Kenneth A. Dodge

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

%% 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{fds271992,
   Author = {KA Dodge and PS Malone and JE Lansford and M Shari and GS Pettit and JE
             Bates},
   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+1-vi119},
   Year = {2009},
   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}
}

@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{fds218557,
   Author = {Tolan, P. and Dodge, K. and Rutter, M.},
   Title = {Tracking the multiple pathways of parent and family
             influence on disruptive behavior disorders.},
   Pages = {161-192},
   Booktitle = {Advances in development and psychopathology. Brain Research
             Foundation Symposium series, Volume I: Disruptive behavior
             problems},
   Publisher = {Springer},
   Address = {New York},
   Year = {2013},
   url = {http://dx.doi.org/10.1007/978-1-4614-7557-6_7},
   Doi = {10.1007/978-1-4614-7557-6_7},
   Key = {fds218557}
}

@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{fds271958,
   Author = {SJ Latendresse and JE Bates and KA Dodge and GS Pettit and JE Lansford and JP Budde and A Goate and DM Dick},
   Title = {Characterizing discrete pathways and mechanisms through
             which genes influence adult substance use},
   Journal = {BEHAVIOR GENETICS},
   Volume = {40},
   Number = {6},
   Pages = {801-801},
   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 = {AL Singh and BM D'Onofrio and JE Bates and D Dick and GS Pettit and KA
             Dodge and JE Lansford},
   Title = {Genetic and environmental risk factors for depression: A
             developmental GxE approach},
   Journal = {BEHAVIOR GENETICS},
   Volume = {39},
   Number = {6},
   Pages = {681-681},
   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 = {AC Edwards and KA Dodge and SJ Latendresse and JE Lansford and JE Bates and GS Pettit and DM Dick},
   Title = {MAOA and early physical discipline interact to influence
             delinquent behavior},
   Journal = {BEHAVIOR GENETICS},
   Volume = {39},
   Number = {6},
   Pages = {647-648},
   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{fds271921,
   Author = {KA Dodge},
   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}
}

@misc{fds50943,
   Author = {Dodge, K.A. and Sherrill, M.R.},
   Title = {The interaction of nature and nurture in antisocial
             behavior},
   Pages = {215-242},
   Booktitle = {The Cambridge Handbook of Violent Behavior},
   Publisher = {Cambridge University Press},
   Address = {New York},
   Editor = {D. Flannery and A. Vazonsyi and I. Waldman},
   Year = {2007},
   Key = {fds50943}
}

@misc{fds271898,
   Author = {GS Pettit and JE Bates and A Holtzworth-Munroe and AD Marshall and LD
             Harach, DJ Cleary and KA Dodge},
   Title = {Aggression and insecurity in late adolescent romantic
             relationships: Antecedents and developmental
             pathways},
   Pages = {41-61},
   Booktitle = {Developmental Contexts in Middle Childhood: Bridges to
             Adolescence and Adulthood},
   Publisher = {New York: Cambridge University Press},
   Editor = {A.C. Huston and M.N. Ripke},
   Year = {2006},
   Month = {January},
   ISBN = {9780511499760},
   url = {http://dx.doi.org/10.1017/CBO9780511499760.004},
   Abstract = {© Cambridge University Press 2006 and Cambridge University
             Press 2009.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{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{fds271964,
   Author = {KA Dodge and PS Malone and JE Lansford and S Miller-Johnson and GS
             Pettit and JE Bates},
   Title = {Toward a Dynamic Developmental Model of the Role of Parents
             and Peers in Early Onset Substance Use},
   Journal = {FAMILIES COUNT: EFFECTS ON CHILD AND ADOLESCENT
             DEVELOPMENT},
   Pages = {104-131},
   Booktitle = {Families count: Effects on child and adolescent
             development},
   Publisher = {Cambridge University Press},
   Editor = {A. Clarke-Stewart and J. Dunn},
   Year = {2006},
   ISBN = {9780511616259},
   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 = {© Cambridge University Press 2006 and 2010.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{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 = {K Deater-Deckard and KA Dodge and E Sorbring},
   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 = {9781139140348},
   url = {http://dx.doi.org/10.1017/CBO9781139140348.010},
   Abstract = {© Cambridge University Press 2005.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{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{fds39741,
   Author = {Coie, J.D. and Christopoulos, C. and Terry, R. and Dodge, K.A. and Lochman, J.E.},
   Title = {Types of aggressive relationships, peer rejection, and
             developmental consequences},
   Pages = {223-238},
   Booktitle = {Social competence in development perspective},
   Publisher = {Dordrecht, Netherlands: Kluwer Academic Publishers},
   Editor = {B.H. Schneider and C. Attili and J. Nadel and R.
             Weissberg},
   Year = {1989},
   Key = {fds39741}
}

@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}
}


%% Journal Articles   
@article{fds315897,
   Author = {KD Rosanbalm and EH Snyder and CN Lawrence and K Coleman and JJ Frey and JB
             van den Ende and KA Dodge},
   Title = {Child wellbeing assessment in child welfare: A review of
             four measures},
   Journal = {Children and Youth Services Review},
   Volume = {68},
   Pages = {1-16},
   Year = {2016},
   Month = {September},
   ISSN = {0190-7409},
   url = {http://dx.doi.org/10.1016/j.childyouth.2016.06.023},
   Doi = {10.1016/j.childyouth.2016.06.023},
   Key = {fds315897}
}

@article{fds317254,
   Author = {C Pastorelli and JE Lansford and BP Luengo Kanacri and PS Malone and L
             Di Giunta and D Bacchini and AS Bombi and A Zelli and MC Miranda and MH
             Bornstein, S Tapanya and LM Uribe Tirado and LP Alampay and SM
             Al-Hassan, L Chang and K Deater-Deckard and KA Dodge and P Oburu and AT
             Skinner and E Sorbring},
   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},
   Abstract = {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.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).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.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.},
   Key = {fds317254}
}

@article{fds315891,
   Author = {JE Lansford and KA Dodge and GS Pettit and JE Bates},
   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},
   Abstract = {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.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.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.Addressing school
             dropout as a public health problem has the potential to
             improve the lives of dropouts and reduce societal costs of
             dropping out.},
   Key = {fds315891}
}

@article{fds271896,
   Author = {IT Petersen and JE Bates and KA Dodge and JE Lansford and GS
             Pettit},
   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{fds271899,
   Author = {JL Hanson and D Albert and AM Iselin and JM Carré and KA Dodge and AR
             Hariri},
   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 = {2016},
   Month = {March},
   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{fds315903,
   Author = {LC Sorensen and KA Dodge},
   Title = {How Does the Fast Track Intervention Prevent Adverse
             Outcomes in Young Adulthood?},
   Journal = {Child development},
   Volume = {87},
   Number = {2},
   Pages = {429-445},
   Year = {2016},
   Month = {March},
   ISSN = {0009-3920},
   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 general 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 general
             and mental health problems.},
   Key = {fds315903}
}

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

@article{fds315892,
   Author = {JE Lansford and MH Bornstein and K Deater-Deckard and KA Dodge and SM
             Al-Hassan, D Bacchini and AS Bombi and L Chang and B-B Chen and L Di
             Giunta and P Malone and P Oburu and C Pastorelli and AT Skinner and E
             Sorbring, L Steinberg and S Tapanya and L Peña Alampay and LM Uribe
             Tirado and A Zelli},
   Title = {How International Research on Parenting Advances
             Understanding of Child Development},
   Journal = {Child Development Perspectives},
   Publisher = {Wiley: 24 months},
   Year = {2016},
   Month = {February},
   ISSN = {1750-8592},
   Key = {fds315892}
}

@article{fds315895,
   Author = {K Deater-Deckard and N Atzaba-Poria and JE Lansford and L Peña
             Alampay and D Bacchini and AS Bombi and MH Bornstein and L Chang and L Di
             Giunta and KA Dodge and P Malone and P Oburu and C Pastorelli and AT
             Skinner, E Sorbring and S Tapanya},
   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 = {JE Lansford and J Godwin and A Zelli and SM Al-Hassan and D Bacchini and AS
             Bombi, MH Bornstein and L Chang and B-B Chen and K Deater-Deckard and L
             Di Giunta and KA Dodge and P Malone and P Oburu and C Pastorelli and AT
             Skinner, E Sorbring and L Steinberg and S Tapanya and L Peña Alampay and LM Uribe Tirado},
   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{fds315898,
   Author = {CG Muschkin and HF Ladd and KA Dodge},
   Title = {Impact of North Carolinas Early Childhood Initiatives on
             Special Education Placements in Third Grade},
   Journal = {Educational Evaluation and Policy Analysis},
   Volume = {37},
   Number = {4},
   Pages = {478-500},
   Year = {2015},
   Month = {December},
   ISSN = {0162-3737},
   url = {http://dx.doi.org/10.3102/0162373714559096},
   Doi = {10.3102/0162373714559096},
   Key = {fds315898}
}

@article{fds315899,
   Author = {L Di Giunta and AR Iselin and N Eisenberg and C Pastorelli and M
             Gerbino, JE Lansford and KA Dodge and GV Caprara and D Bacchini and LM
             Uribe Tirado and E Thartori},
   Title = {Measurement Invariance and Convergent Validity of Anger and
             Sadness Self-Regulation Among Youth From Six Cultural
             Groups.},
   Journal = {Assessment},
   Year = {2015},
   Month = {November},
   ISSN = {1073-1911},
   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.},
   Key = {fds315899}
}

@article{fds315900,
   Author = {JE Lansford and J Godwin and LM Uribe Tirado and A Zelli and SM
             Al-Hassan, D Bacchini and AS Bombi and MH Bornstein and L Chang and K
             Deater-Deckard, L Di Giunta and KA Dodge and PS Malone and P Oburu and C
             Pastorelli, AT Skinner and E Sorbring and S Tapanya and L Peña
             Alampay},
   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},
   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.},
   Key = {fds315900}
}

@article{fds315902,
   Author = {LC Sorensen and PJ Cook and KA Dodge},
   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 = {JE Salvatore and JL Meyers and J Yan and F Aliev and JE Lansford and GS
             Pettit, JE Bates and KA Dodge and RJ Rose and L Pulkkinen and J Kaprio and DM Dick},
   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 = {DL Putnick and MH Bornstein and JE Lansford and PS Malone and C
             Pastorelli, AT Skinner and E Sorbring and S Tapanya and LM Uribe
             Tirado and A Zelli and LP Alampay and SM Al-Hassan and D Bacchini and AS
             Bombi, L Chang and K Deater-Deckard and L Di Giunta and KA Dodge and P Oburu},
   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 = {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.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.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.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 = {IT Petersen and JE Bates and KA Dodge and JE Lansford and GS
             Pettit},
   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 = {KA Dodge and PS Malone and JE Lansford and E Sorbring and AT Skinner and S
             Tapanya, LM Tirado and A Zelli and LP Alampay and SM Al-Hassan and D
             Bacchini, AS Bombi and MH Bornstein and L Chang and K Deater-Deckard and L Di Giunta and P Oburu and C Pastorelli},
   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{fds315904,
   Author = {JE Lansford and J Godwin and LP Alampay and LM Uribe Tirado and A Zelli and SM Al-Hassan and D Bacchini and AS Bombi and MH Bornstein and L Chang and K
             Deater-Deckard, L Di Giunta and KA Dodge and PS Malone and P Oburu and C
             Pastorelli, AT Skinner and E Sorbring and S
             Tapanya},
   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},
   Year = {2015},
   Month = {June},
   ISSN = {0020-7594},
   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.},
   Key = {fds315904}
}

@article{fds271903,
   Author = {MH Bornstein and DL Putnick and JE Lansford and C Pastorelli and AT
             Skinner, E Sorbring and S Tapanya and LM Uribe Tirado and A Zelli and LP
             Alampay, SM Al-Hassan and D Bacchini and AS Bombi and L Chang and K
             Deater-Deckard, L Di Giunta and KA Dodge and PS Malone and P
             Oburu},
   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 = {D Schwartz and JE Lansford and KA Dodge and GS Pettit and JE
             Bates},
   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 = {KA Dodge},
   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 = {D Albert and DW Belsky and DM Crowley and JE Bates and GS Pettit and JE
             Lansford, D Dick and KA Dodge},
   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{fds271902,
   Author = {D Albert and DW Belsky and DM Crowley and SJ Latendresse and F Aliev and B
             Riley, C Sun and DM Dick and KA Dodge},
   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 : [the journal of
             the Association for Public Policy Analysis and
             Management]},
   Volume = {34},
   Number = {3},
   Pages = {497-518},
   Year = {2015},
   Month = {January},
   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.},
   Key = {fds271902}
}

@article{fds271904,
   Author = {KA Dodge and KL Bierman and JD Cole and MT Greenberg and JE Lochman and RJ
             McMahon, EE Pinderhughes and CPP Res},
   Title = {Impact of Early Intervention on Psychopathology, Crime, and
             Well-Being at Age 25},
   Journal = {AMERICAN JOURNAL OF PSYCHIATRY},
   Volume = {172},
   Number = {1},
   Pages = {59-70},
   Year = {2015},
   Month = {January},
   ISSN = {0002-953X},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000347146000011&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Doi = {10.1176/appiajp2014.13060786},
   Key = {fds271904}
}

@article{fds271905,
   Author = {D Schwartz and JE Lansford and KA Dodge and GS Pettit and JE
             Bates},
   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},
   Volume = {44},
   Number = {3},
   Pages = {393-404},
   Year = {2015},
   Month = {January},
   ISSN = {1537-4416},
   url = {http://dx.doi.org/10.1080/15374416.2014.881293},
   Abstract = {© 2015, Copyright © Taylor & Francis Group, LLC.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 = {fds271905}
}

@article{fds271910,
   Author = {KA Dodge and KL Bierman and JD Coie and MT Greenberg and JE Lochman and RJ
             McMahon and EE Pinderhughes},
   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 = {OBJECTIVE: This randomized controlled trial tested the
             efficacy of early intervention to prevent adult
             psychopathology and improve well-being in early-starting
             conduct-problem children. METHOD: 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. RESULTS: 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). CONCLUSIONS: 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{fds271895,
   Author = {JE Salvatore and JL Meyers and J Yan and F Aliev and JE Lansford and GS
             Pettit, JE Bates and KA Dodge and RJ Rose and L Pulkkinen and J Kaprio and DM Dick},
   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 = {709-729},
   Year = {2015},
   ISSN = {0021-843X},
   url = {http://dx.doi.org/10.1037/abn0000066},
   Abstract = {© 2015 American Psychological Association.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 = {fds271895}
}

@article{fds271897,
   Author = {IT Petersen and JE Bates and KA Dodge and JE Lansford and GS
             Pettit},
   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},
   ISSN = {0954-5794},
   url = {http://dx.doi.org/10.1017/S0954579414000789},
   Abstract = {Copyright © Cambridge University Press 2014.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 = {fds271897}
}

