Kenneth A. Dodge
%% Journal Articles
@article{fds272071,
Author = {Stearns, and E, and Dodge, and A, K and Nicholson, and M, and Group,
TCPPR},
Title = {Peer contextual influences on the growth of authority
acceptance problems in early elementary school},
Journal = {Merrill-Palmer Quarterly},
Volume = {54},
Number = {2},
Pages = {208-231},
Year = {2008},
ISSN = {0272-930X},
url = {http://dx.doi.org/10.1353/mpq.2008.0018},
Abstract = {This study investigated the effects of the peer social
context and child characteristics on the growth of
authority-acceptance behavior problems across first, second,
and third grades, using data from the normative sample of
the Fast Track Project. Three hundred sixty-eight European
American and African American boys and girls (51% male; 46%
African American) and their classmates were assessed in each
grade by teacher ratings on the Teacher Observation of Child
Adaptation-Revised. Children's growth in
authority-acceptance behavior problems across time was
partially attributable to the level of disruptive behavior
in the class-room peer context into which they were placed.
Peer-context influence, however, were strongest among
same-gender peers. Findings held for both boys and girls,
both European Americans and African Americans, and
nondeviant, marginally deviant, and highly deviant children.
Findings suggest that children learn and follow behavioral
norms from their same-gender peers within the
classroom.},
Doi = {10.1353/mpq.2008.0018},
Key = {fds272071}
}
@article{fds272159,
Author = {Stormshak, and A, E and Bierman, and L, K and McMahon, and J, R and Lengua, and L, and Group, TCPPR},
Title = {Parenting Practices and Child Disruptive Behavior Problems
in Early Elementary School},
Journal = {Journal of Clinical Child Psychology},
Volume = {29},
Number = {1},
Pages = {17-29},
Year = {2000},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2764296/},
Abstract = {Examined the hypothesis that distinct parenting practices
may be associated with type and profile of a child's
disruptive behavior problems (e.g., oppositional,
aggressive, hyperactive). Parents of 631 behaviorally
disruptive children described the extent to which they
experienced warm and involved interactions with their
children and the extent to which their discipline strategies
were inconsistent and punitive and involved spanking and
physical aggression. As expected from a developmental
perspective, parenting practices that included punitive
interactions were associated with elevated rates of all
child disruptive behavior problems. Low levels of warm
involvement were particularly characteristic of parents of
children who showed elevated levels of oppositional
behaviors. Physically aggressive parenting was linked more
specifically with child aggression. In general, parenting
practices contributed more to the prediction of oppositional
and aggressive behavior problems than to hyperactive
behavior problems, and parenting influences were fairly
consistent across ethnic groups and sex.},
Doi = {10.1207/s15374424jccp2901_3},
Key = {fds272159}
}