Kenneth A. Dodge
%% Chapters in Books
@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}
}
%% Journal Articles
@article{fds272087,
Author = {Fontaine, RG and Yang, C and Dodge, KA and Bates, JE and Pettit,
GS},
Title = {Testing an individual systems model of response evaluation
and decision (RED) and antisocial behavior across
adolescence.},
Journal = {Child development},
Volume = {79},
Number = {2},
Pages = {462-475},
Year = {2008},
Month = {March},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/18366434},
Abstract = {This study examined the bidirectional development of
aggressive response evaluation and decision (RED) and
antisocial behavior across five time points in adolescence.
Participants (n = 522) were asked to imagine themselves
behaving aggressively while viewing videotaped ambiguous
provocations and answered a set of RED questions following
each aggressive retaliation (administered at Grades 8 and 11
[13 and 16 years, respectively]). Self- and mother reports
of antisocial behavior were collected at Grades 7, 9/10, and
12 (12, 14/15, and 17 years, respectively). Using structural
equation modeling, the study found a partial mediating
effect at each hypothesized mediational path despite high
stability of antisocial behavior across adolescence.
Findings are consistent with an individual systems
perspective by which adolescents' antisocial conduct
influences how they evaluate aggressive interpersonal
behaviors, which affects their future antisocial
conduct.},
Doi = {10.1111/j.1467-8624.2007.01136.x},
Key = {fds272087}
}
@article{fds272116,
Author = {Laird, RD and Jordan, KY and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Peer rejection in childhood, involvement with antisocial
peers in early adolescence, and the development of
externalizing behavior problems.},
Journal = {Development and psychopathology},
Volume = {13},
Number = {2},
Pages = {337-354},
Year = {2001},
Month = {January},
url = {http://dx.doi.org/10.1017/s0954579401002085},
Abstract = {A longitudinal, prospective design was used to examine the
roles of peer rejection in middle childhood and antisocial
peer involvement in early adolescence in the development of
adolescent externalizing behavior problems. Both early
starter and late starter pathways were considered. Classroom
sociometric interviews from ages 6 through 9 years,
adolescent reports of peers' behavior at age 13 years, and
parent, teacher, and adolescent self-reports of
externalizing behavior problems from age 5 through 14 years
were available for 400 adolescents. Results indicate that
experiencing peer rejection in elementary school and greater
involvement with antisocial peers in early adolescence are
correlated but that these peer relationship experiences may
represent two different pathways to adolescent externalizing
behavior problems. Peer rejection experiences, but not
involvement with antisocial peers. predict later
externalizing behavior problems when controlling for
stability in externalizing behavior. Externalizing problems
were most common when rejection was experienced repeatedly.
Early externalizing problems did not appear to moderate the
relation between peer rejection and later problem behavior.
Discussion highlights multiple pathways connecting
externalizing behavior problems from early childhood through
adolescence with peer relationship experiences in middle
childhood and early adolescence.},
Doi = {10.1017/s0954579401002085},
Key = {fds272116}
}
@article{fds272173,
Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {Best Friendships, Group Relationships, and Antisocial
Behavior in Early Adolescence.},
Journal = {The Journal of early adolescence},
Volume = {19},
Number = {4},
Pages = {413-437},
Year = {1999},
Month = {November},
ISSN = {0272-4316},
url = {http://dx.doi.org/10.1177/0272431699019004001},
Abstract = {Correlations between adolescents' own antisocial behavior
and adolescents' perceptions of the antisocial behavior of
their best friends and friendship groups were examined in
this study. The strength of those correlations was expected
to vary as a function of the qualities of the dyadic
friendships and group relationships. Perceptions of peers'
antisocial behavior and dyadic friendship and group
relationship qualities were collected through interviews
with 431, 12- through 13-year-old adolescents. Measures of
adolescents' concurrent and subsequent antisocial behaviors
were obtained from the adolescents and their teachers.
Adolescents who perceived their friends and groups as
participating in antisocial behavior had higher
self-reported and teacher-reported antisocial behavior
ratings. Perceptions of best friend antisocial behavior were
correlated more strongly with adolescents' own concurrent,
but not subsequent, antisocial behavior when high levels of
help, companionship, and security characterized dyadic
friendships. The results are discussed in terms of peer
influence and friendship selection processes.},
Doi = {10.1177/0272431699019004001},
Key = {fds272173}
}
@article{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{fds272246,
Author = {Lochman, JE and Dodge, KA},
Title = {Social-cognitive processes of severely violent, moderately
aggressive, and nonaggressive boys.},
Journal = {Journal of consulting and clinical psychology},
Volume = {62},
Number = {2},
Pages = {366-374},
Year = {1994},
Month = {April},
ISSN = {0022-006X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/8201075},
Abstract = {This study examined social-cognitive processes of aggressive
and nonaggressive boys at preadolescent and early adolescent
age levels. The social-cognitive variables included
processing of cues, attributions, social problem solving,
affect labeling, outcome expectations, and perceived
competence and self-worth. Results indicated that a wide
range of social-cognitive processes is distorted and
deficient for violent and moderately aggressive children,
and that different types of social cognition contribute
unique variance in discriminating among groups. Severely
violent boys at both age levels had difficulties with cue
recall, attributions, social problem solving, general
self-worth, and a pattern of endorsing unusually positive
affects that they may experience in different settings.
Moderately aggressive boys shared some of the
social-cognitive difficulties demonstrated by severely
violent boys, but they also displayed indications that their
aggression may be more planfully aimed to achieve expected
outcomes. When the moderately aggressive and the violent
boys differed from the nonaggressive boys on attributional
biases and low perceived self-worth, a continuum existed
with violent boys displaying more extreme social-cognitive
dysfunctions than the moderately aggressive boys. These
findings carry implications for cognitive-behavioral
intervention with severely violent and moderately aggressive
youths.},
Doi = {10.1037//0022-006x.62.2.366},
Key = {fds272246}
}
@article{fds272203,
Author = {Richard, BA and Dodge, KA},
Title = {Social maladjustment and problem solving in school-aged
children.},
Journal = {Journal of consulting and clinical psychology},
Volume = {50},
Number = {2},
Pages = {226-233},
Year = {1982},
Month = {April},
ISSN = {0022-006X},
url = {http://dx.doi.org/10.1037//0022-006x.50.2.226},
Abstract = {Examined the relationship between social adjustment and the
cognitive skills of solving interpersonal problems. 68
popular, aggressive, or isolated boys at 2 grade levels
(2nd-3rd and 4th-5th) were presented with 6 hypothetical
problem situations and asked to generate alternative
solutions to the problems. Ss were subsequently asked to
evaluate the effectiveness of solutions presented to them by
the experimenter. It was found that the popular Ss generated
more solutions than either the aggressive or isolated
groups, which did not differ. The initial solutions of all
groups were rated as "effective," in most cases, by
independent coders. Subsequent solutions, however, varied as
a function of S status. Popular Ss continued to generate
effective solutions, whereas deviant Ss generated aggressive
and ineffective solutions. No differences among S groups
were found in the evaluations of the effectiveness of given
solutions. Data support the notion that deviant boys are
deficient in the cognitive problem-solving skills of
generating alternative solutions but are not deficient in
the evaluation of presented solutions. (22 ref) (PsycINFO
Database Record (c) 2006 APA, all rights reserved). © 1982
American Psychological Association.},
Doi = {10.1037//0022-006x.50.2.226},
Key = {fds272203}
}