Kenneth A. Dodge

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

%% Books   
@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 = {Dodge, KA and Malone, PS and Lansford, JE and Miller, S and Pettit, GS and Bates, JE},
   Title = {A dynamic cascade model of the development of substance-use
             onset.},
   Journal = {Monographs of the Society for Research in Child
             Development},
   Volume = {74},
   Number = {3},
   Pages = {vii-119},
   Year = {2009},
   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{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{fds327710,
   Author = {Tolan, PH and Dodge, K and Rutter, M},
   Title = {Tracking the multiple pathways of parent and family
             influence on disruptive behavior disorders},
   Pages = {161-191},
   Booktitle = {Disruptive Behavior Disorders},
   Publisher = {Springer},
   Address = {New York},
   Year = {2013},
   Month = {January},
   ISBN = {9781461475576},
   url = {http://dx.doi.org/10.1007/978-1-4614-7557-6_7},
   Doi = {10.1007/978-1-4614-7557-6_7},
   Key = {fds327710}
}

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

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

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

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

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

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

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

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

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

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

@misc{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}
}


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

@article{fds271922,
   Author = {Lansford, JE and Sharma, C and Malone, PS and Woodlief, D and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya,
             S and Tirado, LMU and Zelli, A and Al-Hassan, SM and Alampay, LP and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L},
   Title = {Corporal Punishment, Maternal Warmth, and Child Adjustment:
             A Longitudinal Study in Eight Countries},
   Journal = {Journal of Clinical Child and Adolescent Psychology : the
             Official Journal for the Society of Clinical Child and
             Adolescent Psychology, American Psychological Association,
             Division 53},
   Volume = {43},
   Number = {4},
   Pages = {670-685},
   Year = {2014},
   Month = {January},
   ISSN = {1537-4416},
   url = {http://dx.doi.org/10.1080/15374416.2014.893518},
   Abstract = {Two key tasks facing parents across cultures are managing
             children's behaviors (and misbehaviors) and conveying love
             and affection. Previous research has found that corporal
             punishment generally is related to worse child adjustment,
             whereas parental warmth is related to better child
             adjustment. This study examined whether the association
             between corporal punishment and child adjustment problems
             (anxiety and aggression) is moderated by maternal warmth in
             a diverse set of countries that vary in a number of
             sociodemographic and psychological ways. Interviews were
             conducted with 7- to 10-year-old children (N = 1,196; 51%
             girls) and their mothers in 8 countries: China, Colombia,
             Italy, Jordan, Kenya, the Philippines, Thailand, and the
             United States. Follow-up interviews were conducted 1 and 2
             years later. Corporal punishment was related to increases,
             and maternal warmth was related to decreases, in children's
             anxiety and aggression over time; however, these
             associations varied somewhat across groups. Maternal warmth
             moderated the effect of corporal punishment in some
             countries, with increases in anxiety over time for children
             whose mothers were high in both warmth and corporal
             punishment. The findings illustrate the overall association
             between corporal punishment and child anxiety and aggression
             as well as patterns specific to particular countries.
             Results suggest that clinicians across countries should
             advise parents against using corporal punishment, even in
             the context of parent-child relationships that are otherwise
             warm, and should assist parents in finding other ways to
             manage children's behaviors. © 2014 Copyright Taylor &
             Francis Group, LLC.},
   Doi = {10.1080/15374416.2014.893518},
   Key = {fds271922}
}

@article{fds271925,
   Author = {Chan, TWS and Bates, JE and Lansford, JE and Dodge, KA and Pettit, GS and Dick, DM and Latendresse, SJ},
   Title = {Impulsivity and genetic variants in DRD2 and ANKK1 moderate
             longitudinal associations between sleep problems and
             overweight from ages 5 to 11},
   Journal = {International Journal of Obesity (2005)},
   Volume = {38},
   Number = {3},
   Pages = {404-410},
   Year = {2014},
   Month = {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 = {Harrist, AW and Achacoso, JA and John, A and Pettit, GS and Bates, JE and Dodge, KA},
   Title = {Reciprocal and Complementary Sibling Interactions: Relations
             with Socialization Outcomes in the Kindergarten
             Classroom.},
   Journal = {Early Education and Development},
   Volume = {25},
   Number = {2},
   Pages = {202-222},
   Year = {2014},
   Month = {January},
   ISSN = {1040-9289},
   url = {http://dx.doi.org/10.1080/10409289.2014.848500},
   Abstract = {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{fds271940,
   Author = {Schermerhorn, AC and Bates, JE and Goodnight, JA and Lansford, JE and Dodge, KA and Pettit, GS},
   Title = {Temperament moderates associations between exposure to
             stress and children's externalizing problems.},
   Journal = {Child Development},
   Volume = {84},
   Number = {5},
   Pages = {1579-1593},
   Year = {2013},
   Month = {September},
   url = {http://dx.doi.org/10.1111/cdev.12076},
   Abstract = {The interaction between a temperament profile (four groups
             determined by high vs. low resistance to control
             [unmanageability] and unadaptability [novelty distress]) and
             family stress in predicting externalizing problems at school
             in children followed from kindergarten through eighth grade
             (ages 5-13) was investigated. The sample consisted of 556
             families (290 boys). At Time 1 just prior to kindergarten,
             mothers retrospectively reported on their child's
             temperament during infancy. Each year, mothers reported
             stress and teachers reported children's externalizing
             problems. Temperament profile was tested as a moderator of
             the stress-externalizing association for various time
             periods. Results indicated that the combination of high
             resistance to control and high unadaptability strengthens
             the stress-externalizing association. Findings are discussed
             in terms of possible underlying mechanisms.},
   Doi = {10.1111/cdev.12076},
   Key = {fds271940}
}

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

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

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

@article{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{fds271941,
   Author = {Chan, TWS and Bates, JE and Lansford, JE and Dodge, KA and Pettit, GS and Dick, DM and Latendresse, SJ},
   Title = {Impulsivity and genetic variants in DRD2 and ANKK1 moderate
             longitudinal associations between sleep problems and
             overweight from ages 5 to 11},
   Journal = {International Journal of Obesity (2005)},
   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{fds271956,
   Author = {Dodge, KA and Godwin, J and Gr, CPPR},
   Title = {Social-Information-Processing Patterns Mediate the Impact of
             Preventive Intervention on Adolescent Antisocial
             Behavior},
   Journal = {Psychological Science},
   Volume = {24},
   Number = {4},
   Pages = {456-465},
   Year = {2013},
   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{fds272021,
   Author = {Putnick, DL and Bornstein, MH and Lansford, JE and Chang, L and Deater-Deckard, K and Di Giunta and L and Gurdal, S and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
             E and Tapanya, S and Uribe Tirado and LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi, AS},
   Title = {Agreement in Mother and Father Acceptance-Rejection, Warmth,
             and Hostility/Rejection/Neglect of Children across Nine
             Countries.},
   Journal = {Cross Cultural Research : Official Journal of the Society
             for Cross Cultural Research},
   Volume = {46},
   Number = {3},
   Pages = {191-223},
   Year = {2012},
   Month = {August},
   ISSN = {1069-3971},
   url = {http://dx.doi.org/10.1177/1069397112440931},
   Abstract = {We assessed whether mothers' and fathers' self-reports of
             acceptance-rejection, warmth, and hostility/rejection/neglect
             (HRN) of their pre-adolescent children differ
             cross-nationally and relative to the gender of the parent
             and child in 10 communities in 9 countries, including China,
             Colombia, Italy, Jordan, Kenya, the Philippines, Sweden,
             Thailand, and the United States (N = 998 families). Mothers
             and fathers in all countries reported a high degree of
             acceptance and warmth, and a low degree of HRN, but
             countries also varied. Mothers reported greater acceptance
             of children than fathers in China, Italy, Sweden, and the
             United States, and these effects were accounted for by
             greater self-reported warmth in mothers than fathers in
             China, Italy, the Philippines, Sweden, and Thailand and less
             HRN in mothers than fathers in Sweden. Fathers reported
             greater warmth than mothers in Kenya. Mother and father
             acceptance-rejection were moderately correlated. Relative
             levels of mother and father acceptance and rejection appear
             to be country specific.},
   Doi = {10.1177/1069397112440931},
   Key = {fds272021}
}

