate and
             aggressive behaviors. Whereas rejected children prosocially
             approached peers as frequently as did popular children, peer
             responses to the approaches of rejected children were more
             likely to be negative. Neglected children, on the other
             hand, displayed relatively few task-inappropriate and
             aggressive behaviors, and socially approached peers
             infrequently. Their approaches also met with frequent rebuff
             by peers. The findings were discussed in terms of the
             behavioral bases of sociometric status. Suggestions were
             made for clinical researchers interested in behavioral
             change with rejected and neglected children.},
   Doi = {10.1007/bf00912329},
   Key = {fds272197}
}

@article{fds272198,
   Author = {Coie, JD and Dodge, KA and Coppotelli, H},
   Title = {Dimensions and types of social status: A cross-age
             perspective},
   Journal = {Developmental Psychology},
   Volume = {18},
   Number = {4},
   Pages = {557-570},
   Publisher = {American Psychological Association (APA)},
   Year = {1982},
   Month = {July},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037/0012-1649.18.4.557},
   Abstract = {In Exp I, peer perceptual correlates of social preference
             (SP) and social impact (SI) were investigated with 311 3rd,
             5th, and 8th graders. SP was highly positively related to
             cooperativeness, supportiveness, and physical attractiveness
             and negatively related to disruptiveness and aggression. SI
             was related to active, salient behaviors of both positive
             and negative valence. Whereas the correlates were found to
             be similar at each grade level, greater proportions of the
             variance in these dimensions could be predicted at younger
             than older ages. In Exp II, these dimensions were used to
             assign 531 Ss to 5 sociometric status groups: popular,
             rejected, neglected, controversial, and average. Peer
             perceptions of the behavioral correlates of these groups
             were solicited and found to reveal distinct profiles. A
             previously unidentified group of controversial children was
             perceived as disruptive and aggressive (like the rejected
             group), but also as social leaders (like popular Ss). It is
             suggested that researchers consider controversial children
             as a distinct group in future behavioral and epidemiological
             studies. (32 ref) (PsycINFO Database Record (c) 2006 APA,
             all rights reserved). © 1982 American Psychological
             Association.},
   Doi = {10.1037/0012-1649.18.4.557},
   Key = {fds272198}
}

@article{fds272209,
   Author = {Dodge, KA and Frame, CL},
   Title = {Social cognitive biases and deficits in aggressive
             boys.},
   Journal = {Child development},
   Volume = {53},
   Number = {3},
   Pages = {620-635},
   Year = {1982},
   Month = {June},
   url = {http://dx.doi.org/10.1111/j.1467-8624.1982.tb03434.x},
   Abstract = {3 studies are reported which assess the nature and limits of
             a known bias on the part of aggressive boys to overattribute
             hostile intentions to peers. The first study determined that
             this bias is restricted to attributions of a peer's behavior
             toward an aggressive boy, and not to attributions of a
             peer's behavior toward a second peer. Biased attributions
             were implicated as a direct precedent to aggressive
             responses. The second study assessed the role of selective
             attention to and recall of hostile social cues in the
             formation of a biased attribution. It was found that
             selective recall of hostile cues did lead to a biased
             attribution, but that selective recall did not fully account
             for the attributional differences between aggressive and
             nonaggressive boys. Also, specific deficits in recall by
             aggressive boys were identified. The third study involved
             naturalistic observation of the peer-directed aggressive
             behaviors of boys in a controlled setting. It was found that
             the biased attributions of aggressive boys may have some
             basis in their experience, in that they were frequently the
             targets of peers' aggressive behavior. Their own aggressive
             behavior toward peers, however, occurred at a much higher
             rate than the rate at which they were the targets of
             aggression. These findings led to the formation of a
             social-information-processing model of aggressive
             behavior.},
   Doi = {10.1111/j.1467-8624.1982.tb03434.x},
   Key = {fds272209}
}

@article{fds272203,
   Author = {Richard, BA and Dodge, KA},
   Title = {Social maladjustment and problem solving in school-aged
             children.},
   Journal = {Journal of consulting and clinical psychology},
   Volume = {50},
   Number = {2},
   Pages = {226-233},
   Year = {1982},
   Month = {April},
   ISSN = {0022-006X},
   url = {http://dx.doi.org/10.1037//0022-006x.50.2.226},
   Abstract = {Examined the relationship between social adjustment and the
             cognitive skills of solving interpersonal problems. 68
             popular, aggressive, or isolated boys at 2 grade levels
             (2nd-3rd and 4th-5th) were presented with 6 hypothetical
             problem situations and asked to generate alternative
             solutions to the problems. Ss were subsequently asked to
             evaluate the effectiveness of solutions presented to them by
             the experimenter. It was found that the popular Ss generated
             more solutions than either the aggressive or isolated
             groups, which did not differ. The initial solutions of all
             groups were rated as "effective," in most cases, by
             independent coders. Subsequent solutions, however, varied as
             a function of S status. Popular Ss continued to generate
             effective solutions, whereas deviant Ss generated aggressive
             and ineffective solutions. No differences among S groups
             were found in the evaluations of the effectiveness of given
             solutions. Data support the notion that deviant boys are
             deficient in the cognitive problem-solving skills of
             generating alternative solutions but are not deficient in
             the evaluation of presented solutions. (22 ref) (PsycINFO
             Database Record (c) 2006 APA, all rights reserved). © 1982
             American Psychological Association.},
   Doi = {10.1037//0022-006x.50.2.226},
   Key = {fds272203}
}

@article{fds272199,
   Author = {Dodge, KA and Newman, JP},
   Title = {Biased decision-making processes in aggressive
             boys.},
   Journal = {Journal of abnormal psychology},
   Volume = {90},
   Number = {4},
   Pages = {375-379},
   Year = {1981},
   Month = {August},
   ISSN = {0021-843X},
   url = {http://dx.doi.org/10.1037//0021-843x.90.4.375},
   Abstract = {Recent evidence has suggested that aggressive boys
             demonstrate a bias toward attributing hostility to peers in
             unwarranted circumstances. The present study explored 2
             aspects of cognitive processing that might be related to
             attributional bias: speed of decision making and selective
             recall of hostile cues. 81 aggressive and nonaggressive boys
             at 3 age levels (kindergarten-2st grade, 2nd-3rd, and
             4th-5th) participated in a detective game in which the task
             was to accumulate evidence to decide whether or not a peer
             had acted with benevolence or hostility. Aggressive boys
             were found to respond more quickly and with less attention
             to available social cues. They also overattributed hostility
             to peers in unwarranted circumstances, but only when they
             responded quickly. This restriction suggests that training
             aggressive boys to respond more slowly could lead to fewer
             biased attributions on their part. Selective recall was also
             related to biased attributions for both groups of boys. This
             suggests that training boys to recall all cues
             nonselectively could reduce the frequency of their biased
             attributions. Results are discussed in terms of a cognitive
             model of aggressive behavior. (16 ref) (PsycINFO Database
             Record (c) 2006 APA, all rights reserved). © 1981 American
             Psychological Association.},
   Doi = {10.1037//0021-843x.90.4.375},
   Key = {fds272199}
}

@article{fds272200,
   Author = {Dodge, KA},
   Title = {Social cognition and children's aggressive
             behavior.},
   Journal = {Child development},
   Volume = {51},
   Number = {1},
   Pages = {162-170},
   Year = {1980},
   Month = {March},
   url = {http://dx.doi.org/10.1111/j.1467-8624.1980.tb02522.x},
   Doi = {10.1111/j.1467-8624.1980.tb02522.x},
   Key = {fds272200}
}