@article{fds271934,
   Author = {HF Ladd and CG Muschkin and KA Dodge},
   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 = {K Kokko and S Simonton and E Dubow and JE Lansford and SL Olson and LR
             Huesmann, P Boxer and L Pulkkinen and JE Bates and KA Dodge and GS
             Pettit},
   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 = {JE Lansford and RD Laird and GS Pettit and JE Bates and KA
             Dodge},
   Title = {Mothers' and fathers' autonomy-relevant parenting:
             longitudinal links with adolescents' externalizing and
             internalizing behavior.},
   Journal = {J Youth Adolesc},
   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 = {JE Lansford and KA Dodge and RG Fontaine and JE Bates and GS
             Pettit},
   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 = {JE Lansford and D Woodlief and PS Malone and P Oburu and C Pastorelli and AT Skinner and E Sorbring and S Tapanya and LM Tirado and A Zelli and SM
             Al-Hassan, LP Alampay and D Bacchini and AS Bombi and MH Bornstein and L
             Chang, K Deater-Deckard and L Di Giunta and KA
             Dodge},
   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},
   Year = {2014},
   Month = {June},
   ISSN = {1050-8392},
   url = {http://dx.doi.org/10.1111/jora.12067},
   Doi = {10.1111/jora.12067},
   Key = {fds271919}
}

@article{fds271920,
   Author = { The Multisite Violence Prevention P},
   Title = {Implementation and Process Effects on Prevention Outcomes
             for Middle School Students},
   Journal = {Journal of Clinical Child & Adolescent Psychology},
   Volume = {43},
   Number = {3},
   Pages = {473-485},
   Year = {2014},
   Month = {May},
   ISSN = {1537-4416},
   url = {http://dx.doi.org/10.1080/15374416.2013.814540},
   Doi = {10.1080/15374416.2013.814540},
   Key = {fds271920}
}

@article{fds271923,
   Author = {JM Carré and AM Iselin and KM Welker and AR Hariri and KA
             Dodge},
   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 = {JE Lansford and T Yu and GS Pettit and JE Bates and KA
             Dodge},
   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 (N = 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{fds271929,
   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{fds271912,
   Author = {AT Skinner and D Bacchini and JE Lansford and J Godwin and E Sorbring and S
             Tapanya, LM Tirado and A Zelli and LP Alampay and SM Al-Hassan and AS
             Bombi, MH Bornstein and L Chang and K Deater-Deckard and LD Giunta and KA Dodge and PS Malone and MC Miranda and P Oburu and C
             Pastorelli},
   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 M = 10.68, SD = .66; 51%
             girls) and their mothers (n = 1,282) and fathers (n = 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{fds271922,
   Author = {JE Lansford and C Sharma and PS Malone and D Woodlief and KA Dodge and P
             Oburu, C Pastorelli and AT Skinner and E Sorbring and S Tapanya and LMU
             Tirado, A Zelli and SM Al-Hassan and LP Alampay and D Bacchini and AS
             Bombi, MH Bornstein and L Chang and K Deater-Deckard and L Di
             Giunta},
   Title = {Corporal Punishment, Maternal Warmth, and Child Adjustment:
             A Longitudinal Study in Eight Countries},
   Journal = {Journal of Clinical Child and Adolescent
             Psychology},
   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. © 2014 Copyright Taylor &
             Francis Group, LLC.},
   Doi = {10.1080/15374416.2014.893518},
   Key = {fds271922}
}

@article{fds271925,
   Author = {TWS Chan and JE Bates and JE Lansford and KA Dodge and GS Pettit and DM
             Dick and SJ Latendresse},
   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},
   Volume = {38},
   Number = {3},
   Pages = {404-410},
   Year = {2014},
   Month = {January},
   ISSN = {0307-0565},
   url = {http://dx.doi.org/10.1038/ijo.2013.123},
   Abstract = {OBJECTIVE: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.DESIGN:Seven-year
             longitudinal study.PARTICIPANTS:A total of 567 children from
             the Child Development Project for the analysis with
             impulsivity and 363 for the analysis with genetic
             variants.MEASUREMENTS and RESULTS: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).CONCLUSIONS: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. © 2014 Macmillan
             Publishers Limited.},
   Doi = {10.1038/ijo.2013.123},
   Key = {fds271925}
}

@article{fds271930,
   Author = {AW Harrist and JA Achacoso and A John and GS Pettit and JE Bates and KA
             Dodge},
   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 = {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.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{fds289619,
   Author = {KD Rudolph and JE Lansford and AM Agoston and N Sugimura and D Schwartz and KA Dodge and GS Pettit and JE Bates},
   Title = {Peer victimization and social alienation: Predicting deviant
             peer affiliation in middle school},
   Journal = {Child Development},
   Volume = {85},
   Number = {1},
   Pages = {124-139},
   Year = {2014},
   Month = {January},
   ISSN = {0009-3920},
   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. © 2013 Society for Research in Child
             Development, Inc.},
   Doi = {10.1111/cdev.12112},
   Key = {fds289619}
}

@article{fds317255,
   Author = {JE Lansford and C Sharma and PS Malone and D Woodlief and KA Dodge and P
             Oburu, C Pastorelli and AT Skinner and E Sorbring and S Tapanya and LM
             Tirado, A Zelli and SM Al-Hassan and LP Alampay and D Bacchini and AS
             Bombi, MH Bornstein and L Chang and K Deater-Deckard and L Di
             Giunta},
   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},
   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.},
   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{fds271937,
   Author = {KA Dodge and WB Goodman and RA Murphy and K O’Donnell and J Sato and S
             Guptill},
   Title = {Implementation and randomized controlled trial evaluation of
             universal postnatal nurse home visiting},
   Journal = {American Journal of Public Health},
   Volume = {104 Suppl 1},
   Pages = {S136-S143},
   Year = {2014},
   url = {http://hdl.handle.net/10161/12076 Duke open
             access},
   Abstract = {Objective: Evaluate the hypotheses that a brief, universal,
             postnatal, nurse home-visiting intervention can be
             implemented with high penetration and fidelity and can
             prevent emergency health care services and promote positive
             parenting by age 6 months. Methods: All 4,777 resident
             births in Durham, NC, between July 1, 2009, and December 31,
             2010, were randomly assigned, with even birth date families
             to intervention and odd birth date families to control.
             Durham Connects (DC) is a manualized 4-7 session program to
             assess family needs and connect parents with community
             resources to improve infant health and well-being. A
             representative subset of 549 families received blinded
             interviews for impact evaluation. Results: 80% of all
             families initiated participation; adherence to the protocol
             was 84%. Relative to controls (Mean=1.05), hospital records
             indicated that infants assigned to DC (Mean=0.43) had 59%
             fewer infant emergency medical care episodes
             (p},
   Doi = {10.2105/AJPH.2013.301361},
   Key = {fds271937}
}

@article{fds317256,
   Author = {JE Lansford and RD Laird and GS Pettit and JE Bates and KA
             Dodge},
   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},
   ISSN = {1573-6601},
   url = {http://dx.doi.org/10.1007/s10964-013-0079-2},
   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 = {fds317256}
}

@article{fds271933,
   Author = {KA Dodge},
   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 = {KA Dodge and WB Goodman and RA Murphy and K O'Donnell and J
             Sato},
   Title = {Randomized controlled trial of universal postnatal nurse
             home visiting: impact on emergency care.},
   Journal = {Pediatrics},
   Volume = {132 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 = {S Alonso-Marsden and KA Dodge and KJ O'Donnell and RA Murphy and JM Sato and C Christopoulos},
   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 = {LJ Berlin and KA Dodge and JS Reznick},
   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},
   Doi = {10.1001/jamapediatrics.2013.1212},
   Key = {fds271945}
}

@article{fds271956,
   Author = {KA Dodge and J Godwin and Conduct Problems Prevention Research
             Group},
   Title = {Social-information-processing patterns mediate the impact of
             preventive intervention on adolescent antisocial
             behavior.},
   Journal = {Psychol Sci},
   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{fds271953,
   Author = {KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ
             McMahon, EE Pinderhughes and CPP Res},
   Title = {Assessing findings from the fast track study Conduct
             Problems Prevention Research Group},
   Journal = {JOURNAL OF EXPERIMENTAL CRIMINOLOGY},
   Volume = {9},
   Number = {1},
   Pages = {119-126},
   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},
   Doi = {10.1007/s11292-013-9173-4},
   Key = {fds271953}
}

@article{fds271951,
   Author = {D Schwartz and JE Lansford and KA Dodge and GS Pettit and JE
             Bates},
   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},
   Doi = {10.1037/a0028249},
   Key = {fds271951}
}

@article{fds271954,
   Author = {K Witkiewitz and K King and RJ McMahon and J Wu and J Luk and KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and EE Pinderhughes and Conduct Problems Prevention Research
             Group},
   Title = {Evidence for a multi-dimensional latent structural model of
             externalizing disorders.},
   Journal = {J Abnorm Child Psychol},
   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 = {KA Dodge and WB Goodman and R Murphy and K O'Donnell and J
             Sato},
   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{fds218553,
   Author = {Makin-Byrd, K. and Bierman, K.L. 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},
   Pages = {536-550},
   Year = {2013},
   Key = {fds218553}
}

@article{fds218555,
   Author = {Powers, C. J. and Bierman, K. L. 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},
   Pages = {1174–1186},
   Year = {2013},
   Key = {fds218555}
}

@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{fds271941,
   Author = {TWS Chan and JE Bates and JE Lansford and KA Dodge and GS Pettit and DM
             Dick and SJ Latendresse},
   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},
   Year = {2013},
   ISSN = {0307-0565},
   url = {http://dx.doi.org/10.1038/ijo.2013.123},
   Abstract = {OBJECTIVE: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.DESIGN:Seven-year
             longitudinal study.PARTICIPANTS:A total of 567 children from
             the Child Development Project for the analysis with
             impulsivity and 363 for the analysis with genetic
             variants.MEASUREMENTS and RESULTS: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&lt;0.0001) and
             between-person levels (P&lt;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).CONCLUSIONS: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.International Journal of
             Obesity advance online publication, 30 July 2013;
             doi:10.1038/ijo.2013.123.},
   Doi = {10.1038/ijo.2013.123},
   Key = {fds271941}
}

@article{fds271946,
   Author = {IT Petersen and JE Bates and BM D'Onofrio and CA Coyne and JE Lansford and KA Dodge and GS Pettit and CAV Hulle},
   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},
   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. © 2013 American
             Psychological Association.},
   Doi = {10.1037/a0031963},
   Key = {fds271946}
}

@article{fds271950,
   Author = {KL Bierman and J Coie and K Dodge and M Greenberg and J Lochman and R
             Mcmohan, E Pinderhughes and JD Coie and KA Dodge and MT Greenberg and JE
             Lochman and RJ McMahon},
   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},
   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.
             © 2013 Wiley Periodicals, Inc..},
   Doi = {10.1002/ab.21467},
   Key = {fds271950}
}

@article{fds317258,
   Author = {HF Ladd and CG Muschkin and KA Dodge},
   Title = {From Birth to School: Early Childhood Initiatives and
             Third-Grade Outcomes in North Carolina},
   Journal = {Journal of Policy Analysis and Management},
   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 = {IT Petersen and JE Bates and JA Goodnight and KA Dodge and JE Lansford and GS Pettit and SJ Latendresse and DM Dick},
   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},
   Doi = {10.1037/a0027471},
   Key = {fds271959}
}

@article{fds271952,
   Author = {KA Dodge and AD Mandel},
   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{fds272018,
   Author = {E Glennie and K Bonneau and M Vandellen and KA
             Dodge},
   Title = {Addition by Subtraction: The Relation Between Dropout Rates
             and School-Level Academic Achievement},
   Journal = {TEACHERS COLLEGE RECORD},
   Volume = {114},
   Number = {8},
   Year = {2012},
   Month = {August},
   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},
   Key = {fds272018}
}

@misc{fds272006,
   Author = {KA Dodge and D Albert},
   Title = {Evolving science in adolescence: comment on Ellis et al.
             (2012).},
   Journal = {Dev Psychol},
   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{fds272010,
   Author = {JE Lansford and LB Wager and JE Bates and GS Pettit and KA
             Dodge},
   Title = {Forms of Spanking and Children's Externalizing
             Behaviors.},
   Journal = {Fam Relat},
   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{fds271965,
   Author = {TR Simon and RM Ikeda and EP Smith and LE Reese and DL Rabiner and S
             Miller, D-M Winn and KA Dodge, SR Asher and AM Horne and P Orpinas and R
             Martin, WH Quinn and PH Tolan and D Gorman-Smith and DB Henry and FN
             Gay, M Schoeny and AD Farrell and AL Meyer and TN Sullivan and KW
             Allison and MVP Proj},
   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},
   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},
   Doi = {10.1007/s11121-011-0245-2},
   Key = {fds271965}
}

@article{fds271938,
   Author = {AJ Rauer and GS Pettit and JE Lansford and JE Bates and KA
             Dodge},
   Title = {Romantic relationship patterns in young adulthood and their
             developmental antecedents},
   Journal = {Developmental Psychology},
   Year = {2012},
   Key = {fds271938}
}

@article{fds271940,
   Author = {AC Schermerhorn and JE Bates and JA Goodnight and JE Lansford and KA
             Dodge and GS Pettit},
   Title = {Temperament moderates associations between exposure to
             stress and children’s externalizing problems},
   Journal = {Child Development},
   Volume = {84},
   Pages = {1579-1593},
   Year = {2012},
   url = {http://dx.doi.org/10.1111/cdev.12076},
   Doi = {10.1111/cdev.12076},
   Key = {fds271940}
}

@article{fds271943,
   Author = {SL Olson and AJ Sameroff and P Davis Kean and JE Lansford and H Sexton and JE Bates and GS Pettit and KA Dodge},
   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},
   Doi = {10.1017/S0954579413000199},
   Key = {fds271943}
}

@article{fds271944,
   Author = {JE Lansford and AD Staples and JE Bates and GS Pettit and KA
             Dodge},
   Title = {Trajectories of mothers’ discipline strategies and
             interparental conflict: Interrelated change during middle
             childhood},
   Journal = {Journal of Family Communication},
   Volume = {13},
   Pages = {178-195},
   Year = {2012},
   url = {http://dx.doi.org/10.1080/15267431.2013.796947},
   Doi = {10.1080/15267431.2013.796947},
   Key = {fds271944}
}