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

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

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

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

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

@article{fds272030,
   Author = {Appleyard, K and Berlin, LJ and Rosanbalm, KD and Dodge,
             KA},
   Title = {Preventing early child maltreatment: implications from a
             longitudinal study of maternal abuse history, substance use
             problems, and offspring victimization.},
   Journal = {Prevention Science : the Official Journal of the Society for
             Prevention Research},
   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{fds272022,
   Author = {Dick, DM and Meyers, JL and Latendresse, SJ and Creemers, HE and Lansford, JE and Pettit, GS and Bates, JE and Dodge, KA and Budde, J and Goate, A and Buitelaar, JK and Ormel, J and Verhulst, FC and Huizink,
             AC},
   Title = {CHRM2, parental monitoring, and adolescent externalizing
             behavior: evidence for gene-environment interaction.},
   Journal = {Psychological Science},
   Volume = {22},
   Number = {4},
   Pages = {481-489},
   Year = {2011},
   Month = {April},
   ISSN = {0956-7976},
   url = {http://dx.doi.org/10.1177/0956797611403318},
   Abstract = {Psychologists, with their long-standing tradition of
             studying mechanistic processes, can make important
             contributions to further characterizing the risk associated
             with genes identified as influencing risk for psychiatric
             disorders. We report one such effort with respect to CHRM2,
             which codes for the cholinergic muscarinic 2 receptor and
             was of interest originally for its association with alcohol
             dependence. We tested for association between CHRM2 and
             prospectively measured externalizing behavior in a
             longitudinal, community-based sample of adolescents, as well
             as for moderation of this association by parental
             monitoring. We found evidence for an interaction in which
             the association between the genotype and externalizing
             behavior was stronger in environments with lower parental
             monitoring. There was also suggestion of a crossover effect,
             in which the genotype associated with the highest levels of
             externalizing behavior under low parental monitoring had the
             lowest levels of externalizing behavior at the extreme high
             end of parental monitoring. The difficulties involved in
             distinguishing mechanisms of gene-environment interaction
             are discussed.},
   Doi = {10.1177/0956797611403318},
   Key = {fds272022}
}

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

@article{fds272031,
   Author = {Lansford, JE and Criss, MM and Laird, RD and Shaw, DS and Pettit, GS and Bates, JE and Dodge, KA},
   Title = {Reciprocal relations between parents' physical discipline
             and children's externalizing behavior during middle
             childhood and adolescence.},
   Journal = {Development and Psychopathology},
   Volume = {23},
   Number = {1},
   Pages = {225-238},
   Year = {2011},
   Month = {February},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/21262050},
   Abstract = {Using data from two long-term longitudinal projects, we
             investigated reciprocal relations between maternal reports
             of physical discipline and teacher and self-ratings of child
             externalizing behavior, accounting for continuity in both
             discipline and externalizing over time. In Study 1, which
             followed a community sample of 562 boys and girls from age 6
             to 9, high levels of physical discipline in a given year
             predicted high levels of externalizing behavior in the next
             year, and externalizing behavior in a given year predicted
             high levels of physical discipline in the next year. In
             Study 2, which followed an independent sample of 290 lower
             income, higher risk boys from age 10 to 15, mother-reported
             physical discipline in a given year predicted child ratings
             of antisocial behavior in the next year, but child
             antisocial behavior in a given year did not predict parents'
             use of physical discipline in the next year. In neither
             sample was there evidence that associations between physical
             discipline and child externalizing changed as the child
             aged, and findings were not moderated by gender, race,
             socioeconomic status, or the severity of the physical
             discipline. Implications for the reciprocal nature of the
             socialization process and the risks associated with physical
             discipline are discussed.},
   Doi = {10.1017/S0954579410000751},
   Key = {fds272031}
}

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

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

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

@article{fds272064,
   Author = {Berlin, LJ and Appleyard, K and Dodge, KA},
   Title = {Intergenerational continuity in child maltreatment:
             mediating mechanisms and implications for
             prevention.},
   Journal = {Child Development},
   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{fds272012,
   Author = {Wager, L and Lansford, JE and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {Reasoning, denying privileges, yelling, and spanking: Ethnic
             differences and associations with child externalizing
             behavior},
   Journal = {Parenting: Science and Practice},
   Year = {2011},
   url = {http://dx.doi.org/10.1080/15295192.2011.613727},
   Doi = {10.1080/15295192.2011.613727},
   Key = {fds272012}
}

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

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

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

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

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

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

@article{fds272041,
   Author = {Lansford, JE and Malone, PS and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Developmental cascades of peer rejection, social information
             processing biases, and aggression during middle
             childhood.},
   Journal = {Development and Psychopathology},
   Volume = {22},
   Number = {3},
   Pages = {593-602},
   Year = {2010},
   Month = {August},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/20576181},
   Abstract = {This study tested a developmental cascade model of peer
             rejection, social information processing (SIP), and
             aggression using data from 585 children assessed at 12 time
             points from kindergarten through Grade 3. Peer rejection had
             direct effects on subsequent SIP problems and aggression.
             SIP had direct effects on subsequent peer rejection and
             aggression. Aggression had direct effects on subsequent peer
             rejection. Each construct also had indirect effects on each
             of the other constructs. These findings advance the
             literature beyond a simple mediation approach by
             demonstrating how each construct effects changes in the
             others in a snowballing cycle over time. The progressions of
             SIP problems and aggression cascaded through lower liking,
             and both better SIP skills and lower aggression facilitated
             the progress of social preference. Findings are discussed in
             terms of the dynamic, developmental relations among social
             environments, cognitions, and behavioral
             adjustment.},
   Doi = {10.1017/S0954579410000301},
   Key = {fds272041}
}

@article{fds272042,
   Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
             JE and McMahon, RJ and Pinderhughes, EE and Resear,
             CPP},
   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{fds272045,
   Author = {Edwards, AC and Dodge, KA and Latendresse, SJ and Lansford, JE and Bates, JE and Pettit, GS and Budde, JP and Goate, AM and Dick,
             DM},
   Title = {MAOA-uVNTR and early physical discipline interact to
             influence delinquent behavior.},
   Journal = {Journal of Child Psychology and Psychiatry, and Allied
             Disciplines},
   Volume = {51},
   Number = {6},
   Pages = {679-687},
   Year = {2010},
   Month = {June},
   ISSN = {0021-9630},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=000272027300049&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {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.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.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.The adverse consequences of physical discipline on
             forms of externalizing behavior are exacerbated by an
             underlying biological risk conferred by MAOA
             genotype.},
   Doi = {10.1111/j.1469-7610.2009.02196.x},
   Key = {fds272045}
}