@article{fds272201,
   Author = {Gurwitz, SB and Dodge, KA},
   Title = {Effects of confirmations and disconfirmations on
             stereotype-based attributions},
   Journal = {Journal of Personality and Social Psychology},
   Volume = {35},
   Number = {7},
   Pages = {495-500},
   Publisher = {American Psychological Association (APA)},
   Year = {1977},
   Month = {July},
   ISSN = {0022-3514},
   url = {http://dx.doi.org/10.1037/0022-3514.35.7.495},
   Abstract = {Examines the effects of evidence that confirmed or
             disconfirmed a stereotype on Ss' use of that stereotype in
             forming impressions of a member of the stereotyped group. In
             a study with 130 female undergraduates, Ss learned about
             typical behaviors of 3 friends of the target person and then
             indicated their impressions of that person. The mere mention
             of membership in the stereotyped group increased stereotypic
             attributions. Confirming evidence was more effective in
             increasing stereotyping when it was dispersed across the 3
             friends' descriptions than when it was concentrated in one
             friend's description, whereas disconfirming evidence was
             more effective in decreasing stereotyping when it was
             concentrated in one friend's description than when it was
             dispersed across several friends' descriptions. (PsycINFO
             Database Record (c) 2006 APA, all rights reserved). © 1977
             American Psychological Association.},
   Doi = {10.1037/0022-3514.35.7.495},
   Key = {fds272201}
}

@article{fds272202,
   Author = {Gurwitz, SB and Dodge, KA},
   Title = {Adults' evaluations of a child as a function of sex of adult
             and sex of child.},
   Journal = {Journal of personality and social psychology},
   Volume = {32},
   Number = {5},
   Pages = {822-828},
   Year = {1975},
   Month = {November},
   ISSN = {0022-3514},
   url = {http://dx.doi.org/10.1037//0022-3514.32.5.822},
   Abstract = {Male and female college students watched a videotape of a
             3-year-old child who was identified as either a girl or a
             boy; they then rated the child on a number of personaltiy
             and ability measures. Males' ratings on many of the measures
             were more favorable for the "girl" than for the "boy,"
             whereas females' ratings were more favorable for the "boy"
             than for the "girl." In addition to these interactions,
             there was also a main effect for sex of subject, with
             females rating the child more favorably than
             males.},
   Doi = {10.1037//0022-3514.32.5.822},
   Key = {fds272202}
}


%% Books   
@book{fds218504,
   Author = {National Research Council and Dodge, K.A},
   Title = {Reforming Juvenile Justice: A Developmental
             Approach},
   Publisher = {The National Academies Press},
   Address = {Washington, DC},
   Editor = {Committee on Assessing Juvenile Justice Reform and R. J.
             Bonnie and R. L. Johnson and B. M. Chemers and J. A.
             Schuck},
   Year = {2013},
   Keywords = {juvenile justice • crime},
   Key = {fds218504}
}

@book{fds200470,
   Author = {Kusche, C.A. and Greenberg, M.T. and Conduct Problems Prevention
             Research Group},
   Title = {Grade level PATHS (Grades1-2)},
   Publisher = {South Deerfield, MA: Channing-Bete Co.},
   Year = {2011},
   Keywords = {child maltreatment • problem behaviors},
   Key = {fds200470}
}

@book{fds200471,
   Author = {Kusche, C.A. and Greenberg, M.T. and Conduct Problems Prevention
             Research Grou},
   Title = {Grade level PATHS (Grades3-4)},
   Publisher = {South Deerfield, MA: Channing-Bete Co.},
   Year = {2011},
   Key = {fds200471}
}

@book{fds200469,
   Author = {Dodge, K.A. and Coleman, D.L.},
   Title = {Preventing child maltreatment: Community
             approaches},
   Publisher = {New York: Guilford},
   Year = {2011},
   url = {http://dx.doi.org/10.1111/cfs.12019},
   Doi = {10.1111/cfs.12019},
   Key = {fds200469}
}

@book{fds184137,
   Author = {K.A. Dodge},
   Title = {Current directions in child psychopathology},
   Publisher = {Allyn & Bacon},
   Address = {Boston, MA},
   Year = {2010},
   url = {http://www.pearsonhighered.com/bookseller/product/Current-Directions-in-Child-Psychopathology-for-Abnormal-Psychology/9780205680139.page},
   Key = {fds184137}
}

@book{fds184138,
   Author = {Coleman, D.L. and Bradley, K.W. and Dodge, K.A.},
   Title = {Corporal Punishment: A Special Symposium
             Issue},
   Journal = {Law and Contemporary Problems},
   Volume = {73},
   Year = {2010},
   Key = {fds184138}
}

@book{fds167326,
   Author = {Prinstein, M.J. and Dodge, K.A.},
   Title = {Understanding Peer Influence in Children and
             Adolescents},
   Publisher = {Guilford Press},
   Address = {New York},
   Year = {2009},
   Key = {fds167326}
}

@book{fds45886,
   Author = {Dodge, K.A. and Dishion, T.J. and Lansford, J.E.},
   Title = {Deviant peer influences in programs for youth: Problems and
             solutions},
   Publisher = {Guilford Press},
   Year = {2006},
   Key = {fds45886}
}

@book{fds44483,
   Author = {McLoyd, V.C. and Hill, N.E. and Dodge, K.A.},
   Title = {Emerging issues in African American family life: Context,
             adaptation, and policy},
   Publisher = {NY: Guilford Press},
   Year = {2005},
   Key = {fds44483}
}

@book{fds38867,
   Author = {Kupersmidt, J. and Dodge, K.A.},
   Title = {Children’s peer relations: From development to
             intervention to policy: A festschrift to honor John D.
             Coie},
   Publisher = {Washington, D.C.: American Psychological
             Association},
   Editor = {J. Kupersmidt and K.A. Dodge},
   Year = {2004},
   Key = {fds38867}
}

@book{fds38864,
   Author = {Garber, J. and Dodge, K.A.},
   Title = {The development of emotion regulation and
             dysregulation},
   Publisher = {New York: Cambridge University Press},
   Editor = {J. Garber and K.A. Dodge},
   Year = {1991},
   Key = {fds38864}
}

@book{fds39756,
   Author = {Dodge, K.A.},
   Title = {Instructor's manual},
   Booktitle = {To accompany: Abnormal psychology and normal
             life},
   Publisher = {Chicago: Scott, Foresman & Company},
   Editor = {J. Coleman and J.M. Butcher and R.C. Carson},
   Year = {1979},
   Key = {fds39756}
}

@book{fds39757,
   Author = {Koss, M. and Dodge, K.A.},
   Title = {Students' study guide},
   Booktitle = {To accompany: Abnormal psychology and normal
             life},
   Publisher = {Chicago: Scott, Foresman & Company},
   Editor = {J. Coleman and J.M. Butcher and R.C. Carson},
   Year = {1979},
   Key = {fds39757}
}


%% Chapters in Books   
@misc{fds365762,
   Author = {Bornstein, MH and Putnick, DL and Lansford, JE and Al-Hassan, SM and Bacchini, D and Bombi, AS and Pastorelli, C and Chang, L and Deater-Deckard, K and Giunta, LD and Dodge, KA and Malone, PS and Skinner, AT and Oburu, P and Sorbring, E and Steinberg, L and Tapanya,
             S and Tirado, LMU and Zelli, A and Alampay, LP},
   Title = {'Mixed Blessings': Parental religiousness, parenting, and
             child adjustment in global perspective},
   Pages = {392-415},
   Booktitle = {Parenting: Selected Writings of Marc H. Bornstein},
   Year = {2022},
   Month = {April},
   ISBN = {9780367765682},
   url = {http://dx.doi.org/10.4324/9781003167570-17},
   Doi = {10.4324/9781003167570-17},
   Key = {fds365762}
}

