Kenneth A. Dodge
%% Chapters in Books
@misc{fds200022,
Author = {Dodge, K.A.},
Title = {Processes in the prevention of crime and
delinquency},
Booktitle = {Controlling crime: Strategies and tradeoffs
(pp.407-418)},
Publisher = {Chicago: University of Chicago Press},
Editor = {P. J. Cook and J. Ludwig and J. McCrary},
Year = {2011},
Key = {fds200022}
}
@misc{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{fds152593,
Author = {Dodge, K.A.},
Title = {Social information processing models of aggressive
behavior},
Booktitle = {Understanding and reducing aggression, violence, and their
consequences},
Publisher = {American Psychological Association},
Address = {Washington, DC},
Editor = {M. Mikulincer and P.R. Shaver},
Key = {fds152593}
}
%% Journal Articles
@article{fds271931,
Author = {Lansford, JE and Yu, T and Pettit, GS and Bates, JE and Dodge,
KA},
Title = {Pathways of Peer Relationships from Childhood to Young
Adulthood.},
Journal = {Journal of applied developmental psychology},
Volume = {35},
Number = {2},
Pages = {111-117},
Year = {2014},
Month = {March},
ISSN = {0193-3973},
url = {http://dx.doi.org/10.1016/j.appdev.2013.12.002},
Abstract = {This study examined trajectories of peer social preference
during childhood and personality assessed in early
adolescence in relation to trajectories of friendship
quality during early adulthood. Participants (<i>N</i> =
585) were followed from age 5 to age 23. At ages 5 to 8,
peers provided sociometric nominations; at age 12
participants reported their own personality characteristics;
from age 19 to 23 participants rated their friendship
quality. Latent growth modeling revealed that trajectories
characterized by high levels of childhood peer social
preference were related to trajectories characterized by
high levels of early adulthood friendship quality. Early
adolescent personality characterized by extraversion and
conscientiousness predicted higher friendship quality at age
19, and conscientiousness predicted change in friendship
quality from age 19 to 23. This study demonstrates that peer
relationships show continuity from childhood to early
adulthood and that qualities of core personality are linked
to the development of adult friendships.},
Doi = {10.1016/j.appdev.2013.12.002},
Key = {fds271931}
}
@article{fds224096,
Author = {Dymnicki, A.B. and the Multisite Violence Prevention
Project},
Title = {Moderating Effects of School Climate on Outcomes for the
Multisite Violence Prevention Project Universal
Program},
Journal = {Journal of Research in Adolescence},
Volume = {24},
Pages = {383-398},
Year = {2014},
url = {http://dx.doi.org/10.1111/jora.12073},
Doi = {10.1111/jora.12073},
Key = {fds224096}
}
@article{fds224095,
Author = {Racz, S.J. and King, K.M. and Wu, J. and Witkiewitz, K. and McMahon, R.J. and Conduct Problems Prevention Research
Group},
Title = {The predictive utility of a brief kindergarten screening
measure of child behavior problems},
Journal = {Journal of Consulting and Clinical Psychology},
Volume = {81},
Pages = {588-599},
Year = {2013},
url = {http://dx.doi.org/10.1037/a0032366},
Doi = {10.1037/a0032366},
Key = {fds224095}
}
@article{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{fds272030,
Author = {Appleyard, K and Berlin, LJ and Rosanbalm, KD and Dodge,
KA},
Title = {Preventing early child maltreatment: implications from a
longitudinal study of maternal abuse history, substance use
problems, and offspring victimization.},
Journal = {Prev Sci},
Volume = {12},
Number = {2},
Pages = {139-149},
Year = {2011},
Month = {June},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21240556},
Abstract = {In the interest of improving child maltreatment prevention
science, this longitudinal, community based study of 499
mothers and their infants tested the hypothesis that
mothers' childhood history of maltreatment would predict
maternal substance use problems, which in turn would predict
offspring victimization. Mothers (35% White/non-Latina, 34%
Black/non-Latina, 23% Latina, 7% other) were recruited and
interviewed during pregnancy, and child protective services
records were reviewed for the presence of the participants'
target infants between birth and age 26 months. Mediating
pathways were examined through structural equation modeling
and tested using the products of the coefficients approach.