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

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

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

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

@article{fds272015,
   Author = {Donahue, KL and D'Onofrio, BM and Bates, JE and Lansford, JE and Dodge,
             KA and Pettit, GS},
   Title = {Early exposure to parents' relationship instability:
             Implications for sexual behavior and depression in
             adolescence},
   Journal = {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{fds272038,
   Author = {McMahon, RJ and Witkiewitz, K and Kotler, JS},
   Title = {Predictive validity of callous–unemotional traits measured
             in early adolescence with respect to multiple antisocial
             outcomes.},
   Journal = {Journal of Abnormal Psychology},
   Volume = {119},
   Number = {4},
   Pages = {752-763},
   Year = {2010},
   url = {http://dx.doi.org/10.1037/a0020796},
   Doi = {10.1037/a0020796},
   Key = {fds272038}
}

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

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

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

@article{fds272050,
   Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
             JE and McMahon, RJ and Pinderhughes, E},
   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},
   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{fds272055,
   Author = {Jones, D and Godwin, J and Dodge, KA and Bierman, K and Coie, JD and Greenberg, M and Lochman, JE and McMahon, RJ and Pinderhughes,
             E},
   Title = {The impact of the Fast Track Prevention Trial on health
             services utilization by youth at risk for conduct
             problems},
   Journal = {Pediatrics},
   Volume = {125},
   Pages = {130-136},
   Year = {2010},
   url = {http://dx.doi.org/10.1542/peds.2009-0322},
   Doi = {10.1542/peds.2009-0322},
   Key = {fds272055}
}

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

@article{fds272060,
   Author = {Erath, SA and Keiley, MK and Pettit, GS and Lansford, JE and Dodge, KA and Bates, JE},
   Title = {Behavioral predictors of mental health service utilization
             in childhood through adolescence.},
   Journal = {Journal of Developmental and Behavioral Pediatrics :
             Jdbp},
   Volume = {30},
   Number = {6},
   Pages = {481-488},
   Year = {2009},
   Month = {December},
   ISSN = {0196-206X},
   url = {http://dx.doi.org/10.1097/DBP.0b013e3181c35938},
   Abstract = {This study investigated predictors of mental health service
             utilization from age 5 through age 16.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.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.This study provides evidence that elevated
             mother-reported internalizing behaviors are less likely to
             forecast mental health service utilization among African
             American children compared with European American children.
             To meet the mental health service needs of all children, it
             is critical to further examine reasons for service
             utilization and underutilization among children with
             internalizing problems.},
   Doi = {10.1097/DBP.0b013e3181c35938},
   Key = {fds272060}
}

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

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

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

@article{fds272068,
   Author = {Fontaine, RG and Yang, C and Burks, VS and Dodge, KA and Price, JM and Pettit, GS and Bates, JE},
   Title = {Loneliness as a partial mediator of the relation between low
             social preference in childhood and anxious/depressed
             symptoms in adolescence.},
   Journal = {Development and Psychopathology},
   Volume = {21},
   Number = {2},
   Pages = {479-491},
   Year = {2009},
   Month = {January},
   ISSN = {0954-5794},
   url = {http://dx.doi.org/10.1017/S0954579409000261},
   Abstract = {This study examined the mediating role of loneliness
             (assessed by self-report at Time 2; Grade 6) in the relation
             between early social preference (assessed by peer report at
             Time 1; kindergarten through Grade 3) and adolescent
             anxious/depressed symptoms (assessed by mother, teacher, and
             self-reports at Time 3; Grades 7-9). Five hundred
             eighty-five boys and girls (48% female; 16% African
             American) from three geographic sites of the Child
             Development Project were followed from kindergarten through
             Grade 9. Loneliness partially mediated and uniquely
             incremented the significant effect of low social preference
             in childhood on anxious/depressed symptoms in adolescence,
             controlling for early anxious/depressed symptoms at Time 1.
             Findings are critical to understanding the psychological
             functioning through which early social experiences affect
             youths' maladjusted development. Directions for basic and
             intervention research are discussed, and implications for
             treatment are addressed.},
   Doi = {10.1017/S0954579409000261},
   Key = {fds272068}
}

@article{fds272062,
   Author = {Daro, D and Dodge, KA},
   Title = {Creating community responsibility for child protection:
             Possibilities and challenges},
   Journal = {The Future of Children},
   Volume = {19},
   Number = {2},
   Pages = {67-93},
   Year = {2009},
   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{fds272075,
   Author = {Schwartz, D and Gorman, AH and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Friendships with peers who are low or high in aggression as
             moderators of the link between peer victimization and
             declines in academic functioning.},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {36},
   Number = {5},
   Pages = {719-730},
   Year = {2008},
   Month = {July},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/s10802-007-9200-x},
   Abstract = {This paper reports two prospective investigations of the
             role of friendship in the relation between peer
             victimization and grade point averages (GPA). Study 1
             included 199 children (105 boys, 94 girls; mean age of 9.1
             years) and Study 2 included 310 children (151 boys, 159
             girls; mean age of 8.5 years). These children were followed
             for two school years. In both projects, we assessed
             aggression, victimization, and friendship with a peer
             nomination inventory, and we obtained children's GPAs from a
             review of school records. Peer victimization was associated
             with academic declines only when children had either a high
             number of friends who were above the classroom mean on
             aggression or a low number of friends who were below the
             classroom mean on aggression. These results highlight the
             importance of aggression levels among friends for the
             academic adjustment of victimized children.},
   Doi = {10.1007/s10802-007-9200-x},
   Key = {fds272075}
}

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

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

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

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

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

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

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

@article{fds272126,
   Author = {Raine, A and Dodge, K and Loeber, R and Gatzke-Kopp, L and Lynam, D and Reynolds, C and Stouthamer-Loeber, M and Liu, J},
   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},
   Month = {April},
   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{fds272121,
   Author = {Milan, S and Pinderhughes, EE and Conduct Problems Prevention
             Research Group},
   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},
   Month = {February},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/s10802-005-9007-6},
   Abstract = {This study examines the relation between family instability
             and child maladjustment over a 6-year period in 369 children
             from four communities. Measures were collected annually from
             kindergarten through fifth grade. In associative growth
             curve models, family instability trajectories predicted
             children's externalizing and internalizing behavior
             trajectories during this time period. High levels of family
             instability also incrementally predicted the likelihood of
             meeting criteria for a DSM IV diagnosis during elementary
             school, above and beyond prediction from earlier measures of
             maladjustment. However, the timing of family instability had
             a different effect on externalizing versus internalizing
             disorders. In general, stronger relations were found between
             family instability and externalizing behaviors relative to
             internalizing behaviors, although children with comorbid
             disorders experienced the highest levels of family
             instability.},
   Doi = {10.1007/s10802-005-9007-6},
   Key = {fds272121}
}