@misc{fds357218,
   Author = {Rothenberg, WA and Zietz, S and Lansford, JE and Bornstein, MH and Deater-Deckard, K and Dodge, KA and Malone, PS and Skinner, AT and Steinberg, L},
   Title = {Four domains of parenting in three ethnic groups in the
             United States},
   Pages = {193-226},
   Booktitle = {Parenting Across Cultures from Childhood to Adolescence:
             Development in Nine Countries},
   Year = {2021},
   Month = {February},
   ISBN = {9780367462314},
   Key = {fds357218}
}

@misc{fds368802,
   Author = {Lansford, JE and Rothenberg, WA and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Pena Alampay and L and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di
             Giunta, L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Malone,
             PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L},
   Title = {Achieving the Sustainable Development Goals: Evidence from
             the Longitudinal Parenting Across Cultures
             Project},
   Pages = {89-111},
   Booktitle = {SUSTAINABLE HUMAN DEVELOPMENT ACROSS THE LIFE
             COURSE},
   Year = {2021},
   ISBN = {978-1-5292-0484-1},
   Key = {fds368802}
}

@misc{fds355529,
   Author = {Skinner, A and Lansford, J and Bornstein, MH and Deater-Deckard, K and Dodge, K and Malone, P and Steinberg, L},
   Title = {Education and Parenting in the United States},
   Pages = {123-138},
   Booktitle = {School Systems, Parent Behavior, and Academic Achievement An
             International Perspective},
   Publisher = {Springer Nature},
   Editor = {Sorbring, E and Lansford, J},
   Year = {2019},
   Month = {November},
   ISBN = {9783030282776},
   Abstract = {(2018) show in their meta-analysis that parents' excessively
             controlling behavior in relation to homework, academic
             pressure, and academic work, has a negative effect on
             adolescents' academic achievement. Interestingly,
             parents'...},
   Key = {fds355529}
}

@misc{fds355530,
   Author = {Skinner, A and Sorbring, E and Gurdal, S and Lansford, JE and Bornstein,
             MH and Chang, L and Deater-Deckard, K and DiGunta, L and Dodge, K and Malone, P and Oburu, P and Pastorelli, C and Steinberg, L and Tapanaya,
             S and Uribe Tirado and LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Baccini, D and Bombi, AS},
   Title = {Cross-national collaboration in the study of parenting and
             child adjustment.},
   Pages = {1-19},
   Booktitle = {Child-rearing: Practices, Attitudes and Cultural
             Differences},
   Editor = {Egloff, G},
   Year = {2017},
   Month = {October},
   Key = {fds355530}
}

@misc{fds363751,
   Author = {Bierman, KL and Coie, JD and Dodge, KA and Foster, EM and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE},
   Title = {Fast Track Randomized Controlled Trial to Prevent
             Externalizing Psychiatric Disorders: Findings From Grades 3
             to 9: Conduct problems prevention research
             group},
   Pages = {97-109},
   Booktitle = {Effective Interventions for Children in Need},
   Year = {2017},
   Month = {January},
   ISBN = {9780754628255},
   url = {http://dx.doi.org/10.4324/9781315256900-17},
   Abstract = {This study tests the efficacy of the Fast Track Program in
             preventing antisocial behavior and psychiatric disorders
             among groups varying in initial risk. Method: Schools within
             four sites (Durham, NC; Nashville, TN; Seattle, WA; and
             rural central Pennsylvania) were selected as high-risk
             institutions based on neighborhood crime and poverty levels.
             After screening 9, 594 kindergarteners in these schools, 891
             highest risk and moderate-rtsk children (69% male and 51%
             African American) were randomly assigned by matched sets of
             schools to intervention or control conditions. The 1 0-year
             intervention (begun in 1991 with three yearly cohorts)
             included parent behavior-management training, child
             socialcognitive skills training, reading tutoring, home
             visiting, mentoring, and a universal classroom curriculum.
             Outcomes included crtterion counts and psychiatrtc diagnoses
             after grades 3, 6, and 9 for conduct disorder, oppositional
             defiant disorder, attention-deficit/hyperactivity disorder,
             any externalizing disorder, and self-reported antisocial
             behavior. Grade 9 outcomes were assessed between 2000 and
             2003, depending upon cohort. Results: Significant
             interaction effects between intervention and initial rtsk
             level were found at each age but most strongly after grade
             9. Assignment to intervention had a significant positive
             effect in lowertng criterion count scores and diagnoses tor
             conduct disorder, attention-deficit/hyperactivity disorder,
             and any externalizing disorder, and lowering antisocial
             behavior scores, but only among those at highest risk
             initially. Conclusions: Prevention of serious antisocial
             behavior can be efficacious across sex, ethnicity, and
             urban/rural residence, but screening is essential.},
   Doi = {10.4324/9781315256900-17},
   Key = {fds363751}
}

@misc{fds367708,
   Author = {Lansford, JE and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Chen, B-B and Deater-Deckard, K and Di Giunta and L and Dodge,
             KA and Malone, PS and Oburu, P and Skinner, AT and Pastorelli, C and Sorbring, E and Steinberg, L and Icenogle, G and Tapanya, S and Alampay,
             LP and Uribe Tirado and LM and Zelli, A},
   Title = {Parenting and Positive Adjustment for Adolescents in Nine
             Countries},
   Pages = {235-248},
   Booktitle = {Cross-Cultural Advancements in Positive Psychology},
   Publisher = {Springer International Publishing},
   Year = {2017},
   ISBN = {9783319683621},
   url = {http://dx.doi.org/10.1007/978-3-319-68363-8_16},
   Doi = {10.1007/978-3-319-68363-8_16},
   Key = {fds367708}
}

@misc{fds327710,
   Author = {Tolan, PH and Dodge, K and Rutter, M},
   Title = {Tracking the multiple pathways of parent and family
             influence on disruptive behavior disorders},
   Pages = {161-191},
   Booktitle = {Disruptive Behavior Disorders},
   Publisher = {Springer New York},
   Address = {New York},
   Year = {2013},
   Month = {January},
   ISBN = {9781461475569},
   url = {http://dx.doi.org/10.1007/978-1-4614-7557-6_7},
   Doi = {10.1007/978-1-4614-7557-6_7},
   Key = {fds327710}
}

@misc{fds200022,
   Author = {Dodge, K.A.},
   Title = {Processes in the prevention of crime and
             delinquency},
   Booktitle = {Controlling crime: Strategies and tradeoffs
             (pp.407-418)},
   Publisher = {Chicago: University of Chicago Press},
   Editor = {P. J. Cook and J. Ludwig and J. McCrary},
   Year = {2011},
   Key = {fds200022}
}

@misc{fds200033,
   Author = {Dodge, K.A.},
   Title = {Social information processing models of aggressive
             behavior},
   Booktitle = {Understanding and reducing aggression, violence, and their
             consequences (pp. 165-186)},
   Publisher = {Washington, DC: American Psychological Association},
   Editor = {M. Mikulncer and P.R. Shaver},
   Year = {2011},
   Key = {fds200033}
}

@misc{fds367709,
   Title = {The Fast Track Project: Preventing Severe Conduct Problems
             in School-Age Youth},
   Pages = {407-433},
   Booktitle = {Clinical Handbook of Assessing and Treating Conduct Problems
             in Youth},
   Publisher = {Springer New York},
   Year = {2011},
   ISBN = {9781441962959},
   url = {http://dx.doi.org/10.1007/978-1-4419-6297-3_16},
   Doi = {10.1007/978-1-4419-6297-3_16},
   Key = {fds367709}
}