@article{fds271947,
   Author = {KD Rudolph and JE Lansford and AM Agoston and N Sugimura and D Schwartz and KA Dodge and GS Pettit and JE Bates},
   Title = {Peer victimization and social alienation: Predicting deviant
             peer affiliation in middle school},
   Journal = {Child Development},
   Year = {2012},
   url = {http://dx.doi.org/10.1111/cdev.12112},
   Doi = {10.1111/cdev.12112},
   Key = {fds271947}
}

@article{fds271999,
   Author = {SJ Lee and JE Lansford and GS Pettit and JE Bates and KA
             Dodge},
   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 = {Objectives: 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. Methods: 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. Results: 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. Conclusions: 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. © 2012 Elsevier
             Ltd.},
   Doi = {10.1016/j.chiabu.2012.04.005},
   Key = {fds271999}
}

@article{fds272008,
   Author = {JE Lansford and AT Skinner and E Sorbring and LD Giunta and K
             Deater-Deckard, KA Dodge and PS Malone and P Oburu and C Pastorelli and S Tapanya and LMU Tirado and A Zelli and SM Al-Hassan and LP Alampay and D
             Bacchini, AS Bombi and MH Bornstein and L Chang},
   Title = {Boys' and Girls' Relational and Physical Aggression in Nine
             Countries},
   Journal = {Aggressive Behavior},
   Volume = {38},
   Number = {4},
   Pages = {298-308},
   Year = {2012},
   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. © 2012 Wiley Periodicals,
             Inc.},
   Doi = {10.1002/ab.21433},
   Key = {fds272008}
}

@article{fds272009,
   Author = {DN Shapiro and JB Kaplow and L Amaya-Jackson and KA
             Dodge},
   Title = {Behavioral markers of coping and psychiatric symptoms among
             sexually abused children},
   Journal = {Journal of Traumatic Stress},
   Volume = {25},
   Number = {2},
   Pages = {157-163},
   Year = {2012},
   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. © 2012 International Society for
             Traumatic Stress Studies.},
   Doi = {10.1002/jts.21674},
   Key = {fds272009}
}

@article{fds272011,
   Author = {EH Snyder and CN Lawrence and KA Dodge},
   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},
   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. © 2011 Elsevier Ltd.},
   Doi = {10.1016/j.childyouth.2011.12.010},
   Key = {fds272011}
}

@article{fds272021,
   Author = {DL Putnick and MH Bornstein and JE Lansford and L Chang and K
             Deater-Deckard, LD Giunta and S Gurdal and KA Dodge and PS Malone and PO
             Oburu, C Pastorelli and AT Skinner and E Sorbring and S Tapanya and LMU
             Tirado, A Zelli and LP Alampay and SM Al-Hassan and D Bacchini and AS
             Bombi},
   Title = {Agreement in Mother and Father Acceptance-Rejection, Warmth,
             and Hostility/Rejection/ Neglect of Children Across Nine
             Countries},
   Journal = {Cross-Cultural Research},
   Volume = {46},
   Number = {3},
   Pages = {191-223},
   Year = {2012},
   ISSN = {1069-3971},
   url = {http://dx.doi.org/10.1177/1069397112440931},
   Abstract = {The authors assessed whether mothers' and fathers'
             self-reports of acceptance-rejection, warmth, and
             hostility/rejection/neglect (HRN) of their preadolescent
             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 in fathers
             in China, Italy, the Philippines, Sweden, and Thailand and
             less HRN in mothers than in 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. © 2012 SAGE
             Publications.},
   Doi = {10.1177/1069397112440931},
   Key = {fds272021}
}

@article{fds289621,
   Author = {JE Lansford and LB Wager and JE Bates and KA Dodge and GS
             Pettit},
   Title = {Parental Reasoning, Denying Privileges, Yelling, and
             Spanking: Ethnic Differences and Associations with Child
             Externalizing Behavior},
   Journal = {Parenting},
   Volume = {12},
   Number = {1},
   Pages = {42-56},
   Year = {2012},
   ISSN = {1529-5192},
   url = {http://dx.doi.org/10.1080/15295192.2011.613727},
   Abstract = {Objective. 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. Design. The authors used structural equation
             models to examine relations between children's externalizing
             behavior in Kindergarten (age 5 years), mothers' discipline
             in Grades 1-3 (ages 6-8 years), and children's externalizing
             behavior in Grade 4 (age 9 years) in a sample of 585 mothers
             and children. Results. African American and European
             American mothers showed the same rank order frequency of
             reported use of each of the 4 forms of discipline, most
             frequently using reasoning, followed by yelling, denying
             privileges, and least frequently spanking. However, European
             American mothers more frequently reported using 3 of the 4
             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.
             Conclusions. 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. © 2012 Copyright Taylor and Francis Group,
             LLC.},
   Doi = {10.1080/15295192.2011.613727},
   Key = {fds289621}
}

@article{fds272024,
   Author = {JB Kupersmidt and R Stelter and KA Dodge},
   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 = {Psychol Assess},
   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{fds272030,
   Author = {K Appleyard and LJ Berlin and KD Rosanbalm and KA
             Dodge},
   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 = {KA Dodge},
   Title = {Handbook of Clinical Child Neuropsychology, 3rd
             edition},
   Journal = {JOURNAL OF CLINICAL PSYCHIATRY},
   Volume = {72},
   Number = {5},
   Pages = {726-726},
   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{fds272029,
   Author = {CM Kam and MT Greenberg and KL Bierman and JD Coie and KA Dodge and ME
             Foster, JE Lochman and RJ McMahon and EE Pinderhughes 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 = {J Abnorm Child Psychol},
   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 = {JE Lansford and MM Criss and RD Laird and DS Shaw and GS Pettit and JE
             Bates and KA Dodge},
   Title = {Reciprocal relations between parents' physical discipline
             and children's externalizing behavior during middle
             childhood and adolescence.},
   Journal = {Dev Psychopathol},
   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{fds272032,
   Author = {KA Dodge},
   Title = {Context matters in child and family policy.},
   Journal = {Child Dev},
   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{fds272064,
   Author = {LJ Berlin and K Appleyard and KA Dodge},
   Title = {Intergenerational continuity in child maltreatment:
             mediating mechanisms and implications for
             prevention.},
   Journal = {Child Dev},
   Volume = {82},
   Number = {1},
   Pages = {162-176},
   Year = {2011},
   Month = {January},
   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{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{fds272005,
   Author = {L Huang and PS Malone and JE Lansford and K Deater-Deckard and LD
             Giunta, AS Bombi and MH Bornstein and L Chang and KA Dodge and P Oburu and C Pastorelli and AT Skinner and E Sorbring and S Tapanya and LMU Tirado and A Zelli and L Alampay and SM Al-Hassan and D Bacchini},
   Title = {Measurement invariance of discipline in different cultural
             contexts},
   Journal = {Family Science},
   Volume = {2},
   Number = {3},
   Pages = {212-219},
   Year = {2011},
   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 seven
             to 10 years from each group. The results of exploratory
             factor analyses and multi-group 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. © 2011 Taylor &amp;
             Francis.},
   Doi = {10.1080/19424620.2011.655997},
   Key = {fds272005}
}

@article{fds272012,
   Author = {L Wager and JE Lansford and JE Bates and KA Dodge and GS
             Pettit},
   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{fds272016,
   Author = {MHV Ijzendoorn and MJ Bakermans-Kranenburg and J Belsky and S Beach and G Brody and KA Dodge and M Greenberg and M Posner and S
             Scott},
   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},
   ISSN = {1471-0056},
   url = {http://dx.doi.org/10.1038/nrg2764-c1},
   Doi = {10.1038/nrg2764-c1},
   Key = {fds272016}
}

@article{fds272022,
   Author = {DM Dick and JL Meyers and SJ Latendresse and HE Creemers and JE
             Lansford, GS Pettit and JE Bates and KA Dodge and J Budde and A Goate and JK Buitelaar and J Ormel and FC Verhulst and AC
             Huizink},
   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},
   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. © The Author(s) 2011.},
   Doi = {10.1177/0956797611403318},
   Key = {fds272022}
}

@article{fds272023,
   Author = {JE Lansford and MH Bornstein and KA Dodge and AT Skinner and DL Putnick and K Deater-Deckard},
   Title = {Attributions and Attitudes of Mothers and Fathers in the
             United States.},
   Journal = {Parent Sci Pract},
   Volume = {11},
   Number = {2-3},
   Pages = {199-213},
   Year = {2011},
   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{fds272025,
   Author = {CN Lawrence and KD Rosanbalm and KA Dodge},
   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},
   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.
             © 2011 Elsevier Ltd.},
   Doi = {10.1016/j.childyouth.2011.08.007},
   Key = {fds272025}
}

@article{fds272026,
   Author = {K Deater Deckard and JE Lansford and PS Malone and LP Alampay and E
             Sorbring, D Bacchini and AS Bombi and MH Bornstein and L Chang and L Di
             Giunta and KA Dodge and P Oburu and C Pastorelli and AT Skinner and S
             Tapanya, LMU Tirado and A Zelli and SM Al Hassan},
   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{fds272027,
   Author = {GS Pettit and SA Erath and JE Lansford and KA Dodge and JE
             Bates},
   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},
   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. © International Society for the Study of
             Behavioural Development 2011.},
   Doi = {10.1177/0165025411422995},
   Key = {fds272027}
}

@article{fds272028,
   Author = {SJ Latendresse and JE Bates and JA Goodnight and JE Lansford and JP
             Budde, A Goate and KA Dodge and GS Pettit and DM
             Dick},
   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},
   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 22years 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.
             © 2011 The Authors. Child Development © 2011 Society for
             Research in Child Development, Inc.},
   Doi = {10.1111/j.1467-8624.2011.01640.x},
   Key = {fds272028}
}

@article{fds272033,
   Author = {KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ
             McMahon, EE Pinderhughes and CPPR Gr},
   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},
   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},
   Doi = {10.1111/j.1467-8624.2010.01558.x},
   Key = {fds272033}
}

@article{fds272034,
   Author = {DE Thomas and KL Bierman and CJ Powers and JD Coie and KA Dodge and MT
             Greenberg, JE Lochman and RJ McMahon},
   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{fds272035,
   Author = {LJ Berlin and RD Dunning and KA Dodge},
   Title = {Enhancing the Transition to Kindergarten: A Randomized Trial
             to Test the Efficacy of the "Stars" Summer Kindergarten
             Orientation Program.},
   Journal = {Early Child Res Q},
   Volume = {26},
   Number = {2},
   Pages = {247-254},
   Year = {2011},
   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{fds304175,
   Author = {K Deater-Deckard and JE Lansford and PS Malone and LP Alampay and E
             Sorbring, D Bacchini and AS Bombi and MH Bornstein and L Chang and LD
             Giunta, KA Dodge and P Oburu and C Pastorelli and AT Skinner and S
             Tapanya, LMU Tirado and A Zelli and SM Al-Hassan},
   Title = {The association between parental warmth and control in
             thirteen cultural groups},
   Journal = {Journal of Family Psychology},
   Volume = {25},
   Number = {5},
   Pages = {790-794},
   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 = {fds304175}
}

@article{fds272044,
   Author = {JE Lansford and PS Malone and KA Dodge and L Chang and N Chaudhary and S
             Tapanya, P Oburu and K Deater-Deckard},
   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 = {JE Lansford and T Yu and S Erath and GS Pettit and JE Bates and KA
             Dodge},
   Title = {Developmental Precursors of Number of Sexual Partners from
             Age 16 to 22.},
   Journal = {J Res Adolesc},
   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 = {JE Lansford and PS Malone and KA Dodge and GS Pettit and JE
             Bates},
   Title = {Developmental cascades of peer rejection, social information
             processing biases, and aggression during middle
             childhood.},
   Journal = {Dev Psychopathol},
   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 = {KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ
             McMahon, EE Pinderhughes and CPPR Gr},
   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 = {JOURNAL OF EARLY ADOLESCENCE},
   Volume = {30},
   Number = {4},
   Pages = {593-624},
   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},
   Doi = {10.1177/0272431609340513},
   Key = {fds272046}
}

@article{fds272042,
   Author = {KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ
             McMahon, EE Pinderhughes and CPP Resear},
   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},
   Doi = {10.1007/s11292-010-9091-7},
   Key = {fds272042}
}

@article{fds272017,
   Author = {JE Lansford and KA Dodge and GS Pettit and JE Bates},
   Title = {Does physical abuse in early childhood predict substance use
             in adolescence and early adulthood?},
   Journal = {Child Maltreat},
   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 = {MT Greenberg and KL Bierman and JD Coie and KA Dodge and JE Lochman and RJ
             McMahon, E Pinderhughes and CPPR Gr},
   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},
   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},
   Doi = {10.1037/a0018607},
   Key = {fds272050}
}

@article{fds272052,
   Author = {KA Dodge and SN McCourt},
   Title = {Translating models of antisocial behavioral development into
             efficacious intervention policy to prevent adolescent
             violence.},
   Journal = {Dev Psychobiol},
   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{fds289620,
   Author = {D Jones and J Godwin and KA Dodge and KL Bierman and JD Coie and MT
             Greenberg, JE Lochman and RJ McMahon and EE
             Pinderhughes},
   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 = {OBJECTIVE: 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. PATIENTS
             AND METHODS: 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. RESULTS:
             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. CONCLUSIONS: 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 = {DL Coleman and KA Dodge},
   Title = {Foreword},
   Journal = {Law and Contemporary Problems},
   Volume = {73},
   Number = {2},
   Pages = {i-iv},
   Year = {2010},
   ISSN = {0023-9186},
   Key = {fds271995}
}

@article{fds271996,
   Author = {RG Fontaine and M Tanha and C Yang and KA Dodge and JE Bates and GS
             Pettit},
   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},
   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 eachscenario
             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. © Springer
             Science+Business Media, LLC 2010.},
   Doi = {10.1007/s10802-010-9397-y},
   Key = {fds271996}
}

@article{fds272013,
   Author = {JE Lansford and LP Alampay and S Al-Hassan and D Bacchini and AS Bombi and MH Bornstein and L Chang and K Deater-Deckard and L Di Giunta and KA
             Dodge, P Oburu and C Pastorelli and DK Runyan and AT Skinner and E
             Sorbring, S Tapanya and LM Tirado and A Zelli},
   Title = {Corporal punishment of children in nine countries as a
             function of child gender and parent gender.},
   Journal = {Int J Pediatr},
   Volume = {2010},
   Pages = {672780},
   Year = {2010},
   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{fds272014,
   Author = {S Miller and PS Malone and KA Dodge},
   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},
   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. © 2010 Springer
             Science+Business Media, LLC.},
   Doi = {10.1007/s10802-010-9430-1},
   Key = {fds272014}
}