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

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

@article{fds272125,
   Author = {Lansford, JE and Malone, PS and Stevens, KI and Dodge, KA and Bates, JE and Pettit, GS},
   Title = {Developmental trajectories of externalizing and
             internalizing behaviors: factors underlying resilience in
             physically abused children.},
   Journal = {Development and Psychopathology},
   Volume = {18},
   Number = {1},
   Pages = {35-55},
   Year = {2006},
   Month = {January},
   ISSN = {0954-5794},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/16478551},
   Abstract = {Using a multisite community sample of 585 children, this
             study examined how protective and vulnerability factors
             alter trajectories of teacher-reported externalizing and
             internalizing behavior from kindergarten through Grade 8 for
             children who were and were not physically abused during the
             first 5 years of life. Early lifetime history of physical
             abuse (11.8% of sample) was determined through interviews
             with mothers during the prekindergarten period; mothers and
             children provided data on vulnerability and protective
             factors. Regardless of whether the child was abused, being
             African American; being male; having low early social
             competence, low early socioeconomic status (SES), and low
             adolescent SES; and experiencing adolescent harsh
             discipline, low monitoring, and low parental knowledge were
             related to higher levels of externalizing problems over
             time. Having low early social competence, low early SES, low
             adolescent SES, and low proactive parenting were related to
             higher levels of internalizing problems over time.
             Furthermore, resilience effects, defined as significant
             interaction effects, were found for unilateral parental
             decision making (lower levels are protective of
             externalizing outcomes for abused children), early stress
             (lower levels are protective of internalizing outcomes for
             abused children), adolescent stress (lower levels are
             protective of internalizing outcomes for abused children),
             and hostile attributions (higher levels are protective of
             internalizing outcomes for abused children). The findings
             provide a great deal of support for an additive or main
             effect perspective on vulnerability and protective factors
             and some support for an interactive perspective. It appears
             that some protective and vulnerability factors do not have
             stronger effects for physically abused children, but instead
             are equally beneficial or harmful to children regardless of
             their abuse status.},
   Doi = {10.1017/S0954579406060032},
   Key = {fds272125}
}

@article{fds272096,
   Author = {Erath, SA and Bierman, KL},
   Title = {Aggressive marital conflict, maternal harsh punishment, and
             child aggressive-disruptive behavior: Evidence for direct
             and mediated relations.},
   Journal = {Journal of Family Psychology : Jfp : Journal of the Division
             of Family Psychology of the American Psychological
             Association (Division 43)},
   Volume = {20},
   Number = {2},
   Pages = {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{fds272102,
   Author = {Lansford, JE and Malone, PS and Dodge, KA and Crozier, JC and Pettit,
             GS and Bates, JE},
   Title = {A 12-year prospective study of patterns of social
             information processing problems and externalizing
             behaviors},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {34},
   Number = {5},
   Pages = {709-718},
   Year = {2006},
   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. © 2006 Springer Science+Business Media,
             LLC.},
   Doi = {10.1007/s10802-006-9057-4},
   Key = {fds272102}
}

@article{fds272105,
   Author = {Ingoldsby, and M, E and Kohl, and O, G and McMahon, and J, R and Lengua, and L, and Dodge, TCPPRGKA and member},
   Title = {Conduct problems, depressive symptomatology and their
             co-occurring presentation in childhood as predictors of
             adjustment in early adolescence},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {34},
   Number = {5},
   Pages = {603-621},
   Year = {2006},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/s10802-006-9044-9},
   Abstract = {The present study investigated patterns in the development
             of conduct problems (CP), depressive symptoms, and their
             co-occurrence, and relations to adjustment problems, over
             the transition from late childhood to early adolescence.
             Rates of depressive symptoms and CP during this
             developmental period vary by gender; yet, few studies
             involving non-clinical samples have examined co-occurring
             problems and adjustment outcomes across boys and girls. This
             study investigates the manifestation and change in CP and
             depressive symptom patterns in a large, multisite,
             gender-and ethnically-diverse sample of 431 youth from 5th
             to 7th grade. Indicators of CP, depressive symptoms, their
             co-occurrence, and adjustment outcomes were created from
             multiple reporters and measures. Hypotheses regarding gender
             differences were tested utilizing both categorical (i.e.,
             elevated symptom groups) and continuous analyses (i.e.,
             regressions predicting symptomatology and adjustment
             outcomes). Results were partially supportive of the dual
             failure model (Capaldi, 1991, 1992), with youth with
             co-occurring problems in 5th grade demonstrating
             significantly lower academic adjustment and social
             competence two years later. Both depressive symptoms and CP
             were risk factors for multiple negative adjustment outcomes.
             Co-occurring symptomatology and CP demonstrated more
             stability and was associated with more severe adjustment
             problems than depressive symptoms over time. Categorical
             analyses suggested that, in terms of adjustment problems,
             youth with 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{fds272120,
   Author = {Nix, and L, R and Dodge, TCPPRGKA and member},
   Title = {Improving parental involvement: Evaluating treatment effects
             in the Fast Track Program},
   Journal = {The Evaluation Exchange},
   Volume = {X},
   Pages = {5},
   Year = {2006},
   url = {http://www.hfrp.org/var/hfrp/storage/original/application/66deb326cc2a3844f386c49d98e18758.pdf},
   Key = {fds272120}
}

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

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

@article{fds272286,
   Author = {Gifford-Smith, M and Dodge, KA and Dishion, TJ and McCord,
             J},
   Title = {Peer influence in children and adolescents: crossing the
             bridge from developmental to intervention
             science.},
   Journal = {Journal of Abnormal Child Psychology},
   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{fds272189,
   Author = {Lavalee, and L, K and Bierman, and L, K and Nix, and L, R and Group,
             CPPR},
   Title = {The impact of first grade "Friendship Group" experiences on
             child social outcomes in the Fast Track Program},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {33},
   Number = {3},
   Pages = {307-324},
   Year = {2005},
   ISSN = {0091-0627},
   url = {http://dx.doi.org/10.1007/s10802-005-3567-3},
   Abstract = {Many interventions for children's behavior problems
             successfully utilize a group format for social skills
             training, providing opportunities for practice and
             performance feedback from peers. Recent studies however,
             suggest that grouping aggressive children together may
             reduce intervention effectiveness or even increase risk. The
             present study examined the relative impact of children's own
             behavior and their experiences with peers in the first-grade
             "friendship groups" of Fast Track, a multi-component
             preventive intervention program. Two-hundred sixty-six
             children (56% minority, 29% female) participated in 55
             friendship groups. Children's own positive and negative
             behavior in friendship groups was related to relative
             improvements in social cognitive skills, prosocial behavior,
             and aggression, assessed through child interviews, teacher
             ratings, and peer sociometric nominations. Results from
             hierarchical linear models also revealed that the amount of
             peer escalation children received for their disruptive
             behavior during sessions impeded some intervention gains,
             whereas mere exposure to other children's positive or
             negative behavior was rarely related to outcomes. © 2005
             Springer Science+Business Media, Inc.},
   Doi = {10.1007/s10802-005-3567-3},
   Key = {fds272189}
}