@misc{fds271958,
   Author = {Latendresse, SJ and Bates, JE and Dodge, KA and Pettit, GS and Lansford,
             JE and Budde, JP and Goate, A and Dick, DM},
   Title = {Characterizing discrete pathways and mechanisms through
             which genes influence adult substance use},
   Journal = {BEHAVIOR GENETICS},
   Volume = {40},
   Number = {6},
   Pages = {801-801},
   Publisher = {SPRINGER},
   Year = {2010},
   Month = {November},
   ISSN = {0001-8244},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000284696200063&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Key = {fds271958}
}

@misc{fds186603,
   Author = {Conduct Problems Prevention Research Group},
   Title = {The Fast Track Project: The prevention of severe conduct
             problems in school-age youth},
   Booktitle = {Handbook of clinical assessment and treatment of conduct
             problems in youth},
   Publisher = {Springer},
   Address = {New York},
   Editor = {R.C. Murrihy and A.D. Kidman and T.H. Ollendick},
   Year = {2010},
   Key = {fds186603}
}

@misc{fds271961,
   Author = {Singh, AL and D'Onofrio, BM and Bates, JE and Dick, D and Pettit, GS and Dodge, KA and Lansford, JE},
   Title = {Genetic and environmental risk factors for depression: A
             developmental GxE approach},
   Journal = {BEHAVIOR GENETICS},
   Volume = {39},
   Number = {6},
   Pages = {681-681},
   Publisher = {SPRINGER},
   Year = {2009},
   Month = {November},
   ISSN = {0001-8244},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000272027300144&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Key = {fds271961}
}

@misc{fds271963,
   Author = {Edwards, AC and Dodge, KA and Latendresse, SJ and Lansford, JE and Bates, JE and Pettit, GS and Dick, DM},
   Title = {MAOA and early physical discipline interact to influence
             delinquent behavior},
   Journal = {BEHAVIOR GENETICS},
   Volume = {39},
   Number = {6},
   Pages = {647-648},
   Publisher = {SPRINGER},
   Year = {2009},
   Month = {November},
   ISSN = {0001-8244},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000272027300049&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Key = {fds271963}
}

@misc{fds167328,
   Author = {Fontaine, R.G. and Dodge, K.A.},
   Title = {Social Information Processing and Aggressive Behavior: A
             Transactional Perspective},
   Booktitle = {The Transactional Model of Development: How Children and
             Contexts Shape Each Other},
   Publisher = {American Psychological Association},
   Address = {Washington, DC},
   Editor = {Sameroff, A.J.},
   Year = {2009},
   Key = {fds167328}
}

@misc{fds147814,
   Author = {Dodge, K.A. and Pettit, G.S. and Bates, J.E.},
   Title = {Effects of physical maltreatment on the development of peer
             relations (Reprint)},
   Booktitle = {Abnormal Child Psychology},
   Publisher = {Wadsworth Press},
   Address = {New York},
   Editor = {E. Mash and D. Wolfe},
   Year = {2008},
   Key = {fds147814}
}

@misc{fds367710,
   Author = {Dodge, KA and Sherrill, MR},
   Title = {The Interaction of Nature and Nurture in Antisocial
             Behavior},
   Pages = {215-242},
   Booktitle = {CAMBRIDGE HANDBOOK OF VIOLENT BEHAVIOR AND
             AGGRESSION},
   Publisher = {Cambridge University Press},
   Address = {New York},
   Editor = {D. Flannery and A. Vazonsyi and I. Waldman},
   Year = {2007},
   Key = {fds367710}
}

@misc{fds271898,
   Author = {Pettit, GS and Bates, JE and Holtzworth-Munroe, A and Marshall, AD and Harach, LD and Cleary, DJ and Dodge, KA},
   Title = {Aggression and insecurity in late adolescent romantic
             relationships: Antecedents and developmental
             pathways},
   Volume = {9780521845571},
   Pages = {41-61},
   Booktitle = {Developmental Contexts in Middle Childhood: Bridges to
             Adolescence and Adulthood},
   Publisher = {Cambridge University Press},
   Editor = {A.C. Huston and M.N. Ripke},
   Year = {2006},
   Month = {January},
   ISBN = {9780521845571},
   url = {http://dx.doi.org/10.1017/CBO9780511499760.004},
   Abstract = {Experiences in the family and peer group play important
             roles in the development of interpersonal competencies
             across the childhood and adolescent years. Toward the end of
             adolescence, stable and supportive romantic relationships
             increasingly serve adaptive functions in promoting
             individual well-being and in fostering a sense of connection
             and security to others (Collins, Hennighausen, Schmit, &
             Sroufe, 1997; Conger, Cui, Bryant, & Elder, 2000; Furman,
             1999). Romantic relationships marked by conflict and
             violence pose risks for current and longer-term adjustment
             and can compromise the health and well-being of the partner
             to whom the violence is directed (Capaldi & Owen, 2001).
             Romantic relationships in which one or both partners are
             wary, jealous, and insecure can stifle growth and fuel
             disagreements and disharmony (Holtzworth-Munroe, Meehan,
             Herron, Rehman, & Stuart, 2000). Relationship insecurity and
             relationship violence covary to some degree
             (Holtzworth-Munroe & Stewart, 1994), suggesting that they
             may be linked in the development of romantic relationship
             dysfunction. Within the marital violence literature,
             insecurity has been proposed as a key pathway through which
             relationship violence develops. Consistent with this
             perspective, Holtzworth-Munroe et al. (2000), in their
             examination of types of male batterers, found that one type
             of batterer could be characterized by insecurity and a
             tendency to confine violence to an intimate relationship.
             Holtzworth-Munroe et al. (2000) speculate that insecurity
             plays an etiological role in the development of partner
             violence. If this were the case, then insecurity might serve
             as a mediating link between social experience (e.g., of
             rejection and intimidation) and subsequent
             violence.},
   Doi = {10.1017/CBO9780511499760.004},
   Key = {fds271898}
}

@misc{fds271964,
   Author = {Dodge, KA and Malone, PS and Lansford, JE and Miller-Johnson, S and Pettit, GS and Bates, JE},
   Title = {Toward a dynamic developmental model of the role of parents
             and peers in early onset substance use},
   Pages = {104-132},
   Booktitle = {Families count: Effects on child and adolescent
             development},
   Publisher = {Cambridge University Press},
   Editor = {A. Clarke-Stewart and J. Dunn},
   Year = {2006},
   Month = {January},
   ISBN = {9780521847537},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000299343800006&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {Although most theories of deviant behavioral development
             explicitly acknowledge the roles of both parenting and peer
             relations, few theories, and even fewer empirical analyses,
             have articulated the manner in which these factors relate to
             each other and operate dynamically across childhood. The
             chapter by Collins and Roisman (Chapter 4 in this book)
             provides an excellent general overview of how these factors
             operate in adolescence. This chapter identifies aspects of
             parenting and peer relations across the life span that may
             play a role in the onset of illicit drug use in adolescence
             and the manner in which these factors may influence each
             other and operate in concert across development. The
             enormous social, psychological, and economic costs of
             substance use among adolescents in the United States over
             the past four decades (Kendall & Kessler, 2002; Kessler et
             al., 2001) have led to unprecedented attempts at
             interdiction, prosecution, and treatment, mostly without
             much success. Epidemiologic studies have directed attention
             toward prevention. This research has taken largely a
             risk-factor approach following from the methods of Rutter
             (Rutter & Garmezy, 1983), in which individual-difference
             variables in childhood are statistically linked to later
             substance use. Empirical research has identified several
             dozen factors in childhood that enhance risk for substance
             use during adolescence (reviewed by Hawkins, Catalano, &
             Miller, 1992; Weinberg, Rahdert, Colliver, & Glantz, 1998),
             but a laundry list of risk factors has not yet led to
             efficacious prevention programs.},
   Doi = {10.1017/CBO9780511616259.006},
   Key = {fds271964}
}