@article{fds272015,
   Author = {KL Donahue and BM D'Onofrio and JE Bates and JE Lansford and KA Dodge and GS Pettit},
   Title = {Early exposure to parents' relationship instability:
             Implications for sexual behavior and depression in
             adolescence},
   Journal = {Journal of Adolescent Health},
   Volume = {47},
   Number = {6},
   Pages = {547-554},
   Year = {2010},
   ISSN = {1054-139X},
   url = {http://dx.doi.org/10.1016/j.jadohealth.2010.04.004},
   Abstract = {Purpose: Examine the effects of the timing of parents'
             relationship instability on adolescent sexual and mental
             health. Methods: 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). Results: 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 (ORadj =
             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. Conclusions: 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. © 2010
             Society for Adolescent Health and Medicine. All rights
             reserved.},
   Doi = {10.1016/j.jadohealth.2010.04.004},
   Key = {fds272015}
}

@article{fds272036,
   Author = {KD Rosanbalm and KA Dodge and R Murphy and K O’Donnell and C
             Christopoulos, S Williams Gibb and K Appleyard and D
             Daro},
   Title = {Evaluation of a collaborative community-based child
             maltreatment prevention initiative},
   Journal = {Protecting Children},
   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, H and Nix, R L and Murphy, S A and Bierman, K L and TCPPR
             Group},
   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, R J and Witkiewitz, K and Kotler, J S and TCPPR
             Group},
   Title = {Predictive validity of callous-unemotional traits measured
             in early adolescence with respect to multiple antisocial
             outcomes},
   Journal = {Journal of Abnormal Psychology},
   Volume = {119},
   Pages = {752-763},
   Year = {2010},
   url = {http://dx.doi.org/10.1037/a0020796},
   Doi = {10.1037/a0020796},
   Key = {fds272038}
}

@article{fds272039,
   Author = {J Wu and K Witkiewitz and RJ McMahon and KA Dodge},
   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},
   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.
             © 2010 Elsevier Ireland Ltd.},
   Doi = {10.1016/j.drugalcdep.2010.04.013},
   Key = {fds272039}
}

@article{fds272040,
   Author = { Thomas, DE and KL Bierman and C Thompson and CJ Powers and JD Coie and KA
             Dodge, MT Greenberg and JE Lochman and RJ McMahon},
   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, S T and Rhoades, B L and Nix, R L and Greenberg, M T and TCPPR Group},
   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{fds272045,
   Author = {AC Edwards and KA Dodge and SJ Latendresse and JE Lansford and JE Bates and GS Pettit and JP Budde and AM Goate and DM Dick},
   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},
   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 = {Background: 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. Method: 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. Results: 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. Conclusion: The adverse
             consequences of physical discipline on forms of
             externalizing behavior are exacerbated by an underlying
             biological risk conferred by MAOA genotype. © 2009
             Association for Child and Adolescent Mental
             Health.},
   Doi = {10.1111/j.1469-7610.2009.02196.x},
   Key = {fds272045}
}

@article{fds272047,
   Author = {RG Fontaine and C Yang and KA Dodge and GS Pettit and JE
             Bates},
   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{fds272051,
   Author = {T Yu and GS Pettit and JE Lansford and KA Dodge and JE
             Bates},
   Title = {The interactive effects of marital conflict and divorce on
             parent - adult children's relationships},
   Journal = {Journal of Marriage and Family},
   Volume = {72},
   Number = {2},
   Pages = {282-292},
   Year = {2010},
   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 years.
             Mother-child and father-child relationship quality at age 22
             years was assessed in terms of closeness-support and
             conflict-control. Results indicated that both marital
             conflict and divorce are associated with poorer quality
             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. Copyright © National
             Council on Family Relations, 2010.},
   Doi = {10.1111/j.1741-3737.2010.00699.x},
   Key = {fds272051}
}

@article{fds272053,
   Author = {ET Gershoff and A Grogan Kaylor and JE Lansford and L Chang and A Zelli and K Deater Deckard and KA Dodge},
   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{fds272054,
   Author = {GS Pettit and JE Lansford and PS Malone and KA Dodge and JE
             Bates},
   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},
   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.
             © 2010 American Psychological Association.},
   Doi = {10.1037/a0017991},
   Key = {fds272054}
}

@article{fds272055,
   Author = {D Jones and J Godwin and KA Dodge and K Bierman and JD Coie and M
             Greenberg, JE Lochman and RJ McMahon and E Pinderhughes},
   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 = {DL Coleman and KA Dodge and SK Campbell},
   Title = {Where and how to draw the line between reasonable corporal
             punishment and abuse},
   Journal = {Law and 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{fds304174,
   Author = {ET Gershoff and A Grogan-Kaylor and JE Lansford and L Chang and A Zelli and K Deater-Deckard and KA Dodge},
   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},
   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 = {fds304174}
}

@article{fds272066,
   Author = {JE Lansford and MM Criss and KA Dodge and DS Shaw and GS Pettit and JE
             Bates},
   Title = {Trajectories of physical discipline: early childhood
             antecedents and developmental outcomes.},
   Journal = {Child Dev},
   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{fds272057,
   Author = {GS Pettit and T Yu and KA Dodge and JE Bates},
   Title = {A Developmental Process Analysis of Cross-Generational
             Continuity in Educational Attainment},
   Journal = {MERRILL-PALMER QUARTERLY-JOURNAL OF DEVELOPMENTAL
             PSYCHOLOGY},
   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},
   Key = {fds272057}
}

@article{fds272061,
   Author = {KA Dodge},
   Title = {Mechanisms of Gene-Environment Interaction Effects in the
             Development of Conduct Disorder.},
   Journal = {Perspect Psychol Sci},
   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{fds272065,
   Author = {KA Dodge},
   Title = {Community intervention and public policy in the prevention
             of antisocial behavior.},
   Journal = {J Child Psychol Psychiatry},
   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{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{fds272020,
   Author = {RD Laird and MM Criss and GS Pettit and JE Bates and KA
             Dodge},
   Title = {Developmental trajectories and antecedents of distal
             parental supervision},
   Journal = {Journal of Early Adolescence},
   Volume = {29},
   Number = {2},
   Pages = {258-284},
   Year = {2009},
   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. © 2009 SAGE Publications.},
   Doi = {10.1177/0272431608320123},
   Key = {fds272020}
}

@article{fds272049,
   Author = { Miller-Johnson, S and Gorman-Smith, D and Sullivan, T and Orpinas, P and TM-SVPPKA Dodge 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 = {RG Fontaine and C Yang and KA Dodge and GS Pettit and JE
             Bates},
   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. © 2009 American
             Psychological Association.},
   Doi = {10.1037/a0014142},
   Key = {fds272058}
}

@article{fds272059,
   Author = {SA Erath and GS Pettit and KA Dodge and JE Bates},
   Title = {Who dislikes whom, and for whom does it matter: Predicting
             aggression in middle childhood},
   Journal = {Social Development},
   Volume = {18},
   Number = {3},
   Pages = {577-596},
   Year = {2009},
   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. © Blackwell Publishing Ltd.
             2008.},
   Doi = {10.1111/j.1467-9507.2008.00497.x},
   Key = {fds272059}
}

@article{fds272060,
   Author = {SA Erath and MK Keiley and GS Pettit and JE Lansford and KA Dodge and JE
             Bates},
   Title = {Behavioral predictors of mental health service utilization
             in childhood through adolescence},
   Journal = {Journal of Developmental and Behavioral Pediatrics},
   Volume = {30},
   Number = {6},
   Pages = {481-488},
   Year = {2009},
   ISSN = {0196-206X},
   url = {http://dx.doi.org/10.1097/DBP.0b013e3181c35938},
   Abstract = {OBJECTIVES:: This study investigated predictors of mental
             health service utilization from age 5 through age 16.
             METHODS:: 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.
             RESULTS:: 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. CONCLUSIONS:: 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. Copyright ©
             2009 Lippincott Williams &amp; Wilkins.},
   Doi = {10.1097/DBP.0b013e3181c35938},
   Key = {fds272060}
}

@article{fds272062,
   Author = {D Daro and KA Dodge},
   Title = {Creating community responsibility for child protection:
             Possibilities and challenges},
   Journal = {Future of Children},
   Volume = {19},
   Number = {2},
   Pages = {67-93},
   Year = {2009},
   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{fds272063,
   Author = {DM Dick and SJ Latendresse and JE Lansford and JP Budde and A Goate and KA
             Dodge, GS Pettit and JE Bates},
   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},
   ISSN = {0003-990X},
   url = {http://dx.doi.org/10.1001/archgenpsychiatry.2009.48},
   Abstract = {Context: 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. Objective: 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. Design: 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. Setting:
             Nashville and Knoxville, Tennessee, and Bloomington,
             Indiana. Participants: 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. Main Outcome Measures: 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. Results: 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. Conclusions: These analyses underscore
             the importance of studying genetic effects across
             development and of identifying environmental factors that
             moderate risk. ©2009 American Medical Association. All
             rights reserved.},
   Doi = {10.1001/archgenpsychiatry.2009.48},
   Key = {fds272063}
}

@article{fds272067,
   Author = {TR Simon and RM Ikeda and EP Smith and LE Reese and DL Rabiner and S
             Miller, DM Winn and KA Dodge, SR Asher and AM Horne and P Orpinas and R
             Martin, WH Quinn and PH Tolan and D Gorman-Smith and DB Henry and FN
             Gay, M Schoeny and AD Farrell and AL Meyer and TN Sullivan and KW
             Allison},
   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. © 2009 American Psychological
             Association.},
   Doi = {10.1037/a0014395},
   Key = {fds272067}
}

@article{fds272068,
   Author = {RG Fontaine and C Yang and VS Burks and KA Dodge and JM Price and GS Pettit and JE Bates},
   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},
   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. © 2009 Cambridge University
             Press.},
   Doi = {10.1017/S0954579409000261},
   Key = {fds272068}
}

@article{fds271960,
   Author = {DM Dick and SJ Latendresse and J Budde and A Goate and JE Lansford and KA
             Dodge, GS Pettit and JE Bates},
   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},
   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 = {SJ Latendresse and J Budde and A Goate and JE Lansford and KA Dodge and GS
             Pettit, JE Bates and DM Dick},
   Title = {Genotypic associations with externalizing trajectories:
             Examining moderation by adverse socialization
             environments},
   Journal = {BEHAVIOR GENETICS},
   Volume = {38},
   Number = {6},
   Pages = {634-635},
   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 = {KA Dodge and MT Greenberg and PS Malone and Conduct Problems
             Prevention Research Group},
   Title = {Testing an idealized dynamic cascade model of the
             development of serious violence in adolescence.},
   Journal = {Child Dev},
   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 = {S Hurley and The Conduct Problems Prevention Research Group and KL
             Bierman, JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ
             McMahon and EE Pinderhughes},
   Title = {Disentangling Ethnic and Contextual Influences Among Parents
             Raising Youth in High-Risk Communities.},
   Journal = {Appl Dev Sci},
   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 = {KA Dodge},
   Title = {Framing public policy and prevention of chronic violence in
             American youths.},
   Journal = {Am Psychol},
   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{fds272080,
   Author = {JE Lansford and S Erath and T Yu and GS Pettit and KA Dodge and JE
             Bates},
   Title = {The developmental course of illicit substance use from age
             12 to 22: links with depressive, anxiety, and behavior
             disorders at age 18.},
   Journal = {J Child Psychol Psychiatry},
   Volume = {49},
   Number = {8},
   Pages = {877-885},
   Year = {2008},
   Month = {August},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/18564069},
   Abstract = {BACKGROUND: 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. METHODS: 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. RESULTS: 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.
             CONCLUSIONS: 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{fds272081,
   Author = {JE Lansford and KA Dodge},
   Title = {Cultural Norms for Adult Corporal Punishment of Children and
             Societal Rates of Endorsement and Use of
             Violence.},
   Journal = {Parent Sci Pract},
   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{fds272085,
   Author = {JC Crozier and KA Dodge and RG Fontaine and JE Lansford and JE Bates and GS
             Pettit and RW Levenson},
   Title = {Social information processing and cardiac predictors of
             adolescent antisocial behavior.},
   Journal = {J Abnorm Psychol},
   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{fds272087,
   Author = {RG Fontaine and C Yang and KA Dodge and JE Bates and GS
             Pettit},
   Title = {Testing an individual systems model of response evaluation
             and decision (RED) and antisocial behavior across
             adolescence.},
   Journal = {Child Dev},
   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 = {KA Dodge},
   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 = {Aggress Behav},
   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 = {NM Slough and RJ McMahon and KL Bierman and JD Coie and KA Dodge and EM
             Foster, MT Greenberg and JE Lochman and RJ McMahon and EE
             Pinderhughes},
   Title = {Preventing Serious Conduct Problems in School-Age Youths:
             The Fast Track Program.},
   Journal = {Cogn Behav Pract},
   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{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{fds271966,
   Author = {KA Dodge},
   Title = {Practice and public policy in the era of gene-environment
             interactions.},
   Journal = {Novartis Found Symp},
   Volume = {293},
   Pages = {87-97},
   Year = {2008},
   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.},
   Key = {fds271966}
}

@article{fds271986,
   Author = {KA Dodge},
   Title = {6. Practice and public policy in the era of gene-environment
             interactions},
   Journal = {Novartis Foundation Symposium},
   Volume = {293},
   Pages = {87-97},
   Year = {2008},
   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 = {A Heath and R Poulton and NG Martin and M Rutter and FD Martinez, SR
             Kleeberger and KA Dodge},
   Title = {Discussion},
   Journal = {Novartis Foundation Symposium},
   Volume = {293},
   Pages = {138-142},
   Year = {2008},
   ISSN = {1528-2511},
   Key = {fds271987}
}

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

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

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

@article{fds272019,
   Author = { Nix, R L and Bierman, K L and McMahon, R J and TCPPRGKA Dodge 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, HL T and Bierman, K L and Heinrichs, B and Nix, R L and TCPPRGKA Dodge 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},
   Pages = {1175-1188},
   Year = {2008},
   url = {http://dx.doi.org/10.1007/s10802-008-9252-6},
   Doi = {10.1007/s10802-008-9252-6},
   Key = {fds272070}
}

@article{fds272071,
   Author = {E Stearns and KA Dodge and M Nicholson and KL Bierman and JD Coie and MT
             Greenberg, JE Lochman and RJ McMahon and EE
             Pinderhughes},
   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 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 classroom peer context into which they were placed.
             Peer-context influences, 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.
             Copyright © 2008 by Wayne State University
             Press.},
   Doi = {10.1353/mpq.2008.0018},
   Key = {fds272071}
}