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

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

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

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

@article{fds272128,
   Author = {McCarty, CA and McMahon, RJ and Conduct Problems Prevention
             Research Group},
   Title = {Mediators of the relation between maternal depressive
             symptoms and child internalizing and disruptive behavior
             disorders.},
   Journal = {Journal of Family Psychology : Jfp : Journal of the Division
             of Family Psychology of the American Psychological
             Association (Division 43)},
   Volume = {17},
   Number = {4},
   Pages = {545-556},
   Year = {2003},
   Month = {December},
   ISSN = {0893-3200},
   url = {http://dx.doi.org/10.1037/0893-3200.17.4.545},
   Abstract = {Drawing on a normative sample of 224 youth and their
             biological mothers, this study tested 4 family variables as
             potential mediators of the relationship between maternal
             depressive symptoms in early childhood and child
             psychological outcomes in preadolescence. The mediators
             examined included mother-child communication, the quality of
             the mother-child relationship, maternal social support, and
             stressful life events in the family. The most parsimonious
             structural equation model suggested that having a more
             problematic mother-child relationship mediated disruptive
             behavior-disordered outcomes for youths, whereas less
             maternal social support mediated the development of
             internalizing disorders. Gender and race were tested as
             moderators, but significant model differences did not emerge
             between boys and girls or between African American and
             Caucasian youths.},
   Doi = {10.1037/0893-3200.17.4.545},
   Key = {fds272128}
}

@article{fds272131,
   Author = {Chang, L and Schwartz, D and Dodge, KA and McBride-Chang,
             C},
   Title = {Harsh parenting in relation to child emotion regulation and
             aggression.},
   Journal = {Journal of Family Psychology : Jfp : Journal of the Division
             of Family Psychology of the American Psychological
             Association (Division 43)},
   Volume = {17},
   Number = {4},
   Pages = {598-606},
   Year = {2003},
   Month = {December},
   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{fds272129,
   Author = {Keiley, MK and Lofthouse, N and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {Differential risks of covarying and pure components in
             mother and teacher reports of externalizing and
             internalizing behavior across ages 5 to 14.},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {31},
   Number = {3},
   Pages = {267-283},
   Year = {2003},
   Month = {June},
   url = {http://dx.doi.org/10.1023/a:1023277413027},
   Abstract = {In a sample of 585 children assessed in kindergarten through
             8th grade, we fit a confirmatory factor model to both
             mother- and teacher-reported symptoms on the Achenbach
             checklists (CBCL, TRF) and determined that a covariation
             factor of externalizing and internalizing behaviors existed,
             in addition to the pure-form factors of externalizing and
             internalizing for each reporter. In 3 structural equation
             models, between 8 and 67% of the variance in these 6 latent
             factors was accounted for by a set of antecedent child,
             sociocultural, parenting, and peer risk variables. Each of
             the 6 latent factors, taken 2 at a time, was predicted by a
             unique set of risk variables; however, there were some
             patterns that held for both mother- and teacher-report
             symptom factors: Child temperamental unadaptability and
             female gender were predictors of higher internalizing
             symptoms; child temperamental resistance to control,
             parental harsh punishment, male gender, low SES, and peer
             rejection were related to higher externalizing symptoms
             whereas child temperamental unadaptability was related to
             lower externalizing symptoms; and peer rejection and family
             stress were also related to the covarying,
             externalizing-plus-internalizing component of both mother
             and teacher reports.},
   Doi = {10.1023/a:1023277413027},
   Key = {fds272129}
}

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

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

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

@article{fds272132,
   Author = {Pettit, GS and Dodge, KA},
   Title = {Violent Children: Bridging Development, Intervention, and
             Public Policy},
   Journal = {Developmental Psychology},
   Volume = {39},
   Number = {2},
   Pages = {187-188},
   Year = {2003},
   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{fds272147,
   Author = {Farmer, AD and Bierman, KL and Conduct Problems Prevention
             Research Group},
   Title = {Predictors and consequences of aggressive-withdrawn problem
             profiles in early grade school.},
   Journal = {Journal of Clinical Child and Adolescent Psychology : the
             Official Journal for the Society of Clinical Child and
             Adolescent Psychology, American Psychological Association,
             Division 53},
   Volume = {31},
   Number = {3},
   Pages = {299-311},
   Year = {2002},
   Month = {September},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791964/},
   Abstract = {Identified first-grade children who exhibited 4 different
             behavior problem profiles from an initial sample of 754:
             aggressive-withdrawn (n = 63.8%) aggressive only (n = 165,
             22%), withdrawn only (n = 94, 12%), and nonproblem (n = 432,
             57%). Group comparisons revealed that children who became
             aggressive-withdrawn in first grade exhibited deficits in
             attention and social skills in kindergarten. Furthermore,
             these kindergarten deficits contributed to the emergence of
             their aggressive-withdrawn behavior problems in first grade,
             after accounting for kindergarten levels of aggressive and
             withdrawn behaviors. In later grades, aggressive-withdrawn
             first-grade children were more likely than children in any
             other group to demonstrate poor peer relations and poor
             academic performance. In addition, kindergarten skill
             deficits added to first-grade aggressive and withdrawn
             behavior problems to predict third-grade social and academic
             adjustment difficulties. The results document the key role
             of early inattention and social skill deficits in the
             prediction of aggressive-withdrawn problem profiles,
             validate the significance of this problem profile at school
             entry, and identify potential developmental mechanisms that
             have implications for preventive interventions.},
   Doi = {10.1207/s15374424jccp3103_02},
   Key = {fds272147}
}

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

@article{fds272142,
   Author = {Miller-Johnson, S and Coie, JD and Maumary-Gremaud, A and Bierman, K and Conduct Problems Prevention Research Group},
   Title = {Peer rejection and aggression and early starter models of
             conduct disorder.},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {30},
   Number = {3},
   Pages = {217-230},
   Year = {2002},
   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 = {Kaplow, JB and Curran, PJ and Dodge, KA and Conduct Problems
             Prevention Research Group},
   Title = {Child, parent, and peer predictors of early-onset substance
             use: a multisite longitudinal study.},
   Journal = {Journal of Abnormal Child Psychology},
   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 = {Dodge, KA and Laird, R and Lochman, JE and Zelli, A and Conduct Problems
             Prevention Research Group},
   Title = {Multidimensional latent-construct analysis of children's
             social information processing patterns: correlations with
             aggressive behavior problems.},
   Journal = {Psychological Assessment},
   Volume = {14},
   Number = {1},
   Pages = {60-73},
   Year = {2002},
   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{fds272146,
   Author = {Fontaine, RG and Burks, VS and Dodge, KA},
   Title = {Response decision processes and externalizing behavior
             problems in adolescents.},
   Journal = {Development and Psychopathology},
   Volume = {14},
   Number = {1},
   Pages = {107-122},
   Year = {2002},
   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{fds272152,
   Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
             JE and McMahon, RJ and Pinderhughes, EE},
   Title = {Predictor variables associated with positive Fast Track
             outcomes at the end of third grade},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {30},
   Number = {1},
   Pages = {37-52},
   Year = {2002},
   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{fds272154,
   Author = {Pettit, GS and Laird, RD and Dodge, KA and Bates, JE and Criss,
             MM},
   Title = {Antecedents and behavior-problem outcomes of parental
             monitoring and psychological control in early
             adolescence.},
   Journal = {Child Development},
   Volume = {72},
   Number = {2},
   Pages = {583-598},
   Year = {2001},
   Month = {March},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2766099/},
   Abstract = {The early childhood antecedents and behavior-problem
             correlates of monitoring and psychological control were
             examined in this prospective, longitudinal, multi-informant
             study. Parenting data were collected during home visit
             interviews with 440 mothers and their 13-year-old children.
             Behavior problems (anxiety/depression and delinquent
             behavior) were assessed via mother, teacher, and/or
             adolescent reports at ages 8 through 10 years and again at
             ages 13 through 14. Home-interview data collected at age 5
             years were used to measure antecedent parenting
             (harsh/reactive, positive/proactive), family background
             (e.g., socioeconomic status), and mother-rated child
             behavior problems. Consistent with expectation, monitoring
             was anteceded by a proactive parenting style and by
             advantageous family-ecological characteristics, and
             psychological control was anteceded by harsh parenting and
             by mothers' earlier reports of child externalizing problems.
             Consistent with prior research, monitoring was associated
             with fewer delinquent behavior problems. Links between
             psychological control and adjustment were more complex: High
             levels of psychological control were associated with more
             delinquent problems for girls and for teens who were low in
             preadolescent delinquent problems, and with more
             anxiety/depression for girls and for teens who were high in
             preadolescent anxiety/depression.},
   Doi = {10.1111/1467-8624.00298},
   Key = {fds272154}
}