@misc{fds43115,
   Author = {Dodge, K.A. and Coie, J.D. and Lynam, D.},
   Title = {Aggression and antisocial behavior in youth},
   Series = {6th edition},
   Pages = {719-788},
   Booktitle = {Handbook of Child Psychology, Vol. 3: Social, Emotional, and
             Personality Development},
   Publisher = {Wiley},
   Editor = {W. Damon (Series Ed.), and N. Eisenberg (Vol.
             Ed.)},
   Year = {2006},
   Key = {fds43115}
}

@misc{fds44278,
   Author = {Conduct Problems Prevention Research Group (K.A. Dodge,
             member)},
   Title = {The Fast Track Project: Toward the prevention of severe
             conduct problems in school-aged youth.},
   Pages = {439-477},
   Booktitle = {Strengthening families: different evidence-based approaches
             to support child mental health.},
   Publisher = {Psychotherapie Verlag},
   Editor = {N. Heinrichs and K. Hahlweg and M. Dopfner},
   Year = {2006},
   Key = {fds44278}
}

@misc{fds45887,
   Author = {Dishion, T.J. and Dodge, K.A.},
   Title = {Deviant peer contagion in interventions and programs: An
             ecological framework for understanding influence
             mechanisms},
   Pages = {14-43},
   Booktitle = {Deviant peer influences in programs for youth: Problems and
             solutions},
   Publisher = {Guilford Press},
   Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford},
   Year = {2006},
   Key = {fds45887}
}

@misc{fds45888,
   Author = {Dishion, T.J. and Dodge, K.A. and Lansford, J.E.},
   Title = {Findings and recommendations: A blueprint to minimize
             deviant peer influence in youth interventions and
             programs},
   Pages = {366-394},
   Booktitle = {Deviant peer influences in programs for youth: Problems and
             solutions},
   Publisher = {Guilford Press},
   Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford},
   Year = {2006},
   Key = {fds45888}
}

@misc{fds45889,
   Author = {Dodge, K.A. and Lansford, J.E. and Dishion, T.J.},
   Title = {The problem of deviant peer influences in intervention
             programs},
   Pages = {3-13},
   Booktitle = {Deviant peer influences in programs for youth: Problems and
             solutions},
   Publisher = {Guilford Press},
   Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford},
   Year = {2006},
   Key = {fds45889}
}

@misc{fds45890,
   Author = {Dodge, K.A. and Sherrill, M.R.},
   Title = {Deviant peer group effects in youth mental health
             interventions},
   Pages = {97-121},
   Booktitle = {Deviant peer influences in programs for youth: Problems and
             solutions},
   Publisher = {Guilford Press},
   Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford},
   Year = {2006},
   Key = {fds45890}
}

@misc{fds31450,
   Author = {McLoyd, V.C. and Dodge, K.A. and Hill, N.E.},
   Title = {Introduction: Ecological and cultual diversity in African
             American family life},
   Pages = {3-20},
   Booktitle = {Emerging Issues in African American Family Life: Context,
             Adaptation, and Policy},
   Publisher = {Guilford Press},
   Editor = {V.C. McLoyd and N.E., Hill and K.A. Dodge},
   Year = {2005},
   Key = {fds31450}
}

@misc{fds31451,
   Author = {Dodge, K.A. and McLoyd, V.C. and Lansford, J.E.},
   Title = {The cultural context of physically disciplining
             children},
   Pages = {245-263},
   Booktitle = {Emerging Issues in African American Family Life: Context,
             Adaptation, and Policy},
   Publisher = {Guilford Press},
   Editor = {V.C. McLoyd and N.E. Hill and K.A. Dodge},
   Year = {2005},
   Key = {fds31451}
}

@misc{fds271906,
   Author = {Deater-Deckard, K and Dodge, KA and Sorbring, E},
   Title = {Cultural differences in the effects of physical
             punishment},
   Pages = {204-226},
   Booktitle = {Ethnicity and Causal Mechanisms},
   Publisher = {Cambridge University Press},
   Editor = {M. Rutter and M. Tienda},
   Year = {2004},
   Month = {January},
   ISBN = {9780521849937},
   url = {http://dx.doi.org/10.1017/CBO9781139140348.010},
   Abstract = {The predictors of violence and delinquency in childhood and
             adolescence include attributes of the child (e.g.,
             temperament, intelligence), the home environment (e.g.,
             harsh parenting, maltreatment, domestic violence, family
             size and structure, parent mental illness, and family
             antisocial activity), the peer group (e.g., deviant peers,
             peer rejection), and the community (e.g., school and
             neighborhood factors; Wasserman et al., 2003). These factors
             correlate with or predict antisocial behavior in multiple
             ethnic groups (Rowe, Vazsonyi,&Flannery, 1994;
             Vazsonyi&Flannery, 1997). However, there is one noteworthy
             ethnic group difference. The customary use of physical
             punishment is associated with more aggressive behavior
             problems among European Americans but not among African
             Americans – although physical abuse predicts behavior
             problems equally well across these and other ethnic groups.
             Ascertaining the nature and cause of this ethnic group
             difference is one of the most pressing questions for
             research on the development of antisocial behavior
             (Farrington, Loeber,&Stouthamer-Loeber, 2003). By conducting
             cross-cultural research, researchers can utilize the
             discovery of an ethnic group difference to test competing
             hypotheses about causal mechanisms (Rutter, this volume). In
             the current chapter, we consider whether the mechanisms
             linking harsh parenting and children's aggressive behavior
             problems generalize beyond middle-class Caucasians.
             Researchers often assume that a mechanism is generalizable
             across human populations, but the assumption is rarely
             tested. Discovering whether physical discipline and abuse
             are universal risk factors for the development of aggressive
             behavior problems has implications for theory as well as
             applications in prevention, intervention, and social
             policy.},
   Doi = {10.1017/CBO9781139140348.010},
   Key = {fds271906}
}

@misc{fds26381,
   Author = {Conduct Problems Prevention Research Group},
   Title = {The Fast Track experiment: Translating the developmental
             model into a prevention design},
   Pages = {181-208},
   Booktitle = {Children's Peer Relations: From Development to
             Intervention},
   Publisher = {American Psychological Association},
   Editor = {J.B. Kupersmidt and K.A. Dodge},
   Year = {2004},
   Key = {fds26381}
}

@misc{fds18117,
   Author = {Bierman, K.L. and Bruschi, C. and Domitrovich, C. and Fang, G.Y. and Miller-Johnson, S. and the Conduct Problems Prevention
             Researach Group},
   Title = {Early disruptive behaviors associated with emerging
             antisocial behavior among girls},
   Pages = {137-161},
   Booktitle = {Aggression, antisocial behavior, and violence among girls: A
             developmental perspective},
   Publisher = {Guilford Press},
   Editor = {M Putallaz and K.L. Bierman},
   Year = {2004},
   Key = {fds18117}
}