@article{fds272072,
   Author = {TR Simon and RM Ikeda and EP Smith and LE Reese and DL Rabiner and S
             Miller-Johnson, DM Winn and KA Dodge, SR Asher and AM Horne and P
             Orpinas, R Martin and WH Quinn and PH Tolan and D Gorman-Smith and DB
             Henry, FN Gay and M Schoeny and AD Farrell and AL Meyer and TN Sullivan and KW Allison},
   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{fds272075,
   Author = {D Schwartz and AH Gorman and KA Dodge and GS Pettit and JE
             Bates},
   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},
   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. © 2007 Springer
             Science+Business Media, LLC.},
   Doi = {10.1007/s10802-007-9200-x},
   Key = {fds272075}
}

@article{fds272076,
   Author = {JA Goodnight and JE Bates and GS Pettit and KA
             Dodge},
   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},
   Key = {fds272076}
}

@article{fds272077,
   Author = {JE Fite and JA Goodnight and JE Bates and KA Dodge and GS
             Pettit},
   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},
   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 impulsivitv. This study
             provides evidence of personality variables as potential
             moderators of the link between SIP and behavior. © 2008
             Wiley-Liss, Inc.},
   Doi = {10.1002/ab.20263},
   Key = {fds272077}
}

@article{fds272078,
   Author = { Jones, D and Foster, E M and TCPPRGKAD member},
   Title = {Service use patterns for adolescents with ADHD and comorbid
             conduct disorder},
   Journal = {Journal of Behavioral Health Services and
             Research},
   Year = {2008},
   Key = {fds272078}
}

@article{fds272083,
   Author = {JE Fite and JE Bates and A Holtzworth-Munroe and KA Dodge and SY Nay and GS Pettit},
   Title = {Social Information Processing Mediates the Intergenerational
             Transmission of Aggressiveness in Romantic
             Relationships},
   Journal = {Journal of Family Psychology},
   Volume = {22},
   Number = {3},
   Pages = {367-376},
   Year = {2008},
   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. ©
             2008 American Psychological Association.},
   Doi = {10.1037/0893-3200.22.3.367},
   Key = {fds272083}
}

@article{fds272086,
   Author = {RD Laird and MM Criss and GS Pettit and KA Dodge and JE
             Bates},
   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},
   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. © 2007 Springer
             Science+Business Media, LLC.},
   Doi = {10.1007/s10802-007-9178-4},
   Key = {fds272086}
}

@article{fds272089,
   Author = {JB Kaplow and E Hall and KC Koenen and KA Dodge and L
             Amaya-Jackson},
   Title = {Dissociation predicts later attention problems in sexually
             abused children},
   Journal = {Child Abuse and Neglect},
   Volume = {32},
   Number = {2},
   Pages = {261-275},
   Year = {2008},
   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 (β = .23) and dissociation measured immediately
             after disclosure (β = .53), while controlling for
             concurrent externalizing behavior (β = .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. © 2008 Elsevier
             Ltd. All rights reserved.},
   Doi = {10.1016/j.chiabu.2007.07.005},
   Key = {fds272089}
}

@article{fds272092,
   Author = {DA Kenny and TV West and AH Cillessen and JD Coie and KA Dodge and JA
             Hubbard and D Schwartz},
   Title = {Accuracy in judgments of aggressiveness.},
   Journal = {Pers Soc Psychol Bull},
   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 = {JE Lansford and S Miller-Johnson and LJ Berlin and KA Dodge and JE Bates and GS Pettit},
   Title = {Early physical abuse and later violent delinquency: a
             prospective longitudinal study.},
   Journal = {Child Maltreat},
   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{fds272099,
   Author = {JE Lansford and C Capanna and KA Dodge and GV Caprara and JE Bates and GS
             Pettit and C Pastorelli},
   Title = {Peer social preference and depressive symptoms of children
             in Italy and the United States.},
   Journal = {Int J Behav Dev},
   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{fds272090,
   Author = { Hillemeier, M and Foster, E M and Heinrichs, B and Heier, B and TCPPRGKA Dodge 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 = {DM Winn and E Newall and JD Coie and K Bierman and KA Dodge and MT
             Greenberg, JE Lochman and RJ McMahon},
   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{fds272093,
   Author = {KL Bierman and JD Coie and KA Dodge and EM Foster and MT Greenberg and JE
             Lochman, RJ McMahon and EE Pinderhughes},
   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},
   ISSN = {0890-8567},
   url = {http://dx.doi.org/10.1097/chi.0b013e31813e5d39},
   Abstract = {OBJECTIVE: 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-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. RESULTS: 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.
             CONCLUSIONS: Prevention of serious antisocial behavior can
             be efficacious across sex, ethnicity, and urban/rural
             residence, but screening is essential. Copyright 2007 ©
             American Academy of Child and Adolescent
             Psychiatry.},
   Doi = {10.1097/chi.0b013e31813e5d39},
   Key = {fds272093}
}

@article{fds272094,
   Author = {GV Caprara and KA Dodge and C Pastorelli and A
             Zelli},
   Title = {How Marginal Deviations Sometimes Grow Into Serious
             Aggression},
   Journal = {CHILD DEVELOPMENT PERSPECTIVES},
   Volume = {1},
   Number = {1},
   Pages = {33-39},
   Year = {2007},
   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},
   Doi = {10.1111/j.1750-8606.2007.00007.x},
   Key = {fds272094}
}

@article{fds272095,
   Author = {GS Pettit and MK Keiley and RD Laird and JE Bates and KA
             Dodge},
   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},
   Volume = {21},
   Number = {2},
   Pages = {206-217},
   Year = {2007},
   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. © 2007 American
             Psychological Association.},
   Doi = {10.1037/0893-3200.21.2.206},
   Key = {fds272095}
}

@article{fds272097,
   Author = {CG Muschkin and PS Malone},
   Title = {Multiple teacher ratings: An evaluation of measurement
             strategies},
   Journal = {Educational Research and Evaluation},
   Volume = {13},
   Number = {1},
   Pages = {71-86},
   Year = {2007},
   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 the 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. © 2007 Taylor &amp;
             Francis.},
   Doi = {10.1080/13803610601058215},
   Key = {fds272097}
}

@article{fds272100,
   Author = {JA Goodnight and JE Bates and AD Staples and GS Pettit and KA
             Dodge},
   Title = {Temperamental resistance to control increases the
             association between sleep problems and externalizing
             behavior development},
   Journal = {Journal of Family Psychology},
   Volume = {21},
   Number = {1},
   Pages = {39-48},
   Year = {2007},
   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. PsycINFO Database Record
             (c) 2007 APA, all rights reserved.},
   Doi = {10.1037/0893-3200.21.1.39},
   Key = {fds272100}
}

@article{fds272117,
   Author = {JK Orrell-Valente and LG Hill and WA Brechwald and KA Dodge and GS
             Pettit and JE Bates},
   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},
   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. © 2006 Elsevier Ltd. All rights
             reserved.},
   Doi = {10.1016/j.appet.2006.06.006},
   Key = {fds272117}
}

@article{fds272107,
   Author = {RG Fontaine and KA Dodge},
   Title = {Real-Time Decision Making and Aggressive Behavior in Youth:
             A Heuristic Model of Response Evaluation and Decision
             (RED).},
   Journal = {Aggress Behav},
   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 = {JE Lansford and PS Malone and KA Dodge and JC Crozier and GS Pettit and JE Bates},
   Title = {A 12-year prospective study of patterns of social
             information processing problems and externalizing
             behaviors.},
   Journal = {J Abnorm Child Psychol},
   Volume = {34},
   Number = {5},
   Pages = {715-724},
   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{fds272101,
   Author = {KA Dodge},
   Title = {Professionalizing the practice of public policy in the
             prevention of violence.},
   Journal = {J Abnorm Child Psychol},
   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 = {JE Lansford and PS Malone and DR Castellino and KA Dodge and GS Pettit and JE Bates},
   Title = {Trajectories of internalizing, externalizing, and grades for
             children who have and have not experienced their parents'
             divorce or separation.},
   Journal = {J Fam Psychol},
   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{fds272082,
   Author = { Henry, D B and Miller-Johnson, S and Simon, T R and Schoeny, M E and TM-SVPPKA Dodge 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},
   Key = {fds272082}
}

@article{fds271983,
   Author = {GV Caprara and KA Dodge and C Pastorelli and A
             Zelli},
   Title = {The effects of marginal deviations on behavioral
             development},
   Journal = {European Psychologist},
   Volume = {11},
   Number = {2},
   Pages = {79-89},
   Year = {2006},
   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 &amp; 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
             social 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. © 2006 Hogrefe &amp; Huber
             Publishers.},
   Doi = {10.1027/1016-9040.11.2.79},
   Key = {fds271983}
}

@article{fds272096,
   Author = { Erath, S A and Bierman, K L and TCPPR Group},
   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},
   Pages = {217-226},
   Year = {2006},
   url = {http://dx.doi.org/10.1037/0893-3200.20.2.217},
   Doi = {10.1037/0893-3200.20.2.217},
   Key = {fds272096}
}

@article{fds272103,
   Author = {E Yechiam and J Goodnight and JE Bates, JR Busemeyer and KA Dodge and GS
             Pettit and JP Newman},
   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},
   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. Copyright 2006 by the American Psychological
             Association.},
   Doi = {10.1037/1040-3590.18.3.239},
   Key = {fds272103}
}

@article{fds272104,
   Author = {EM Foster and D Jones and KL Bierman and JD Coie and KA Dodge and MT
             Greenberg, JE Lochman and RJ McMahon and EE
             Pinderhughes},
   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 = {Objectives: 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. Design: 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. Results: 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. Conclusions: Results indicate that the
             intervention is cost-effective for the children at highest
             risk.Froma 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. ©2006 American Medical
             Association. All rights reserved.},
   Doi = {10.1001/archpsyc.63.11.1284},
   Key = {fds272104}
}

@article{fds272105,
   Author = {EM Ingoldsby and GO Kohl and RJ McMahon and L Lengua and KL Bierman and JD
             Coie, KA Dodge and EM Foster and MT Greenberg and JE Lochman and EE
             Pinderhughes},
   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 cooccurring symptomatology were generally no
             worse off than those with CP-alone, and those with
             depressive symptomsalone 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. © Springer Science+Business
             Media, LLC 2006.},
   Doi = {10.1007/s10802-006-9044-9},
   Key = {fds272105}
}

@article{fds272106,
   Author = {JA Goodnight and JE Bates and JP Newman and KA Dodge and GS
             Pettit},
   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},
   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. © Springer Science+Business
             Media, Inc. 2006.},
   Doi = {10.1007/s10802-006-9036-9},
   Key = {fds272106}
}

@article{fds272108,
   Author = { Bierman, K L and Nix, R L and Maples, J J and Murphy, S A and TCPPRGKA
             Dodge 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{fds272110,
   Author = {KA Dodge},
   Title = {Translational science in action: hostile attributional style
             and the development of aggressive behavior
             problems.},
   Journal = {Dev Psychopathol},
   Volume = {18},
   Number = {3},
   Pages = {791-814},
   Year = {2006},
   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{fds272120,
   Author = { Nix, R L and TCPPRGKA Dodge 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 = {S Milan and EE Pinderhughes and KL Bierman and JD Coie and KA Dodge and EM
             Foster, M Greenberg and JE Lochman and RJ McMahon and EE
             Pinderhughes},
   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. © 2006 Springer Science+Business Media,
             Inc.},
   Doi = {10.1007/s10802-005-9007-6},
   Key = {fds272121}
}

@article{fds272122,
   Author = {DE Thomas and KL Bierman and JD Coie and KA Dodge and EM Foster and MT
             Greenberg, JE Lochman and RJ McMahon and E Pinderhughes},
   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. Copyright © 2006 Cambridge
             University Press.},
   Doi = {10.1017/S0954579406060251},
   Key = {fds272122}
}

@article{fds272125,
   Author = {JE Lansford and PS Malone and KI Stevens and KA Dodge and JE Bates and GS Pettit},
   Title = {Developmental trajectories of externalizing and
             internalizing behaviors: factors underlying resilience in
             physically abused children.},
   Journal = {Dev Psychopathol},
   Volume = {18},
   Number = {1},
   Pages = {35-55},
   Year = {2006},
   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{fds272126,
   Author = {A Raine and K Dodge and R Loeber and L Gatzke-Kopp and D Lynam and C
             Reynolds, M Stouthamer-Loeber and J Liu},
   Title = {The reactive-proactive aggression questionnaire:
             Differential correlates of reactive and proactive aggression
             in adolescent boys},
   Journal = {Aggressive Behavior},
   Volume = {32},
   Number = {2},
   Pages = {159-171},
   Year = {2006},
   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{fds304173,
   Author = {KL Bierman and RL Nix and JJ Maples and SA Murphy and JD Coie and KA Dodge and EM Foster and M Greenberg and JE Lochman and RJ McMahon and EE
             Pinderhughes},
   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},
   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 = {fds304173}
}

@article{fds272123,
   Author = {JE Lansford and L Chang and KA Dodge and PS Malone and P Oburu and K
             Palmérus, D Bacchini and C Pastorelli and AS Bombi and A Zelli and S
             Tapanya, N Chaudhary and K Deater-Deckard and B Manke and N
             Quinn},
   Title = {Physical discipline and children's adjustment: cultural
             normativeness as a moderator.},
   Journal = {Child Dev},
   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 = {AB Schulting and PS Malone and KA Dodge},
   Title = {The effect of school-based kindergarten transition policies
             and practices on child academic outcomes.},
   Journal = {Dev Psychol},
   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{fds304171,
   Author = {KA Dodge},
   Title = {Risk and protection in the perpetration of child
             abuse.},
   Journal = {N C Med J},
   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{fds272286,
   Author = {M Gifford-Smith and KA Dodge and TJ Dishion and J
             McCord},
   Title = {Peer influence in children and adolescents: crossing the
             bridge from developmental to intervention
             science.},
   Journal = {J Abnorm Child Psychol},
   Volume = {33},
   Number = {3},
   Pages = {255-265},
   Year = {2005},
   Month = {June},
   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{fds272111,
   Author = {JE Vitale and JP Newman and JE Bates and J Goodnight and KA Dodge and GS
             Pettit},
   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},
   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 &amp; 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, &amp; 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. © 2005 Springer Science+Business
             Media, Inc.},
   Doi = {10.1007/s10802-005-5727-X},
   Key = {fds272111}
}

@article{fds272118,
   Author = {RL Nix and EE Pinderhughes and KL Bierman and JJ Maples and JD Coie and KA
             Dodge, EM Foster and MT Greenberg and JE Lochman and RJ
             McMahon},
   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 = {American 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. © 2005 Springer Science+Business
             Media, Inc.},
   Doi = {10.1007/s10464-005-8628-9},
   Key = {fds272118}
}