@article{fds272161,
   Author = {Rabiner, D and Coie, JD},
   Title = {Early attention problems and children's reading achievement:
             a longitudinal investigation. The Conduct Problems
             Prevention Research Group.},
   Journal = {Journal of the American Academy of Child and Adolescent
             Psychiatry},
   Volume = {39},
   Number = {7},
   Pages = {859-867},
   Year = {2000},
   Month = {July},
   ISSN = {0890-8567},
   url = {http://dx.doi.org/10.1097/00004583-200007000-00014},
   Abstract = {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.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.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.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{fds272163,
   Author = {Keiley, MK and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {A cross-domain growth analysis: externalizing and
             internalizing behaviors during 8 years of
             childhood.},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {28},
   Number = {2},
   Pages = {161-179},
   Year = {2000},
   Month = {April},
   url = {http://dx.doi.org/10.1023/a:1005122814723},
   Abstract = {In a sample of 405 children assessed in kindergarten through
             the seventh grade, we determined the basic developmental
             trajectories of mother-reported and teacher-reported
             externalizing and internalizing behaviors using cross-domain
             latent growth modeling techniques. We also investigated the
             effects of race, socioeconomic level, gender, and
             sociometric peer-rejection status in kindergarten on these
             trajectories. The results indicated that, on average, the
             development of these behaviors was different depending upon
             the source of the data. We found evidence of the
             codevelopment of externalizing and internalizing behaviors
             within and across reporters. In addition, we found that
             African-American children had lower levels of externalizing
             behavior in kindergarten as reported by mothers than did
             European-American children but they had greater increases in
             these behaviors when reported by teachers. Children from
             homes with lower SES levels had higher initial levels of
             externalizing behaviors and teacher-reported internalizing
             behaviors. Males showed greater increases in
             teacher-reported externalizing behavior over time than did
             the females. Rejected children had trajectories of
             mother-reported externalizing and internalizing behavior
             that began at higher levels and either remained stable or
             increased more rapidly than did the trajectories for
             non-rejected children which decreased over
             time.},
   Doi = {10.1023/a:1005122814723},
   Key = {fds272163}
}

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

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

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

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

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

@article{fds272174,
   Author = {Greenberg, MT and Lengua, LJ and Coie, JD and Pinderhughes,
             EE},
   Title = {Predicting developmental outcomes at school entry using a
             multiple-risk model: Four American communities},
   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{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{fds272167,
   Author = {Eys, PPV and Dodge, KA},
   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{fds272180,
   Author = {Burks, VS and Laird, RD and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Knowledge structures, social information processing, and
             children's aggressive behavior},
   Journal = {Social Development},
   Volume = {8},
   Number = {2},
   Pages = {220-235},
   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 = {Burks, VS and Dodge, KA and Price, JM and Laird, RD},
   Title = {Internal representational models of peers: implications for
             the development of problematic behavior.},
   Journal = {Developmental Psychology},
   Volume = {35},
   Number = {3},
   Pages = {802-810},
   Year = {1999},
   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{fds39023,
   Author = {McFadyen-Ketchum, S.A. and Dodge, K.A.},
   Title = {Problems in social relationships},
   Series = {2nd edition},
   Pages = {338-365},
   Booktitle = {Treatment of childhood disorders},
   Publisher = {New York: Guilford},
   Editor = {E.J. Mash and R.A. Barkley},
   Year = {1998},
   Key = {fds39023}
}

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

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

@article{fds272220,
   Author = {Deater-Deckard, K and Dodge, KA and Bates, JE and Pettit,
             GS},
   Title = {Multiple risk factors in the development of externalizing
             behavior problems: Group and individual differences},
   Journal = {Development and Psychopathology},
   Volume = {10},
   Number = {3},
   Pages = {469-493},
   Year = {1998},
   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 = {Bates, JE and Pettit, GS and Dodge, KA and Ridge,
             B},
   Title = {Interaction of temperamental resistance to control and
             restrictive parenting in the development of externalizing
             behavior.},
   Journal = {Developmental Psychology},
   Volume = {34},
   Number = {5},
   Pages = {982-995},
   Year = {1998},
   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{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{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{fds272224,
   Author = {Pettit, GS and Laird, RD and Bates, JE and Dodge,
             KA},
   Title = {Patterns of after-school care in middle childhood: Risk
             factors and developmental outcomes},
   Journal = {Merrill-Palmer Quarterly},
   Volume = {43},
   Number = {3},
   Pages = {515-538},
   Year = {1997},
   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 = {Pettit, GS and Bates, JE and Dodge, KA},
   Title = {Supportive parenting, ecological context, and children’s
             adjustment},
   Journal = {Child Development},
   Volume = {68},
   Number = {5},
   Pages = {908-923},
   Year = {1997},
   url = {http://dx.doi.org/10.1111/j.1467-8624.1997.tb01970.x},
   Abstract = {Two major questions regarding the possible impact of early
             supportive parenting (SP) on children's school adjustment
             were addressed: (1) Does SP assessed prekindergarten predict
             grade 6 adjustment after controlling for early harsh
             parenting (HP)? (2) Does SP moderate (buffer) the impact of
             early family adversity on grade 6 adjustment? Parenting and
             family adversity data were drawn from home-visit interviews
             with 585 mothers conducted prekindergarten. Four SP measures
             were derived: mother-to-child warmth, proactive teaching,
             inductive discipline, and positive involvement. HP was
             indexed as the use of harsh, physical discipline. Family
             adversity indicators were socioeconomic disadvantage, family
             stress, and single parenthood. Children's adjustment
             (behavior problems, social skills, and academic performance)
             in kindergarten and grade 6 was assessed via teacher ratings
             and school records. SP predicted adjustment in grade 6, even
             after controlling for kindergarten adjustment and HP. High
             levels of SP mitigated the effects of family adversity on
             later behavior problems. These findings implicate both
             direct (main effect) and indirect (moderator of adversity)
             processes in the linkage between positive and supportive
             aspects of parenting and children's school
             adjustment.},
   Doi = {10.1111/j.1467-8624.1997.tb01970.x},
   Key = {fds272225}
}