@misc{fds18114,
   Author = {Dodge, K.A.},
   Title = {Public policy and the 'discovery' of girls' aggressive
             behavior},
   Pages = {302-311},
   Booktitle = {Aggression, antisocial behavior, and violence among girls: A
             developmental perspective},
   Publisher = {Guilford Press},
   Editor = {M. Putallaz and K.L. Bierman},
   Year = {2004},
   Key = {fds18114}
}

@misc{fds13050,
   Author = {Dodge, K.A.},
   Title = {Preventing Aggressive Behavior Early in Life},
   Booktitle = {Centre of Excellence for Early Childhood Development
             Encyclopedia of Social and Emotional Development},
   Editor = {R. dev Peters},
   Year = {2003},
   Key = {fds13050}
}

@misc{fds13053,
   Author = {Dodge, K.A.},
   Title = {Do Social Information Processing Patterns Mediate Aggressive
             Behavior?},
   Pages = {254-274},
   Booktitle = {Causes of Conduct Disorder and Juvenille
             Delinquency},
   Publisher = {New York: Guilford Press},
   Editor = {B. Lahey and T. Moffitt and A. Caspi},
   Year = {2003},
   Key = {fds13053}
}

@misc{fds13060,
   Author = {Bates, J.E. and Alexander, D. and Oberlander, S. and Dodge, K.A. and Petit, G.S.},
   Title = {Antecedents of Sexual Activity at Ages 16 and 17 in a
             Community Sample Followed from Age 5},
   Pages = {206-237},
   Booktitle = {Sexual Development},
   Publisher = {Bloomington: Indiana University Press},
   Editor = {J. Bancroft},
   Year = {2003},
   Key = {fds13060}
}

@misc{fds13067,
   Author = {McMahon, R.J. and the Conduct Problems Prevention Research
             Group},
   Title = {The Prevention of Conduct Problems Using Targeted and
             Universal Interventions: The FAST Track Program},
   Booktitle = {Prevention of Conduct Disorder},
   Publisher = {New York: Cambridge},
   Editor = {D. Offord},
   Year = {2003},
   Key = {fds13067}
}

@misc{fds13038,
   Author = {Dodge, K.A.},
   Title = {Mediation, Moderation, and Mechanisms in How Parenting
             Affects Children's Aggressive Behavior},
   Pages = {215-229},
   Booktitle = {Parenting and the Child's World},
   Publisher = {Hillsdale, NJ: Lawrence Erlbaum},
   Editor = {J. Borkowski},
   Year = {2002},
   Key = {fds13038}
}

@misc{fds13026,
   Author = {Dodge, K.A.},
   Title = {II Fast Track Project},
   Pages = {19-60},
   Booktitle = {Giovani a rischio: Interventi possibili in realta
             impossibili},
   Publisher = {Milan, Italy: FrancoAngeli},
   Year = {2001},
   Key = {fds13026}
}

@misc{fds13028,
   Author = {Keiley, M.K. and Bates, J.E. and Dodge, K.A. and Petit,
             G.S.},
   Title = {Effects of Temperament of the Development of Externalizing
             and Internalizing Behaviors over 9 Years},
   Pages = {255-288},
   Booktitle = {Advances in Psychological Research, Vol.
             6},
   Publisher = {Huntington, N.Y.: Nova Science Publishers,
             Inc.},
   Editor = {F. Columbus},
   Year = {2001},
   Key = {fds13028}
}

@misc{fds13032,
   Author = {Zelli, A. and Dodge, K.A. and Lochman, J.E. and Laird, R.D. and The
             Conduct Problems Prevention Research Group},
   Title = {"La Distinzione tra credenze che legittimano l'aggresivita e
             l'elaborazione deviante dei segnali sociali"},
   Pages = {61-99},
   Booktitle = {Giovani a rishio: Interventi possibili in realta
             imposibili},
   Publisher = {Milan, Italy: Franco-Angeli},
   Year = {2001},
   Key = {fds13032}
}

@misc{fds13007,
   Author = {Dodge, K.A.},
   Title = {Developmental Psychology},
   Pages = {1-17},
   Booktitle = {Current Diagnosis and Treatment in Psychiatry},
   Publisher = {East Norwalk, CT: Appleton & Lange},
   Editor = {M. H. Ebert and P.T. Loosen and B. Nurcombe},
   Year = {2000},
   Key = {fds13007}
}

@misc{fds13008,
   Author = {Dodge, K.A.},
   Title = {Conduct Disorder},
   Series = {Second},
   Booktitle = {Handbook of Developmental Psychopathology},
   Publisher = {New York: Plenum Press},
   Editor = {Sameroff, A. and Lewis, M. and Miller, S.},
   Year = {2000},
   Key = {fds13008}
}

@misc{fds13009,
   Author = {Dodge, K.A. and Zelli, A.},
   Title = {La violenza nei giovani: Tendenze, sviluppo e
             prevenzione},
   Pages = {155-178},
   Booktitle = {L'eta Sospesa: Itinerari del viaggio adolescenziale},
   Publisher = {Manuali e Monografie di Psicologia Giunti.
             Rome},
   Editor = {G.V. Cappara and A. Fonzi},
   Year = {2000},
   Key = {fds13009}
}

@misc{fds13019,
   Author = {Lemerise, E.A. and Dodge, K.A.},
   Title = {The Development of Anger and Hostile Interactions},
   Series = {2nd},
   Pages = {594-606},
   Booktitle = {Handbook of Emotions},
   Publisher = {New York: Guilford},
   Editor = {M. Lewis and J. M. Haviland-Jones},
   Year = {2000},
   Key = {fds13019}
}

@misc{fds38857,
   Author = {Reiter-Lavery, B. and Rabiner, D. and Dodge,
             K.A.},
   Title = {The State of Durham’s Children 2000},
   Year = {2000},
   Key = {fds38857}
}

@misc{fds38858,
   Author = {Dodge, K.A. and Kupersmidt, J. and Fontaine,
             R.},
   Title = {The Willie M. Program},
   Year = {2000},
   Key = {fds38858}
}

@misc{fds13003,
   Author = {Zelli, A. and Dodge, K.A.},
   Title = {Personality Development from the Bottom Up},
   Pages = {94-126},
   Booktitle = {The Coherence of Personality: Social-Cognitive Bases of
             Personality Consistency, Variability, and
             Organization},
   Publisher = {New York: Guilford},
   Editor = {D. Cervone and Y. Shoda},
   Year = {1999},
   Key = {fds13003}
}

@misc{fds39026,
   Author = {Schwartz, D. and McFadyen-Ketchum, S.A. and Dodge. K.A. and Pettit, G.S. and Bates, J.E.},
   Title = {Peer group victimization as a predictor of children's
             behavior problems at home and in school(Abstract)},
   Booktitle = {Youth Update},
   Publisher = {Institute for Advanced Study of Antisocial Behavior in
             Youth, Etobicoke, Ontario},
   Year = {1999},
   Key = {fds39026}
}

@misc{fds38905,
   Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
             E.},
   Title = {A situational approach to the assessment of social
             competence in children (Reprint)},
   Booktitle = {OVID Technologies: Health and Psychosocial Instruments
             Database},
   Year = {1998},
   Key = {fds38905}
}

@misc{fds44856,
   Author = {Valente, E. and Dodge, K.A.},
   Title = {Evaluation of prevention programs for children},
   Pages = {183-218},
   Booktitle = {Healthy children 2010: Establishing preventive
             services},
   Publisher = {Thousand Oaks, CA: Sage},
   Editor = {R.P. Weissberg and T.P. Gulotta and R.L. Hampton and S.A.Ryan and G.R.
             Adams},
   Year = {1997},
   Key = {fds44856}
}