@article{fds272119,
   Author = { Foster, E M and Jones, D E and TCPPRGKA Dodge 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{fds272186,
   Author = {PH Tolan and KA Dodge},
   Title = {Children's mental health as a primary care and concern : A
             system for comprehensive support and service},
   Journal = {American Psychologist},
   Volume = {60},
   Number = {6},
   Pages = {601-614},
   Year = {2005},
   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. Copyright 2005 by
             the American Psychological Association.},
   Doi = {10.1037/0003-066X.60.6.601},
   Key = {fds272186}
}

@article{fds272187,
   Author = {KA Dodge},
   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{fds272188,
   Author = {TJ Dishion and KA Dodge},
   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},
   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. © 2005 Springer
             Science+Business Media, Inc.},
   Doi = {10.1007/s10802-005-3579-z},
   Key = {fds272188}
}

@article{fds272189,
   Author = {KL Lavallee and KL Bierman and RL Nix and KL Bierman and JD Coie and KA
             Dodge, EM Foster and MT Greenberg and JE Lochman and RJ McMahon and EE Pinderhughes},
   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. © 2005
             Springer Science+Business Media, Inc.},
   Doi = {10.1007/s10802-005-3567-3},
   Key = {fds272189}
}

@article{fds272281,
   Author = {JB Kaplow and KA Dodge and L Amaya-Jackson and GN
             Saxe},
   Title = {Pathways to PTSD, part II: Sexually abused
             children},
   Journal = {American Journal of Psychiatry},
   Volume = {162},
   Number = {7},
   Pages = {1305-1310},
   Year = {2005},
   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{fds272287,
   Author = {SR Jaffee and A Caspi and TE Moffitt and KA Dodge and M Rutter and A Taylor and LA Tully},
   Title = {Nature X nurture: genetic vulnerabilities interact with
             physical maltreatment to promote conduct
             problems.},
   Journal = {Dev Psychopathol},
   Volume = {17},
   Number = {1},
   Pages = {67-84},
   Year = {2005},
   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{fds272288,
   Author = {RD Laird and GS Pettit and KA Dodge and JE Bates},
   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{fds304172,
   Author = {RD Laird and GS Pettit and KA Dodge and JE Bates},
   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},
   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 = {fds304172}
}

@article{fds272289,
   Author = {KL Bierman and JD Coie and KA Dodge and EM Foster and MT Greenberg and JE
             Lochman, RJ McMahon and EE Pinderhughes 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 = {J Clin Child Adolesc Psychol},
   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 = {LJ Berlin and KA Dodge},
   Title = {Relations among relationships.},
   Journal = {Child Abuse Negl},
   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 = {LG Hill and JD Coie and JE Lochman and MT Greenberg},
   Title = {Effectiveness of early screening for externalizing problems:
             issues of screening accuracy and utility.},
   Journal = {J Consult Clin Psychol},
   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 = {KA Dodge},
   Title = {The Nature-Nurture Debate and Public Policy.},
   Journal = {Merrill Palmer Q (Wayne State Univ 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 = {NE Hill and DR Castellino and JE Lansford and P Nowlin and KA Dodge and JE
             Bates and GS Pettit},
   Title = {Parent academic involvement as related to school behavior,
             achievement, and aspirations: demographic variations across
             adolescence.},
   Journal = {Child Dev},
   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 = {PS Malone and JE Lansford and DR Castellino and LJ Berlin and KA Dodge and JE Bates and GS Pettit},
   Title = {Divorce and Child Behavior Problems: Applying Latent Change
             Score Models to Life Event Data.},
   Journal = {Struct Equ Modeling},
   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 = {KA Dodge and DL Rabiner},
   Title = {Returning to roots: on social information processing and
             moral development.},
   Journal = {Child Dev},
   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 = {JE Lansford and K Deater-Deckard and KA Dodge and JE Bates and GS
             Pettit},
   Title = {Ethnic differences in the link between physical discipline
             and later adolescent externalizing behaviors.},
   Journal = {J Child Psychol Psychiatry},
   Volume = {45},
   Number = {4},
   Pages = {801-812},
   Year = {2004},
   Month = {May},
   ISSN = {0021-9630},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/15056311},
   Abstract = {BACKGROUND: 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. METHODS: 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. RESULTS: 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. CONCLUSIONS:
             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{fds272112,
   Author = {KA Dodge and LJ Berlin and M Epstein and A Spitz-Roth and K O'Donnell and M
             Kaufman, L Amaya-Jackson and J Rosch and C Christopoulos},
   Title = {The Durham Family Initiative: a preventive system of
             care.},
   Journal = {Child Welfare},
   Volume = {83},
   Number = {2},
   Pages = {109-128},
   Year = {2004},
   Month = {March},
   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{fds272296,
   Author = {RM Ikeda and TR Simon and EP Smith and LRE Reese and DL Rabiner and S
             Miller-Johnson, DM Winn, SR Asher and KA Dodge and AM Horne and P
             Orpinas, WH Quinn and CJ Huberty and PH Tolan and D Gorman-Smith and DB
             Henry, FN Gay and AD Farrell and AL Meyer and TN Sullivan and KW Allison and MVP Proj},
   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},
   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},
   Doi = {10.1016/j.amepre.2003.09.025},
   Key = {fds272296}
}

@article{fds272297,
   Author = {RM Ikeda and TR Simon and EP Smith and LRE Reese and DL Rabiner and S
             Miller-Johnson, DM Winn, SR Asher and KA Dodge and AM Horne and P
             Orpinas, WH Quinn and CJ Huberty and PH Tolan and D Gorman-Smith and DB
             Henry, FN Gay and AD Farrell and AL Meyer and TN Sullivan and KW Allison and MVP Proj},
   Title = {The multisite violence prevention project - Background and
             overview},
   Journal = {AMERICAN JOURNAL OF PREVENTIVE MEDICINE},
   Volume = {26},
   Number = {1},
   Pages = {3-11},
   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},
   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{fds272127,
   Author = { Foster, E M and Fang, G Y and TCPPR Group},
   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 = {LJ Berlin and KA Dodge},
   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 = {NE Hill and J Lansford and DR Castellino and P Nowlin and KA Dodge and J
             Bates and G Petit},
   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 = {DL Rabiner and PS Malone and KL Bierman and JD Coie and KA Dodge and EM
             Foster, MT Greenberg and JE Lochman and RJ McMahon and E
             Pinderhughes},
   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, C and McMahon, R J and TCPPRGKA Dodge 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, K S and Bierman, K L and Kam, C-M and TCPPRGKA Dodge 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},
   Pages = {396-407},
   Year = {2004},
   url = {http://dx.doi.org/10.1207/S15374424JCCP3203_08},
   Doi = {10.1207/S15374424JCCP3203_08},
   Key = {fds272284}
}

@article{fds272292,
   Author = {CPPR Group and Rhule, D and Vitaro, 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, D B and Farrell, A D and TMVPPKA Dodge 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{fds272294,
   Author = {EP Smith and D Gorman-Smith and WH Quinn and DL Rabiner and PH Tolan and DM Winn},
   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},
   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{fds272295,
   Author = { Orpinas, P and Horne, A M and TMVPPKA Dodge 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, S and Sullivan, T N and Simon, T R and TMVPPKA Dodge 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},
   Pages = {48-61},
   Year = {2004},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2755208/},
   Key = {fds272298}
}

@article{fds272299,
   Author = { Meyer, A L and Allison, K W and Reese, L E and Gay, F N and TMVPPKA
             Dodge 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{fds272133,
   Author = {JE Lansford and MM Criss and GS Pettit and KA Dodge and JE
             Bates},
   Title = {Friendship Quality, Peer Group Affiliation, and Peer
             Antisocial Behavior as Moderators of the Link Between
             Negative Parenting and Adolescent Externalizing
             Behavior.},
   Journal = {J Res Adolesc},
   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.},
   Key = {fds272133}
}

@article{fds272138,
   Author = {KA Dodge and GS Pettit},
   Title = {A biopsychosocial model of the development of chronic
             conduct problems in adolescence.},
   Journal = {Dev Psychol},
   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 = {KA Dodge and JE Lansford and VS Burks and JE Bates and GS Pettit and R
             Fontaine and JM Price},
   Title = {Peer rejection and social information-processing factors in
             the development of aggressive behavior problems in
             children.},
   Journal = {Child Dev},
   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{fds272128,
   Author = {CA McCarty and RJ McMahon and KL Bierman and JD Coie and KA Dodge and EM
             Foster, MT Greenberg and JE Lochman and EE Pinderhughes},
   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{fds272129,
   Author = {MK Keiley and N Lofthouse and JE Bates and KA Dodge and GS
             Pettit},
   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},
   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{fds272130,
   Author = {K Deater-Deckard and GS Pettit and JE Lansford and KA Dodge and JE
             Bates},
   Title = {The Development of Attitudes about Physical Punishment: An
             8-Year Longitudinal Study},
   Journal = {Journal of Family Psychology},
   Volume = {17},
   Number = {3},
   Pages = {351-360},
   Year = {2003},
   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{fds272131,
   Author = {L Chang and D Schwartz and KA Dodge and C McBride-Chang},
   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{fds272132,
   Author = {GS Pettit and KA Dodge},
   Title = {Violent Children: Bridging Development, Intervention, and
             Public Policy},
   Journal = {Developmental Psychology},
   Volume = {39},
   Number = {2},
   Pages = {187-188},
   Year = {2003},
   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{fds272134,
   Author = {RD Laird and GS Pettit and JE Bates and KA Dodge},
   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},
   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{fds272135,
   Author = {RD Laird and GS Pettit and KA Dodge and JE Bates},
   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},
   Year = {2003},
   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{fds272136,
   Author = {EM Foster and KA Dodge and D Jones},
   Title = {Issues in the Economic Evaluation of Prevention
             Programs},
   Journal = {Applied Developmental Science},
   Volume = {7},
   Pages = {76-86},
   Year = {2003},
   url = {http://dx.doi.org/10.1207/S1532480XADS0702_4},
   Doi = {10.1207/S1532480XADS0702_4},
   Key = {fds272136}
}

@article{fds272137,
   Author = {BJ Ellis and JE Bates and KA Dodge and DM Fergusson and LJ Horwood and GS
             Pettit and L Woodward},
   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},
   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 U.S. 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{fds272140,
   Author = {LM Broidy and DS Nagin and RE Tremblay and JE Bates and B Brame and KA
             Dodge, D Fergusson and JL Horwood and R Loeber and R Laird and DR Lynam and TE Moffitt and GS Pettit and F Vitaro},
   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},
   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 = {JM Beyers and JE Bates and GS Pettit and KA Dodge},
   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},
   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{fds272143,
   Author = {JE Lansford and KA Dodge and GS Pettit and JE Bates and J Crozier and J
             Kaplow},
   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 = {Arch Pediatr Adolesc Med},
   Volume = {156},
   Number = {8},
   Pages = {824-830},
   Year = {2002},
   Month = {August},
   ISSN = {1072-4710},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/12144375},
   Abstract = {OBJECTIVE: 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. DESIGN:
             Prospective longitudinal study with data collected annually
             from 1987 through 1999. SETTING AND PARTICIPANTS: 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. MAIN OUTCOME MEASURES:
             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. RESULTS:
             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. CONCLUSIONS: 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.},
   Key = {fds272143}
}

@article{fds272142,
   Author = {S Miller-Johnson and JD Coie and A Maumary-Gremaud and K Bierman and Conduct Problems Prevention Research Group},
   Title = {Peer rejection and aggression and early starter models of
             conduct disorder.},
   Journal = {J Abnorm Child Psychol},
   Volume = {30},
   Number = {3},
   Pages = {217-230},
   Year = {2002},
   Month = {June},
   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 = {JB Kaplow and PJ Curran and KA Dodge and Conduct Problems
             Prevention Research Group},
   Title = {Child, parent, and peer predictors of early-onset substance
             use: a multisite longitudinal study.},
   Journal = {J Abnorm Child Psychol},
   Volume = {30},
   Number = {3},
   Pages = {199-216},
   Year = {2002},
   Month = {June},
   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{fds272148,
   Author = {KA Dodge and R Laird and JE Lochman and A Zelli and Conduct Problems
             Prevention Research Group},
   Title = {Multidimensional latent-construct analysis of children's
             social information processing patterns: correlations with
             aggressive behavior problems.},
   Journal = {Psychol Assess},
   Volume = {14},
   Number = {1},
   Pages = {60-73},
   Year = {2002},
   Month = {March},
   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{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{fds272145,
   Author = {D Jones and KA Dodge and EM Foster and R Nix and KL Bierman and JD Coie and M
             Greenberg, JE Lochman and RJ McMahon and EE
             Pinderhughes},
   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. © 2002 Society for Prevention
             Research.},
   Doi = {10.1023/A:1020896607298},
   Key = {fds272145}
}

@article{fds272146,
   Author = {RG Fontaine and VS Burks and KA Dodge},
   Title = {Response decision processes and externalizing behavior
             problems in adolescents.},
   Journal = {Dev Psychopathol},
   Volume = {14},
   Number = {1},
   Pages = {107-122},
   Year = {2002},
   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.},
   Key = {fds272146}
}

@article{fds272147,
   Author = {ADF Jr and KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE
             Lochman, RJ McMahon and E Pinderhughes},
   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 = {10.1207/153744202760082568},
   Key = {fds272147}
}

@article{fds272149,
   Author = {MM Criss and GS Pettit and JE Bates and KA Dodge and AL
             Lapp},
   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},
   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. © 2002 by the Society for Research in
             Child Development, Inc. All rights reserved.},
   Doi = {10.1111/1467-8624.00468},
   Key = {fds272149}
}

@article{fds272150,
   Author = {CPPR Group},
   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{fds272151,
   Author = {KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ
             McMahon and E Pinderhughes},
   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},
   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 &amp; 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 = {KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ
             McMahon and EE Pinderhughes},
   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},
   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 = {KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ
             McMahon and EE Pinderhughes},
   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},
   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{fds304169,
   Author = {KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ
             McMahon, EE Pinderhughes 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 = {Dev Psychopathol},
   Volume = {14},
   Number = {4},
   Pages = {925-943},
   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 = {fds304169}
}

@article{fds272156,
   Author = {JA Hubbard and KA Dodge and AH Cillessen and JD Coie and D
             Schwartz},
   Title = {The dyadic nature of social information processing in boys'
             reactive and proactive aggression.},
   Journal = {J Pers Soc Psychol},
   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{fds272157,
   Author = {KA Dodge},
   Title = {The science of youth violence prevention. Progressing from
             developmental epidemiology to efficacy to effectiveness to
             public policy.},
   Journal = {Am J Prev Med},
   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{fds272116,
   Author = {RD Laird and KY Jordan and KA Dodge and GS Pettit and JE
             Bates},
   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},
   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{fds272154,
   Author = {GS Pettit and RD Laird and KA Dodge and JE Bates and MM
             Criss},
   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},
   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.},
   Key = {fds272154}
}