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

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

@article{fds272233,
   Author = {McFadyen-Ketchum, SA and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {Patterns of Change in Early Childhood Aggressive-Disruptive
             Behavior: Gender Differences in Predictions from Early
             Coercive and Affectionate Mother-Child Interactions},
   Journal = {Child Development},
   Volume = {67},
   Number = {5},
   Pages = {2417-2433},
   Year = {1996},
   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{fds272235,
   Author = {Dodge, KA},
   Title = {The legacy of Hobbs and Gray: Research on the development
             and prevention of conduct problems},
   Journal = {Peabody Journal of Education},
   Volume = {71},
   Pages = {86-98},
   Year = {1996},
   url = {http://www.jstor.org/stable/1493186},
   Key = {fds272235}
}

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

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

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

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

@article{fds272261,
   Author = {DeRosier, ME and Cillessen, AH and Coie, JD and Dodge,
             KA},
   Title = {Group social context and children's aggressive
             behavior.},
   Journal = {Child Development},
   Volume = {65},
   Number = {4},
   Pages = {1068-1079},
   Year = {1994},
   Month = {August},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/7956465},
   Abstract = {Very little is known about the influence of the
             social-psychological context on children's aggressive
             behavior. The purpose of this research was to examine the
             interrelations of group contextual factors and the
             occurrence of aggressive behavior in 22 experimental play
             groups of 7- and 9-year-old African-American boys. Group
             context was examined before, during, and after an aggressive
             act as well as during nonaggressive periods. The results
             showed that there are dimensions of group context (i.e.,
             negative affect, high aversive behavior, high activity
             level, low group cohesion, competitiveness) that were
             related to the occurrence of aggressive behavior between 2
             children in the group. Group context influenced how children
             reacted to aggression between its members (e.g., siding with
             the victim), which in turn influenced the quality of the
             postaggression group atmosphere. This study suggests that
             individual-within-context information be incorporated into
             theories of aggression among children.},
   Doi = {10.2307/1131305},
   Key = {fds272261}
}

@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{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{fds272247,
   Author = {Dodge, KA and Price, JM},
   Title = {On the relation between social information processing and
             socially competent behavior in early school-aged
             children.},
   Journal = {Child development},
   Volume = {65},
   Number = {5},
   Pages = {1385-1397},
   Year = {1994},
   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{fds272249,
   Author = {Dodge, KA and Pettit, GS and Bates, JE},
   Title = {Socialization mediators of the relation between
             socioeconomic status and child conduct problems},
   Journal = {Child Development},
   Volume = {65},
   Number = {2 Spec No},
   Pages = {1385-1398},
   Year = {1994},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/8013245},
   Abstract = {The goal was to examine processes in socialization that
             might account for an observed relation between early
             socioeconomic status and later child behavior problems. A
             representative sample of 585 children (n = 51 from the
             lowest socioeconomic class) was followed from preschool to
             grade 3. Socioeconomic status assessed in preschool
             significantly predicted teacher-rated externalizing problems
             and peer-rated aggressive behavior in kindergarten and
             grades 1, 2, and 3. Socioeconomic status was significantly
             negatively correlated with 8 factors in the child's
             socialization and social context, including harsh
             discipline, lack of maternal warmth, exposure to aggressive
             adult models, maternal aggressive values, family life
             stressors, mother's lack of social support, peer group
             instability, and lack of cognitive stimulation. These
             factors, in turn, significantly predicted teacher-rated
             externalizing problems and peer-nominated aggression and
             accounted for over half of the total effect of socioeconomic
             status on these outcomes. These findings suggest that part
             of the effect of socioeconomic status on children's
             aggressive development may be mediated by status-related
             socializing experiences.},
   Doi = {10.2307/1131407},
   Key = {fds272249}
}

@article{fds272274,
   Author = {Bates, JE and Marvinney, D and Kelly, T and Dodge, KA and Bennett, DS and Pettit, GS},
   Title = {Child-Care History and Kindergarten Adjustment},
   Journal = {Developmental Psychology},
   Volume = {30},
   Number = {5},
   Pages = {690-700},
   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 = {Crick, NR and Dodge, KA},
   Title = {A review and reformulation of social information-processing
             mechanisms in children's social adjustment},
   Journal = {Psychological Bulletin},
   Volume = {115},
   Number = {1},
   Pages = {74-101},
   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{fds38959,
   Author = {Quiggle, N. and Panak, W.F. and Garber, J. and Dodge,
             K.A},
   Title = {Social information processing in aggressive and depressed
             children(Reprint)},
   Booktitle = {Annual Progress in Child Psychiatry and Child
             Development},
   Publisher = {New York: Wiley},
   Editor = {M.E. Herteig and E.A. Farber},
   Year = {1993},
   Key = {fds38959}
}

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

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

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

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

@article{fds272266,
   Author = {Pettit, GS and Harrist, AW and Bates, JE and Dodge,
             KA},
   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{fds271968,
   Author = {Dodge, KA},
   Title = {Developmental Psychopathology in Children of Depressed
             Mothers},
   Journal = {Developmental Psychology},
   Volume = {26},
   Series = {Special section},
   Number = {1},
   Pages = {3-6},
   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{fds272260,
   Author = {Dodge, KA and Crick, NR},
   Title = {The social information processing bases of aggressive
             behavior in children},
   Journal = {Personality and Social Psychology Bulletin},
   Volume = {16},
   Pages = {8-22},
   Year = {1990},
   Key = {fds272260}
}

@article{fds272263,
   Author = {Dodge, KA},
   Title = {Nature Versus Nurture in Childhood Conduct Disorder: It Is
             Time to Ask a Different Question},
   Journal = {Developmental Psychology},
   Volume = {26},
   Number = {5},
   Pages = {698-701},
   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{fds272267,
   Author = {Pettit, GS and Bakshi, A and Dodge, KA and Coie, JD},
   Title = {The Emergence of Social Dominance in Young Boys' Play
             Groups: Developmental Differences and Behavioral
             Correlates},
   Journal = {Developmental Psychology},
   Volume = {26},
   Number = {6},
   Pages = {1017-1025},
   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{fds38862,
   Title = {The development of emotion regulation},
   Journal = {Developmental Psychology},
   Volume = {25},
   Series = {Special section},
   Pages = {339-402},
   Editor = {K.A. Dodge},
   Year = {1989},
   Key = {fds38862}
}

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

@article{fds272252,
   Author = {Price, JM and Dodge, KA},
   Title = {Reactive and proactive aggression in childhood: Relations to
             peer status and social context dimensions},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {17},
   Number = {4},
   Pages = {455-471},
   Year = {1989},
   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 = {Dodge, KA},
   Title = {Coordinating responses to aversive stimuli: The development
             of emotion regulation},
   Journal = {Developmental Psychology},
   Volume = {25},
   Number = {3},
   Pages = {339-342},
   Year = {1989},
   ISSN = {0012-1649},
   Abstract = {Introduces special section and provides an overview of
             research on infant and child emotion regulation, beginning
             with consideration of emotion as a set of responses to
             particular stimuli, such as aversive events. Emotional
             responding is noted as occurring simultaneously within each
             of three response systems, including neurophysiological-biochemical,
             motor-expressive, and experiential-cognitive domains.
             Emotion regulation is the process through which activation
             in one response domain serves to alter, titrate, or modulate
             activation in another response domain. During the course of
             development, the child acquires skill not only in responding
             within domains, but also in coordinating and regulating
             responses across domains. Mechanisms of development include
             fortuitous learning, repetition, and active socialization by
             a caregiver. Individual differences can be observed in the
             child's capacity for regulation, and major life events can
             intrude on development, the latter leading to dysregulation
             of emotional responding.},
   Key = {fds272253}
}