@misc{fds39724,
   Author = {Lemerise, E. and Dodge, K.A.},
   Title = {The development of anger and hostile interactions},
   Pages = {537-546},
   Booktitle = {The handbook of emotion},
   Publisher = {New York: Guilford Press},
   Editor = {M. Lewis and J. Haviland},
   Year = {1993},
   Key = {fds39724}
}

@misc{fds39725,
   Author = {Dodge, K.A.},
   Title = {A social information processing model of social competence
             in children (Reprint)},
   Booktitle = {Child Development},
   Publisher = {New York: Holt, Rinehart & Winston},
   Editor = {T.J. Berndt},
   Year = {1992},
   Key = {fds39725}
}

@misc{fds39726,
   Author = {Consortium on the School-Based Promotion of Social
             Competence},
   Title = {Classroom curricula for drug abuse prevention},
   Pages = {129-148},
   Booktitle = {Communities that care: Action for drug abuse
             prevention},
   Publisher = {San Francisco: Jossey-Bass},
   Editor = {J. D. Hawkins and R. Catalano},
   Year = {1992},
   Key = {fds39726}
}

@misc{fds39727,
   Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.},
   Title = {Mechanisms in the cycle of violence(Reprint)},
   Booktitle = {Year Book of Psychiatry and Applied Mental
             Health},
   Publisher = {Chicago, IL: Mosby-Year Book, Inc},
   Editor = {J.A. Talbott},
   Year = {1992},
   Key = {fds39727}
}

@misc{fds39729,
   Author = {Garber, J. and Quiggle, N.L. and Panak, W. and Dodge,
             K.A.},
   Title = {Aggression and depression in children: Comorbidity,
             specificity, and cognitive processing},
   Pages = {225-264},
   Booktitle = {Rochester Symposium on Developmental Psychopathology, Vol.
             2: Internalizing and externalizing expressions of
             dysfunction},
   Publisher = {Hillsdale, N. J.: Lawrence Erlbaum},
   Editor = {D. Cicchetti and S. Toth},
   Year = {1991},
   Key = {fds39729}
}

@misc{fds39730,
   Author = {Dodge, K.A. and Garber, J.},
   Title = {Domains of emotion regulation},
   Pages = {3-11},
   Booktitle = {The development of emotion regulation and
             dysregulation},
   Publisher = {New York: Cambridge University Press},
   Editor = {J. Garber and K.A. Dodge},
   Year = {1991},
   Key = {fds39730}
}

@misc{fds39731,
   Author = {Dodge, K.A.},
   Title = {Emotion and social information processing},
   Pages = {159-181},
   Booktitle = {The development of emotion regulation and
             dysregulation},
   Publisher = {New York: Cambridge University Press},
   Editor = {J. Garber and K.A. Dodge},
   Year = {1991},
   Key = {fds39731}
}

@misc{fds44854,
   Author = {Dodge, K.A.},
   Title = {A social information processing model of social competence
             in children (Reprint)},
   Booktitle = {Child Development},
   Publisher = {Boston, MA: Houghton Mifflen},
   Editor = {D. Bukatko and M.W. Daehler},
   Year = {1991},
   Key = {fds44854}
}

@misc{fds39733,
   Author = {Coie, J.D. and Dodge, K.A. and Kupersmidt, J.},
   Title = {Group behavior and social status},
   Pages = {17-59},
   Booktitle = {Peer rejection in childhood: Origins, consequences, and
             intervention},
   Publisher = {New York: Cambridge University Press},
   Editor = {S.R. Asher and J.D. Coie},
   Year = {1990},
   Key = {fds39733}
}

@misc{fds39734,
   Author = {Dodge, K.A. and Feldman, E.},
   Title = {Issues in social cognition and sociometric
             status},
   Pages = {119-155},
   Booktitle = {Peer rejection in childhood: Origins, consequences, and
             intervention},
   Publisher = {New York: Cambridge University Press},
   Editor = {S.R. Asher and J.D. Coie},
   Year = {1990},
   Key = {fds39734}
}

@misc{fds39735,
   Author = {Kupersmidt, J. and Coie, J.D. and Dodge, K.A.},
   Title = {Predicting disorder from peer social problems},
   Pages = {274-338},
   Booktitle = {Peer rejection in childhood: Origins, consequences, and
             intervention},
   Publisher = {New York: Cambridge University Press},
   Editor = {S.R. Asher and J.D. Coie},
   Year = {1990},
   Key = {fds39735}
}

@misc{fds323951,
   Author = {COIE, JD and CHRISTOPOULOS, C and TERRY, R and DODGE, KA and LOCHMAN,
             JE},
   Title = {TYPES OF AGGRESSIVE RELATIONSHIPS, PEER REJECTION, AND
             DEVELOPMENTAL CONSEQUENCES},
   Journal = {SOCIAL COMPETENCE IN DEVELOPMENTAL PERSPECTIVE},
   Volume = {51},
   Pages = {223-237},
   Booktitle = {Social competence in development perspective},
   Publisher = {KLUWER ACADEMIC PUBL},
   Editor = {SCHNEIDER, BH and ATTILI, G and NADEL, J and WEISSBERG,
             RP},
   Year = {1989},
   Month = {January},
   ISBN = {0-7923-0400-4},
   Key = {fds323951}
}

@misc{fds39736,
   Author = {Crick, N.R. and Dodge, K.A.},
   Title = {Children's evaluations of peer entry and conflict
             situations: Social strategies, goals, and outcome
             expectations},
   Pages = {396-399},
   Booktitle = {Social competence in developmental perspective},
   Publisher = {Dordrecht, Netherlands: Kluwer Academic Publishers},
   Editor = {B. Schneider and J. Nadel and G. Attili and R. Weissberg},
   Year = {1989},
   Key = {fds39736}
}

@misc{fds39737,
   Author = {Price, J.M. and Dodge, K.A.},
   Title = {Peers' contribution to children's social maladjustment:
             Description and intervention},
   Pages = {341-370},
   Booktitle = {Contributions of peer relationships to children's
             development},
   Publisher = {New York: Wiley},
   Editor = {T. J. Berndt and G.W. Ladd},
   Year = {1989},
   Key = {fds39737}
}

@misc{fds39738,
   Author = {Dodge, K.A.},
   Title = {Problems in social relationships},
   Pages = {222-244},
   Booktitle = {Behavioral treatment of childhood disorders},
   Publisher = {New York: Guilford Press},
   Editor = {E.J. Mash and R.A. Barkley},
   Year = {1989},
   Key = {fds39738}
}

@misc{fds39739,
   Author = {McFall, R.M. and McDonel, E.C. and Dodge, K.A. and Coie,
             J.D.},
   Title = {Social information processing and sexual
             aggression},
   Booktitle = {Proceedings of the NIMH Conference on assessment and
             treatment of sexual offenders},
   Publisher = {Washington, DC: U.S. Government Printing
             Office.},
   Editor = {J. Breiling},
   Year = {1989},
   Key = {fds39739}
}

@misc{fds39740,
   Author = {Dodge, K.A. and Asher, S.R. and Parkhurst, J.},
   Title = {Social life as a goal coordination task},
   Pages = {107-135},
   Booktitle = {Motivation in education},
   Publisher = {Hillsdale, N. J.: Lawrence Erlbaum},
   Editor = {C. Ames and R. Ames},
   Year = {1989},
   Key = {fds39740}
}

@misc{fds39745,
   Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
             E.},
   Title = {A situational approach to the assessment of social
             competence in children (Reprint)},
   Booktitle = {The Prepare Curriculum},
   Publisher = {Champaign, IL: Research Press},
   Editor = {A. Goldstein},
   Year = {1988},
   Key = {fds39745}
}