@article{fds272155,
   Author = { Murphy, S A and VD Laan and M J and Robins, J and TCPPR
             Group},
   Title = {Marginal Mean Models for Dynamic Regime},
   Journal = {Journal of the American Statistical Association},
   Volume = {96},
   Pages = {1410-1423},
   Year = {2001},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2794446/},
   Key = {fds272155}
}

@article{fds272158,
   Author = {MJ Colwell and GS Pettit and D Meece and JE Bates and KA
             Dodge},
   Title = {Cumulative risk and continuity in nonparental care from
             infancy to early adolescence},
   Journal = {Merrill-Palmer Quarterly},
   Volume = {47},
   Number = {2},
   Pages = {207-234},
   Year = {2001},
   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{fds272183,
   Author = {EE Pinderhughes and R Nix and EM Foster and D Jones and KL Bierman and JD
             Coie, KA Dodge and M Greenberg and JE Lochman and RJ
             McMahon},
   Title = {Parenting in context: Impact of neighborhood poverty,
             residential stability, public services, social networks, and
             danger on parental behaviors},
   Journal = {Journal of Marriage and Family},
   Volume = {63},
   Number = {4},
   Pages = {941-953},
   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{fds272213,
   Author = {MK Keiley and TR Howe and KA Dodge and JE Bates and GS
             Pettit},
   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},
   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 somewhat 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{fds272160,
   Author = {D Schwartz and KA Dodge and GS Pettit and JE Bates and CPPR
             Gr},
   Title = {Friendship as a moderating factor in the pathway between
             early harsh home environment and later victimization in the
             peer group},
   Journal = {DEVELOPMENTAL PSYCHOLOGY},
   Volume = {36},
   Number = {5},
   Pages = {646-662},
   Year = {2000},
   Month = {September},
   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{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 = {EA Stormshak and KL Bierman and RJ McMahon and LJ Lengua and JD Coie and KA
             Dodge, MT Greenberg and JE Lochman and E Pinderhughes},
   Title = {Parenting Practices and Child Disruptive Behavior Problems
             in Early Elementary School},
   Journal = {Journal of Clinical Child and Adolescent
             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 andprofile 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, andparenting influences were fairly
             consistent across ethnic groups and sex.},
   Doi = {10.1207/S15374424jccp2901_3},
   Key = {fds272159}
}

@article{fds272161,
   Author = {D Rabiner and JD Coie and KL Bierman and KA Dodge and MT Greenberg and JE
             Lochman, RJ McMahon and E Pinderhughes},
   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 = {Objectives: 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. Method: 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.
             Results: 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. Conclusions: 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 = {EE Pinderhughes and A Zelli and KA Dodge and JE Bates and GS
             Pettit},
   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{fds272163,
   Author = {MK Keiley and JE Bates and KA Dodge and GS Pettit},
   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},
   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{fds272164,
   Author = {KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ
             McMahon and EE Pinderhughes},
   Title = {Merging universal and indicated prevention programs: The
             fast track model},
   Journal = {Addictive Behaviors},
   Volume = {25},
   Number = {6},
   Pages = {913-927},
   Year = {2000},
   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. Copyright (C) 2000 Elsevier
             Science Ltd.},
   Doi = {10.1016/S0306-4603(00)00120-9},
   Key = {fds272164}
}

@article{fds272165,
   Author = {CJ Bellanti and KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE
             Lochman, RJ McMahon and E Pinderhughes},
   Title = {Disentangling the Impact of Low Cognitive Ability and
             Inattention on Social Behavior and Peer Relationships},
   Journal = {Journal of Clinical Child and Adolescent
             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 andfirst-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 = {GO Kohl and LJ Lengua and McMahon, RJ and K Bierman and KA Dodge and JD
             Coie, MT Greenberg and JE Lochman and EE Pinderhughes},
   Title = {Parent Involvement in School: Conceptualizing Multiple
             Dimensions and Their Relations with Family and Demographic
             Risk Factors},
   Journal = {Journal of School Psychology},
   Volume = {38},
   Pages = {501-523},
   Year = {2000},
   url = {http://hdl.handle.net/10161/8003 Duke open
             access},
   Doi = {10.1016/S0022-4405(00)00050-9},
   Key = {fds272182}
}

@article{fds304177,
   Author = {EE Pinderhughes and JE Bates and KA Dodge and GS Pettit and A
             Zelli},
   Title = {Discipline responses: Influences of parents' socioeconomic
             status, ethnicity, beliefs about parenting, stress, and
             cognitive-emotional processes},
   Journal = {Journal of Family Psychology},
   Volume = {14},
   Number = {3},
   Pages = {380-400},
   Year = {2000},
   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 = {fds304177}
}

@article{fds272178,
   Author = {KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ
             McMahon, EE Pinderhughes and CPPR Grp},
   Title = {Initial impact of the Fast Track prevention trial for
             conduct problems: II. Classroom effects},
   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},
   Doi = {10.1037/0022-006X.67.5.648},
   Key = {fds272178}
}

@article{fds272179,
   Author = {KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ
             McMahon, EE Pinderhughes and CPPR Grp},
   Title = {Initial impact of the fast track prevention trial for
             conduct problems: I. The high-risk sample},
   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},
   Doi = {10.1037/0022-006X.67.5.631},
   Key = {fds272179}
}

@article{fds272290,
   Author = {JD Coie and AH Cillessen and KA Dodge and JA Hubbard and D Schwartz and EA
             Lemerise and H Bateman},
   Title = {It takes two to fight: a test of relational factors and a
             method for assessing aggressive dyads.},
   Journal = {Dev Psychol},
   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{fds272166,
   Author = {A Zelli and KA Dodge and JE Lochman and RD Laird},
   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 = {J Pers Soc Psychol},
   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{fds272174,
   Author = {MT Greenberg and LJ Lengua and JD Coie and EE Pinderhughes},
   Title = {Predicting developmental outcomes at school entry using a
             multiple-risk model: Four American communities},
   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},
   Doi = {10.1037/0012-1649.35.2.403},
   Key = {fds272174}
}

@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{fds271977,
   Author = {KA Dodge},
   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},
   Year = {1999},
   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{fds272115,
   Author = {KA Dodge and M Putallaz and D Malone},
   Title = {Coming of age: The department of education},
   Journal = {Phi Delta Kappan},
   Volume = {83},
   Number = {9},
   Pages = {674-676},
   Year = {1999},
   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.},
   Key = {fds272115}
}

@article{fds272167,
   Author = {PPV Eys and KA Dodge},
   Title = {Closing the Gaps: Developmental Psychopathology as a
             Training Model for Clinical Child Psychology},
   Journal = {Journal of Clinical Child and Adolescent
             Psychology},
   Volume = {28},
   Number = {4},
   Pages = {467-475},
   Year = {1999},
   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{fds272168,
   Author = {EA Stormshak and KL Bierman and C Bruschi and KA Dodge and JD Coie and MT
             Greenberg, JE Lochman and RJ McMahon},
   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{fds272169,
   Author = {D Schwartz and S McFadyen-Ketchum and KA Dodge and GS Pettit and JE
             Bates},
   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},
   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 = {GS Pettit and JE Bates and KA Dodge and DW Meece},
   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},
   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{fds272171,
   Author = {JK Orrell Valente and EE Pinderhughes and E Valente and RD Laird and EE The Conduct Problems Prevention Research
             Group},
   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{fds272172,
   Author = {RL Nix and EE Pinderhughes and KA Dodge and JE Bates and GS Pettit and SA McFadyen-Ketchum},
   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},
   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{fds272173,
   Author = {RD Laird and GS Pettit and KA Dodge and JE Bates},
   Title = {Best friendships, group relationships, and antisocial
             behavior in early adolescence},
   Journal = {Journal of Early Adolescence},
   Volume = {19},
   Number = {4},
   Pages = {413-437},
   Year = {1999},
   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{fds272175,
   Author = {BJ Ellis and S McFadyen-Ketchum and KA Dodge and GS Pettit and JE
             Bates},
   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},
   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{fds272176,
   Author = {KA Dodge},
   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{fds272177,
   Author = {NR Crick and KA Dodge},
   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},
   Year = {1999},
   url = {http://dx.doi.org/10.1111/1467-9507.00084},
   Doi = {10.1111/1467-9507.00084},
   Key = {fds272177}
}

@article{fds272180,
   Author = {VS Burks and RD Laird and KA Dodge and GS Pettit and JE
             Bates},
   Title = {Knowledge structures, social information processing, and
             children's aggressive behavior},
   Journal = {Social Development},
   Volume = {8},
   Number = {2},
   Pages = {220-235},
   Year = {1999},
   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{fds272181,
   Author = {VS Burks and KA Dodge and JM Price and RD Laird},
   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},
   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{fds272216,
   Author = {D Schwartz and KA Dodge and JD Coie and JA Hubbard and AH Cillessen and EA
             Lemerise and H Bateman},
   Title = {Social-cognitive and behavioral correlates of aggression and
             victimization in boys' play groups.},
   Journal = {J Abnorm Child Psychol},
   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{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 = {EA Stormshak and KL Bierman and KA Dodge and JD Coie and MT Greenberg and JE Lochman and RJ McMahon},
   Title = {The implications of different developmental patterns of
             disruptive behavior problems for school adjustment},
   Journal = {Development and Psychopathology},
   Volume = {10},
   Number = {3},
   Pages = {451-467},
   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.},
   Key = {fds272214}
}

@article{fds272215,
   Author = {D Schwartz and SA McFadyen-Ketchum and KA Dodge and GS Pettit and JE
             Bates},
   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},
   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.},
   Key = {fds272215}
}

@article{fds272217,
   Author = {JE Lochman and KA Dodge},
   Title = {Distorted perceptions in dyadic interactions of aggressive
             and nonaggressive boys: effects of prior expectations,
             context, and boys' age.},
   Journal = {Dev Psychopathol},
   Volume = {10},
   Number = {3},
   Pages = {495-512},
   Year = {1998},
   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{fds272218,
   Author = {RD Laird and GS Pettit and KA Dodge and JE Bates},
   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, T D and Bierman, K L and TCPPRGKA Dodge 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{fds272220,
   Author = {K Deater-Deckard and KA Dodge and JE Bates and GS
             Pettit},
   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},
   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.},
   Key = {fds272220}
}

@article{fds272221,
   Author = {JE Bates and GS Pettit and KA Dodge and B Ridge},
   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},
   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{fds304168,
   Author = {RD Laird and GS Pettit and KA Dodge and JE Bates},
   Title = {The social ecology of school-age child care},
   Journal = {Journal of Applied Developmental Psychology},
   Volume = {19},
   Number = {3},
   Pages = {341-360},
   Year = {1998},
   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 = {fds304168}
}

@article{fds272227,
   Author = {KA Dodge and JE Lochman and JD Harnish and JE Bates and GS
             Pettit},
   Title = {Reactive and proactive aggression in school children and
             psychiatrically impaired chronically assaultive
             youth.},
   Journal = {J Abnorm Psychol},
   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{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{fds272222,
   Author = {D Schwartz and KA Dodge and GS Pettit and JE Bates},
   Title = {The Early Socialization of Aggressive Victims of
             Bullying},
   Journal = {Child Development},
   Volume = {68},
   Number = {4},
   Pages = {665-675},
   Year = {1997},
   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.},
   Key = {fds272222}
}

@article{fds272223,
   Author = {F Poulin and AHN Cillessen and JA Hubbard and JD Coie and KA Dodge and D
             Schwartz},
   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{fds272224,
   Author = {GS Pettit and RD Laird and JE Bates and KA Dodge},
   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},
   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{fds272225,
   Author = {GS Pettit and JE Bates and KA Dodge},
   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 = {AW Harrist and AF Zaia and JE Bates and KA Dodge and GS
             Pettit},
   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 = {K Deater Deckard and KA Dodge},
   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 = {K Deater Deckard and KA Dodge},
   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{fds272230,
   Author = {KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ McMahon},
   Title = {Implementing a comprehensive program for the prevention of
             conduct problems in rural communities: The fast track
             experience},
   Journal = {American Journal of Community Psychology},
   Volume = {25},
   Number = {4},
   Pages = {493-514},
   Year = {1997},
   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. © 1997 Plenum Publishing
             Corporation.},
   Doi = {10.1023/A:1024659622528},
   Key = {fds272230}
}

@article{fds304165,
   Author = {F Poulin and AHN Cillessen and JA Hubbard and JD Coie and KA Dodge and D
             Schwartz},
   Title = {Children's friends and behavioral similarity in two social
             contexts},
   Journal = {Social Development},
   Volume = {6},
   Number = {2},
   Pages = {224-235},
   Year = {1997},
   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.},
   Key = {fds304165}
}

@article{fds304166,
   Author = {AW Harrist and AF Zaia and JE Bates and KA Dodge and GS
             Pettit},
   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},
   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.},
   Key = {fds304166}
}

@article{fds304167,
   Author = {GS Pettit and JE Bates and KA Dodge},
   Title = {Supportive Parenting, Ecological Context, and Children's
             Adjustment: A Seven-Year Longitudinal Study},
   Journal = {Child Development},
   Volume = {68},
   Number = {5},
   Pages = {908-923},
   Year = {1997},
   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.},
   Key = {fds304167}
}

@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{fds271971,
   Author = {KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ McMahon},
   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},
   Journal = {Annals of the New York Academy of Sciences},
   Volume = {794},
   Pages = {256-264},
   Year = {1996},
   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{fds272231,
   Author = { Stormshak, E A and Bellanti, C J and Bierman, K L and TCPPRGKA Dodge 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{fds272232,
   Author = {GS Pettit and MA Clawson and KA Dodge and JE Bates},
   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},
   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{fds272233,
   Author = {SA McFadyen-Ketchum and JE Bates and KA Dodge and GS
             Pettit},
   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},
   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 decreases
             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.},
   Key = {fds272233}
}

@article{fds272234,
   Author = {MJ Elias and RP Weissberg and JE Zins and PC Kendall and KA Dodge and LA
             Jason, MJ Rotheram-Borus and CL Perry and JD Hawkins and DC
             Gottfredson},
   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},
   Year = {1996},
   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{fds272235,
   Author = {KA Dodge},
   Title = {The legacy of Hobbs and Gray: Research on the development
             and prevention of conduct problems},
   Journal = {Peabody Journal of Education},
   Volume = {71},
   Pages = {86-98},
   Year = {1996},
   url = {http://www.jstor.org/stable/1493186},
   Key = {fds272235}
}

@article{fds272236,
   Author = {K Deater-Deckard and JE Bates and KA Dodge and GS
             Pettit},
   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},
   Year = {1996},
   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{fds272237,
   Author = {NR Crick and KA Dodge},
   Title = {Social Information-Processing Mechanisms in Reactive and
             Proactive Aggression},
   Journal = {Child Development},
   Volume = {67},
   Number = {3},
   Pages = {993-1002},
   Year = {1996},
   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.},
   Key = {fds272237}
}