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

@article{fds272191,
   Author = {Coie, JD and Dodge, KA},
   Title = {Multiple sources of data on social behavior and social
             status in the school: a cross-age comparison.},
   Journal = {Child Development},
   Volume = {59},
   Number = {3},
   Pages = {815-829},
   Year = {1988},
   Month = {June},
   ISSN = {0009-3920},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/3383681},
   Abstract = {Behavioral data relating to peer social status were
             collected from peers, teachers, and observers on both first-
             and third-grade boys (ages 6-7 and 8-9 years, respectively).
             Peer and teacher ratings had greater intermethod agreement
             than observer data, although all 3 sources provided evidence
             that rejected and controversial boys were more aggressive
             than other boys. However, relatively little aggression was
             observed among the older boys, indicating that peers and
             teachers may be better sources of information about
             aggression in this group. Observational data differentiated
             among status groups on measures of activity (on task vs.
             off-task, and prosocial play vs. solitary activity) for both
             age groups. Rejected boys displayed little prosocial
             behavior according to peers and teachers, but were not less
             often engaged in prosocial play, according to observers.
             Neglected boys were the most solitary group during play;
             however, teachers rated rejected boys as the most solitary,
             contrary to observations. Controversial boys were seen as
             highly aggressive by all sources but as highly prosocial
             only by peers and observers.},
   Doi = {10.2307/1130578},
   Key = {fds272191}
}

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

@article{fds272193,
   Author = {Feldman, E and Dodge, KA},
   Title = {Social information processing and sociometric status: Sex,
             age, and situational effects},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {15},
   Number = {2},
   Pages = {211-227},
   Year = {1987},
   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 = {Dodge, KA and Tomlin, A},
   Title = {Cue utilization as a mechanism of attributional bias in
             aggressive children},
   Journal = {Social Cognition},
   Volume = {5},
   Pages = {280-300},
   Year = {1987},
   Key = {fds272194}
}

@article{fds272195,
   Author = {Dodge, KA and Somberg, DR},
   Title = {Hostile attributional biases among aggressive boys are
             exacerbated under conditions of threats to the
             self.},
   Journal = {Child development},
   Volume = {58},
   Number = {1},
   Pages = {213-224},
   Year = {1987},
   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 = {Asher, SR and Dodge, KA},
   Title = {The identification of socially rejected children},
   Journal = {Developmental Psychology},
   Volume = {22},
   Number = {4},
   Pages = {444-449},
   Year = {1986},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037/0012-1649.22.4.444},
   Abstract = {Recent research indicates the importance of distinguishing
             between sociometrically neglected children and
             sociometrically rejected children. Overall, rejected
             children exhibit more serious adjustment problems in
             childhood and in later life. However, making the distinction
             between neglected status and rejected status traditionally
             has required administering a negative-nomination sociometric
             measure, a measure viewed by some researchers and school
             personnel as having potentially harmful effects. In this
             article, we propose and evaluate an alternative method of
             identifying rejected children, which involves the joint use
             of positive-nomination and rating-scale measures. The
             results indicate that the alternative method accurately
             identifies a high percentage of rejected children (91.2%)
             and that the stability of rejected status, identified using
             the new method, is similar to that obtained in previous
             research. The method proposed here should make it possible
             to identify rejected children when circumstances do not
             allow for the administration of a negative-nomination
             measure. © 1986 American Psychological Association.},
   Doi = {10.1037/0012-1649.22.4.444},
   Key = {fds272196}
}

@article{fds272204,
   Author = {Dodge, KA and McClaskey, CL and Feldman, E},
   Title = {Situational Approach to the Assessment of Social Competence
             in Children},
   Journal = {Journal of Consulting and Clinical Psychology},
   Volume = {53},
   Number = {3},
   Pages = {344-353},
   Year = {1985},
   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 = {Dodge, KA and Murphy, RR and Buchsbaum, K},
   Title = {The assessment of intention-cue detection skills in
             children: implications for developmental
             psychopathology.},
   Journal = {Child development},
   Volume = {55},
   Series = {Special issue on developmental psychopathology},
   Number = {1},
   Pages = {163-173},
   Year = {1984},
   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 = {Milich, R and Dodge, KA},
   Title = {Social information processing in child psychiatric
             populations},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {12},
   Number = {3},
   Pages = {471-490},
   Year = {1984},
   Key = {fds272206}
}

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

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

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

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

@article{fds272197,
   Author = {Dodge, KA and Coie, JD and Brakke, NP},
   Title = {Behavior patterns of socially rejected and neglected
             preadolescents: the roles of social approach and
             aggression.},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {10},
   Number = {3},
   Pages = {389-409},
   Year = {1982},
   Month = {September},
   ISSN = {0091-0627},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/7175045},
   Abstract = {Sociometric nominations were used to select groups of
             popular, average, rejected, and neglected third- and
             fifth-grade children. In two studies, the peer interactive
             behaviors of these children were naturalistically observed
             in their classrooms and on the playground. In contrast to
             popular children, rejected children displayed fewer
             task-appropriate behaviors and more task-inappropriate and
             aggressive behaviors. Whereas rejected children prosocially
             approached peers as frequently as did popular children, peer
             responses to the approaches of rejected children were more
             likely to be negative. Neglected children, on the other
             hand, displayed relatively few task-inappropriate and
             aggressive behaviors, and socially approached peers
             infrequently. Their approaches also met with frequent rebuff
             by peers. The findings were discussed in terms of the
             behavioral bases of sociometric status. Suggestions were
             made for clinical researchers interested in behavioral
             change with rejected and neglected children.},
   Doi = {10.1007/BF00912329},
   Key = {fds272197}
}

@article{fds272198,
   Author = {Coie, JD and Dodge, KA and Coppotelli, H},
   Title = {Dimensions and types of social status: A cross-age
             perspective.},
   Journal = {Developmental Psychology},
   Volume = {18},
   Number = {4},
   Pages = {557-570},
   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 = {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},
   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{fds272200,
   Author = {Dodge, KA},
   Title = {Social cognition and children's aggressive
             behavior.},
   Journal = {Child Development},
   Volume = {51},
   Number = {1},
   Pages = {162-170},
   Year = {1980},
   Month = {March},
   url = {http://dx.doi.org/10.1111/j.1467-8624.1980.tb02522.x},
   Doi = {10.1111/j.1467-8624.1980.tb02522.x},
   Key = {fds272200}
}

@article{fds272201,
   Author = {Gurwitz, SB and Dodge, KA},
   Title = {Effects of confirmations and disconfirmations on
             stereotype-based attributions},
   Journal = {Journal of Personality and Social Psychology},
   Volume = {35},
   Number = {7},
   Pages = {495-500},
   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}
}


%% Book Reviews   
@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}
}


%% Other   
@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}
}