@misc{fds39746,
   Author = {Dodge, K.A.},
   Title = {A social information processing model of social competence
             in children},
   Pages = {77-125},
   Booktitle = {Minnesota symposium in child psychology},
   Publisher = {Hillsdale, N. J.: Lawrence Erlbaum},
   Editor = {M. Perlmutter},
   Year = {1986},
   Key = {fds39746}
}

@misc{fds39747,
   Author = {Dodge, K.A. and Pettit, G.S. and McClaskey, C.L. and Brown,
             M.},
   Title = {Social competence in children},
   Volume = {51},
   Series = {Serial No. 213},
   Number = {2},
   Booktitle = {Monographs of the Society for Research in Child
             Development},
   Year = {1986},
   Key = {fds39747}
}

@misc{fds39748,
   Author = {Dodge, K.A.},
   Title = {Social information processing variables in the development
             of aggression and altruism in children},
   Pages = {280-302},
   Booktitle = {The development of altruism and aggression: Social and
             biological origin},
   Publisher = {New York: Cambridge University Press},
   Editor = {C. Zahn-Waxler and M. Cummings and M. Radke-Yarrow},
   Year = {1986},
   Key = {fds39748}
}

@misc{fds39749,
   Author = {Dodge, K.A.},
   Title = {Attributional bias in aggressive children},
   Pages = {75-111},
   Booktitle = {Advances in cognitive-behavioral research and
             therapy},
   Publisher = {New York: Academic Press},
   Editor = {P. Kendall},
   Year = {1985},
   Key = {fds39749}
}

@misc{fds39750,
   Author = {Dodge, K.A.},
   Title = {Facets of social interaction and the assessment of social
             competence in children},
   Pages = {3-22},
   Booktitle = {Children's peer relations: Issues in assessment and
             training},
   Publisher = {New York: Springer-Verlag},
   Editor = {B.H. Schneider and K.H. Rubin and J.E. Ledingham},
   Year = {1985},
   Key = {fds39750}
}

@misc{fds39751,
   Author = {Dodge, K.A. and Richard, B.A},
   Title = {Peer perceptions, aggression, and the development of peer
             relations},
   Pages = {35-58},
   Booktitle = {The development of social cognition},
   Publisher = {New York: Springer-Verlag},
   Editor = {J. Pryor and J. Day},
   Year = {1985},
   Key = {fds39751}
}

@misc{fds39752,
   Author = {Dodge, K.A. and Murphy, R.R.},
   Title = {The assessment of social competence in adolescence},
   Pages = {61-96},
   Booktitle = {Adolescent behavior disorders: Current perspectives.
             Advances in child behavioral analysis and therapy,
             4},
   Publisher = {Lexington, MA: D.C. Heath and Company},
   Editor = {P. Karoly and J.J. Steffen},
   Year = {1984},
   Key = {fds39752}
}

@misc{fds39753,
   Author = {McFall, R.M. and Dodge, K.A.},
   Title = {Self-management and interpersonal skills
             learning},
   Pages = {353-392},
   Booktitle = {Self-management and behavior change: From theory to
             practice},
   Publisher = {Pergamon Press},
   Editor = {P. Karoly and F.H. Kanfer},
   Year = {1982},
   Key = {fds39753}
}

@misc{fds152593,
   Author = {Dodge, K.A.},
   Title = {Social information processing models of aggressive
             behavior},
   Booktitle = {Understanding and reducing aggression, violence, and their
             consequences},
   Publisher = {American Psychological Association},
   Address = {Washington, DC},
   Editor = {M. Mikulincer and P.R. Shaver},
   Key = {fds152593}
}


%% NBER Working Papers   
@article{fds375378,
   Author = {Cook, PJ and Dodge, K and Farkas, G and Fryer, RG and Guryan, J and Ludwig,
             J and Mayer, SE and Pollack, HA and Steinberg, L},
   Title = {The (Surprising) Efficacy of Academic and Behavioral
             Intervention with Disadvantaged Youth: Results from a
             Randomized Experiment in Chicago},
   Year = {2014},
   Month = {January},
   Key = {fds375378}
}


%% Book Reviews   
@article{fds206448,
   Author = {K.A. Dodge},
   Title = {Review of the book: Handbook of Clinical Child
             Neuropsychology, 3rd ed, edited by Cecil R. Reynolds and
             Elaine Fletcher-Janzen},
   Journal = {Journal of Clinical Psychology},
   Volume = {72},
   Number = {5},
   Pages = {726},
   Year = {2011},
   Key = {fds206448}
}

@article{fds219663,
   Author = {Dodge, K.A.},
   Title = {Book review: The Handbook of Clinical Child Neuropsychology,
             3rd edition},
   Journal = {Journal of Clinical Psychiatry},
   Volume = {72},
   Number = {5},
   Pages = {726},
   Editor = {Edited by Cecil R. Reynolds and Elaine Fletcher-Janzen},
   Year = {2010},
   Key = {fds219663}
}

@article{fds53592,
   Author = {K.A. Dodge},
   Title = {Review of book: Dynamic assessment in practice: Clinical and
             educational applications},
   Journal = {Journal of Cognitive Education and Psychology},
   Volume = {6},
   Number = {2},
   Pages = {313-315},
   Year = {2007},
   Key = {fds53592}
}

@article{fds39732,
   Author = {Dodge, K.A.},
   Title = {The structure and function of reactive and proactive
             aggression},
   Pages = {201-218},
   Booktitle = {The development and treatment of childhood
             aggression},
   Publisher = {Hillsdale, N. J.: Lawrence Erlbaum},
   Editor = {D.J. Pepler and K.H. Rubin},
   Year = {1991},
   Key = {fds39732}
}

@article{fds38886,
   Author = {Dodge, K.A.},
   Title = {Review of social cognition and social development (E.T.
             Higgins, D.N. Ruble, & W.W. Hartup (Eds.)},
   Journal = {Child Development Abstracts and Bibliography},
   Year = {1984},
   Key = {fds38886}
}


%% Other   
@misc{fds315896,
   Author = {Lawrence, C and Rosanbalm, KD and Dodge, K},
   Title = {Multiple Response System evaluation report to the North
             Carolina Division of Social Services},
   Year = {2009},
   Key = {fds315896}
}

@misc{fds13039,
   Author = {Dodge, K.A.},
   Title = {Investing in the Prevention of Youth Violence},
   Journal = {International Society for the Study of Behavioral
             Development Newsletter},
   Year = {2002},
   Key = {fds13039}
}

@misc{fds45528,
   Author = {Reiter-Lavery, B. and Rabiner, D. and Dodge,
             K.A.},
   Title = {The State of Durham's Children 2000},
   Journal = {Report to the Durham, North Carolina, Youth Coordinating
             Board},
   Year = {2000},
   Key = {fds45528}
}

@misc{fds45529,
   Author = {Dodge, K.A. and Kupersmidt, J. and Fontaine,
             R.},
   Title = {The Willie M. Program},
   Journal = {Report to the State of North Carolina Department of Mental
             Health Administration},
   Year = {2000},
   Key = {fds45529}
}

@misc{fds271948,
   Author = {Dodge, KA and Kupersmidt, Janis B. and Fontaine, Reid
             Griffith},
   Title = {Willie M.: Legacy of Legal, Social, and Policy Change on
             Behalf of Children},
   Booktitle = {Report to the State of North Carolina, Division of Mental
             Health, Developmental Disabilities, and Substance Abuse
             Services},
   Year = {2000},
   url = {http://hdl.handle.net/10161/7489 Duke open
             access},
   Key = {fds271948}
}


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