@article{fds304164,
   Author = {EA Stormshak and CJ Bellanti and KL Bierman and KL Bierman and JD Coie and KA Dodge and MT Greenberg and JE Lochman and RJ
             McMahon},
   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},
   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 = {fds304164}
}

@article{fds272243,
   Author = {M Boivin and KA Dodge and JD Coie},
   Title = {Individual-group behavioral similarity and peer status in
             experimental play groups of boys: the social misfit
             revisited.},
   Journal = {J Pers Soc Psychol},
   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{fds272240,
   Author = {J HARNISH and K DODGE and E VALENTE and K BIERMAN and J COIE and K DODGE and M
             GREENBERG, J LOCHMAN and R MCMAHON},
   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},
   Journal = {CHILD DEVELOPMENT},
   Volume = {66},
   Number = {3},
   Pages = {739-753},
   Year = {1995},
   Month = {June},
   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{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, R J and Greenberg, M T and TCPPRGKA Dodge 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 = {JE Lochman and KL Bierman and JD Coie and KA Dodge and MT Greenberg and RJ McMahon},
   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{fds272241,
   Author = {KA Dodge and GS Pettit and JE Bates and E Valente},
   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},
   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. © 1995 American
             Psychological Association.},
   Doi = {10.1037/0021-843X.104.4.632},
   Key = {fds272241}
}

@article{fds272242,
   Author = {VS Burks and KA Dodge and JM Price},
   Title = {Models of internalizing outcomes of early
             rejection},
   Journal = {Development and Psychopathology},
   Volume = {7},
   Pages = {683-695},
   Year = {1995},
   url = {http://dx.doi.org/10.1017/S0954579400006787},
   Doi = {10.1017/S0954579400006787},
   Key = {fds272242}
}

@article{fds272261,
   Author = {ME DeRosier and AH Cillessen and JD Coie and KA
             Dodge},
   Title = {Group social context and children's aggressive
             behavior.},
   Journal = {Child Dev},
   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 = {JE Lochman and KA Dodge},
   Title = {Social-cognitive processes of severely violent, moderately
             aggressive, and nonaggressive boys.},
   Journal = {J Consult Clin Psychol},
   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{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 = {KA Dodge and GS Pettit and JE Bates},
   Title = {Effects of physical maltreatment on the development of peer
             relations},
   Journal = {Development and Psychopathology},
   Volume = {6},
   Pages = {43-55},
   Year = {1994},
   url = {http://dx.doi.org/10.1017/S0954579400005873},
   Doi = {10.1017/S0954579400005873},
   Key = {fds272079}
}

@article{fds272244,
   Author = {Z Strassberg and KA Dodge and GS Pettit and JE
             Bates},
   Title = {Spanking in the home and children's subsequent aggression
             toward kindergarten peers},
   Journal = {Development and Psychopathology},
   Volume = {6},
   Pages = {445-462},
   Year = {1994},
   url = {http://dx.doi.org/10.1017/S0954579400006040},
   Doi = {10.1017/S0954579400006040},
   Key = {fds272244}
}

@article{fds272245,
   Author = {JJ Sinclair and GS Pettit and AW Harrist and KA Dodge and JE
             Bates},
   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},
   Pages = {675-696},
   Year = {1994},
   url = {http://dx.doi.org/10.1177/016502549401700407},
   Doi = {10.1177/016502549401700407},
   Key = {fds272245}
}

@article{fds272247,
   Author = {KA Dodge and JM Price},
   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},
   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.},
   Key = {fds272247}
}

@article{fds272248,
   Author = {AW Harrist and GS Pettit and KA Dodge and JE Bates},
   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 = {KA Dodge and GS Pettit and JE Bates},
   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.},
   Key = {fds272249}
}

@article{fds272274,
   Author = {JE Bates and D Marvinney and T Kelly and KA Dodge and DS Bennett and GS
             Pettit},
   Title = {Child-Care History and Kindergarten Adjustment},
   Journal = {Developmental Psychology},
   Volume = {30},
   Number = {5},
   Pages = {690-700},
   Year = {1994},
   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 = {NR Crick and KA Dodge},
   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},
   Year = {1994},
   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{fds304163,
   Author = {KA Dodge and GS Pettit and JE Bates},
   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},
   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.},
   Key = {fds304163}
}

@article{fds272278,
   Author = {D Schwartz and KA Dodge and JD Coie},
   Title = {The emergence of chronic peer victimization in boys' play
             groups.},
   Journal = {Child Dev},
   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{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{fds272259,
   Author = {KA Dodge},
   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},
   url = {http://dx.doi.org/10.1146/annurev.ps.44.020193.003015},
   Doi = {10.1146/annurev.ps.44.020193.003015},
   Key = {fds272259}
}

@article{fds272262,
   Author = { Wehby, J H and Dodge, K A and Valente, E, Jr and TCPPR
             Group},
   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 = {KA Dodge},
   Title = {The future of research on the treatment of conduct
             disorder},
   Journal = {Development and Psychopathology},
   Volume = {5},
   Pages = {309-317},
   Year = {1993},
   url = {http://dx.doi.org/10.1017/S0954579400004405},
   Doi = {10.1017/S0954579400004405},
   Key = {fds272268}
}

@article{fds272269,
   Author = {GS Pettit and JE Bates and KA Dodge},
   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 = {KA Dodge},
   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 = {B Weiss and KA Dodge and JE Bates and GS Pettit},
   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},
   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.},
   Key = {fds272256}
}

@article{fds272257,
   Author = {Z Strassberg and KA Dodge and JE Bates and GS Pettit},
   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{fds272258,
   Author = {K BIERMAN and J COIE and K DODGE and M GREENBERG and J LOCHMAN and R
             MCMAHON},
   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},
   Year = {1992},
   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},
   Doi = {10.1017/S0954579400004855},
   Key = {fds272258}
}

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

@article{fds272275,
   Author = {NL Quiggle and J Garber and WF Panak and KA Dodge},
   Title = {Social information processing in aggressive and depressed
             children.},
   Journal = {Child development},
   Volume = {63},
   Number = {6},
   Pages = {1305-1320},
   Year = {1992},
   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.},
   Key = {fds272275}
}

@article{fds272270,
   Author = {JD Coie and KA Dodge and R Terry and V Wright},
   Title = {The role of aggression in peer relations: an analysis of
             aggression episodes in boys' play groups.},
   Journal = {Child Dev},
   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 = {GS Pettit and AW Harrist and JE Bates and KA Dodge},
   Title = {Family interaction, social cognition, and children's
             subsequent relations},
   Journal = {Journal of Social and Personal Relationships},
   Volume = {8},
   Pages = {383-402},
   Year = {1991},
   url = {http://dx.doi.org/10.1177/0265407591083005},
   Doi = {10.1177/0265407591083005},
   Key = {fds272266}
}

@article{fds272272,
   Author = {CFTS-BPOSCK Dodge 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{fds272271,
   Author = {KA Dodge and JD Coie and GS Pettit and JM Price},
   Title = {Peer status and aggression in boys' groups: developmental
             and contextual analyses.},
   Journal = {Child Dev},
   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 = {KA Dodge},
   Title = {Developmental Psychopathology in Children of Depressed
             Mothers},
   Journal = {Developmental Psychology},
   Volume = {26},
   Series = {Special section},
   Number = {1},
   Pages = {3-6},
   Editor = {K.A. Dodge},
   Year = {1990},
   ISSN = {0012-1649},
   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.},
   Key = {fds271968}
}

@article{fds272250,
   Author = {CFTS-BPOSCK Dodge 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 = {KA Dodge and NR Crick},
   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{fds272263,
   Author = {KA Dodge},
   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},
   Year = {1990},
   ISSN = {0012-1649},
   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.},
   Key = {fds272263}
}

@article{fds272264,
   Author = {KA Dodge and JM Price and JA Bachorowski and JP
             Newman},
   Title = {Hostile Attributional Biases in Severely Aggressive
             Adolescents},
   Journal = {Journal of Abnormal Psychology},
   Volume = {99},
   Number = {4},
   Pages = {385-392},
   Year = {1990},
   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{fds272267,
   Author = {GS Pettit and A Bakshi and KA Dodge and JD Coie},
   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},
   Year = {1990},
   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{fds272276,
   Author = {KA Dodge and JE Bates and GS Pettit},
   Title = {Mechanisms in the cycle of violence},
   Journal = {Science},
   Volume = {250},
   Number = {4988},
   Pages = {1678-1683},
   Year = {1990},
   ISSN = {0036-8075},
   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.},
   Key = {fds272276}
}

@article{fds272279,
   Author = {K DODGE and J PRICE and J COIE and C CHRISTOPOULOS},
   Title = {ON THE DEVELOPMENT OF AGGRESSIVE DYADIC RELATIONSHIPS IN
             BOYS PEER GROUPS},
   Journal = {HUMAN DEVELOPMENT},
   Volume = {33},
   Number = {4-5},
   Pages = {260-270},
   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},
   Key = {fds272279}
}

@article{fds272255,
   Author = {JC Barefoot and KA Dodge and BL Peterson and WG Dahlstrom and RB
             Williams},
   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},
   Month = {January},
   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.},
   Key = {fds272255}
}

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

@article{fds272252,
   Author = {JM Price and KA Dodge},
   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},
   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 towards
             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.},
   Key = {fds272252}
}

@article{fds272253,
   Author = {KA Dodge},
   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 = {M Boivin and KA Dodge and JD Coie},
   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{fds304162,
   Author = {KA Dodge},
   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},
   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 = {fds304162}
}

@article{fds272191,
   Author = {JD Coie and KA Dodge},
   Title = {Multiple sources of data on social behavior and social
             status in the school: a cross-age comparison.},
   Journal = {Child Dev},
   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 = {GS Pettit and KA Dodge and MM Brown},
   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 = {KA Dodge and JD Coie},
   Title = {Social-information-processing factors in reactive and
             proactive aggression in children's peer groups.},
   Journal = {J Pers Soc Psychol},
   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.},
   Key = {fds272098}
}

@article{fds272192,
   Author = {GS Pettit and CL McClaskey and MM Brown and KA
             Dodge},
   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},
   Key = {fds272192}
}

@article{fds272193,
   Author = {E Feldman and KA Dodge},
   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},
   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. © 1987 Plenum Publishing
             Corporation.},
   Doi = {10.1007/BF00916350},
   Key = {fds272193}
}

@article{fds272194,
   Author = {KA Dodge and A Tomlin},
   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{fds272195,
   Author = {KA Dodge and DR Somberg},
   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},
   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.},
   Key = {fds272195}
}

@article{fds272196,
   Author = {SR Asher and KA Dodge},
   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 = {SR Asher and KA Dodge},
   Title = {Identifying Children Who Are Rejected by Their
             Peers},
   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 = {fds304176}
}

@article{fds272204,
   Author = {KA Dodge and CL McClaskey and E Feldman},
   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},
   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{fds272002,
   Author = {KA Dodge and RR Murphy and K Buchsbaum},
   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},
   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.},
   Key = {fds272002}
}

@article{fds272206,
   Author = {R Milich and KA Dodge},
   Title = {Social information processing in child psychiatric
             populations},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {12},
   Number = {3},
   Pages = {471-490},
   Year = {1984},
   Key = {fds272206}
}

@article{fds272001,
   Author = {JD Coie and KA Dodge and H Coppotelli},
   Title = {"Dimensions and Types of Social Status: A Cross-Age
             Perspective": Correction},
   Journal = {Developmental Psychology},
   Volume = {19},
   Number = {2},
   Pages = {224-},
   Year = {1983},
   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{fds272205,
   Author = {KA Dodge},
   Title = {Behavioral antecedents of peer social status},
   Journal = {Child Development},
   Volume = {54},
   Pages = {1386-1389},
   Year = {1983},
   Key = {fds272205}
}

@article{fds272207,
   Author = {KA Dodge and DG Schlundt and I Schocken and JD
             Delugach},
   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 = {MD Steinberg and KA Dodge},
   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 = {KA Dodge},
   Title = {Promoting social competence in children},
   Journal = {Schools and Teaching},
   Volume = {1},
   Year = {1983},
   Key = {fds272210}
}

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

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

@article{fds272197,
   Author = {KA Dodge and JD Coie and NP Brakke},
   Title = {Behavior patterns of socially rejected and neglected
             preadolescents: the roles of social approach and
             aggression.},
   Journal = {J Abnorm Child Psychol},
   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 = {JD Coie and KA Dodge and H Coppotelli},
   Title = {Dimensions and types of social status: A cross-age
             perspective},
   Journal = {Developmental Psychology},
   Volume = {18},
   Number = {4},
   Pages = {557-570},
   Year = {1982},
   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{fds272203,
   Author = {BA Richard and KA Dodge},
   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},
   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{fds272209,
   Author = {KA Dodge and CL Frame},
   Title = {Social cognitive biases and deficits in aggressive
             boys.},
   Journal = {Child development},
   Volume = {53},
   Number = {3},
   Pages = {620-635},
   Year = {1982},
   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.},
   Key = {fds272209}
}

@article{fds272199,
   Author = {KA Dodge and JP Newman},
   Title = {Biased decision-making processes in aggressive
             boys},
   Journal = {Journal of Abnormal Psychology},
   Volume = {90},
   Number = {4},
   Pages = {375-379},
   Year = {1981},
   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 = {KA Dodge},
   Title = {Social cognition and children's aggressive
             behavior.},
   Journal = {Child development},
   Volume = {51},
   Number = {1},
   Pages = {162-170},
   Year = {1980},
   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 = {SB Gurwitz and KA Dodge},
   Title = {Effects of confirmations and disconfirmations on
             stereotype-based attributions},
   Journal = {Journal of Personality and Social Psychology},
   Volume = {35},
   Number = {7},
   Pages = {495-500},
   Year = {1977},
   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 = {SB Gurwitz and KA Dodge},
   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},
   ISSN = {0022-3514},
   url = {http://dx.doi.org/10.1037//0022-3514.32.5.822},
   Abstract = {26 male and 26 female undergraduates watched a videotape of
             a 3-yr-old child who was identified as either a girl or a
             boy; they then rated the child on a number of personality
             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." There was also a main effect for sex of
             S, with females rating the child more favorably than males.
             (PsycINFO Database Record (c) 2006 APA, all rights
             reserved). © 1975 American Psychological
             Association.},
   Doi = {10.1037//0022-3514.32.5.822},
   Key = {fds272202}
}


%% 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 = {C Lawrence and KD Rosanbalm and K Dodge},
   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 = {KA Dodge 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}
}