The mediated pathway from maternal history of sexual abuse
to substance use problems to offspring victimization was
significant (standardized mediated path [ab] = .07, 95%
CI [.02, .14]; effect size = .26), as was the mediated
pathway from maternal history of physical abuse to substance
use problems to offspring victimization (standardized
mediated path [ab] = .05, 95% CI [.01, .11]; effect
size = .19). There was no significant mediated pathway
from maternal history of neglect. Findings are discussed in
terms of specific implications for child maltreatment
prevention, including the importance of assessment and early
intervention for maternal history of maltreatment and
substance use problems, targeting women with maltreatment
histories for substance use services, and integrating child
welfare and parenting programs with substance use
treatment.},
Doi = {10.1007/s11121-010-0193-2},
Key = {fds272030}
}
@article{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{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{fds272034,
Author = {Thomas, DE and Bierman, KL and Powers, CJ and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ},
Title = {The influence of classroom aggression and classroom climate
on the early development of aggressive-disruptive behavior
problems in school},
Journal = {Child Development},
Volume = {82},
Number = {3},
Pages = {751-757},
Year = {2011},
url = {http://hdl.handle.net/10161/7997 Duke open
access},
Key = {fds272034}
}
@article{fds272064,
Author = {Berlin, LJ and Appleyard, K and Dodge, KA},
Title = {Intergenerational continuity in child maltreatment:
mediating mechanisms and implications for
prevention.},
Journal = {Child Dev},
Volume = {82},
Number = {1},
Pages = {162-176},
Year = {2011},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21291435},
Abstract = {In the interest of improving child maltreatment prevention,
this prospective, longitudinal, community-based study of 499
mothers and their infants examined (a) direct associations
between mothers' experiences of childhood maltreatment and
their offspring's maltreatment, and (b) mothers' mental
health problems, social isolation, and social information
processing patterns (hostile attributions and aggressive
response biases) as mediators of these associations.
Mothers' childhood physical abuse--but not neglect--directly
predicted offspring victimization. This association was
mediated by mothers' social isolation and aggressive
response biases. Findings are discussed in terms of specific
implications for child maltreatment prevention.},
Doi = {10.1111/j.1467-8624.2010.01547.x},
Key = {fds272064}
}
@article{fds272042,
Author = {Conduct Problems Prevention Research Group},
Title = {Fast Track intervention effects on youth arrests and
delinquency.},
Journal = {Journal of experimental criminology},
Volume = {6},
Number = {2},
Pages = {131-157},
Year = {2010},
Month = {June},
ISSN = {1573-3750},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000295470600002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper examines the effects of the Fast Track preventive
intervention on youth arrests and self-reported delinquent
behavior through age 19. High-risk youth randomly assigned
to receive a long-term, comprehensive preventive
intervention from 1st grade through 10th grade at four sites
were compared to high-risk control youth. Findings indicated
that random assignment to Fast Track reduced court-recorded
juvenile arrest activity based on a severity weighted sum of
juvenile arrests. Supplementary analyses revealed an
intervention effect on the reduction in the number of
court-recorded moderate-severity juvenile arrests, relative
to control children. In addition, among youth with higher
initial behavioral risk, the intervention reduced the number
of high-severity adult arrests relative to the control
youth. Survival analyses examining the onset of arrests and
delinquent behavior revealed a similar pattern of findings.
Intervention decreased the probability of any juvenile
arrest among intervention youth not previously arrested. In
addition, intervention decreased the probability of a
self-reported high-severity offense among youth with no
previous self-reported high-severity offense. Intervention
effects were also evident on the onset of high-severity
court-recorded adult arrests among participants, but these
effects varied by site. The current findings suggest that
comprehensive preventive intervention can prevent juvenile
arrest rates, although the presence and nature of
intervention effects differs by outcome.},
Doi = {10.1007/s11292-010-9091-7},
Key = {fds272042}
}
@article{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{fds272036,
Author = {Rosanbalm, KD and Dodge, KA and Murphy, R and O'Donnell, K and Christopoulos, C and Gibbs, SW and Appleyard, K and Daro,
D},
Title = {Evaluation of a Collaborative Community-Based Child
Maltreatment Prevention Initiative.},
Journal = {Prot Child},
Volume = {25},
Number = {4},
Pages = {8-23},
Year = {2010},
url = {http://hdl.handle.net/10161/7999 Duke open
access},
Key = {fds272036}
}
@article{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{fds272049,
Author = {Miller-Johnson, and S, and Gorman-Smith, and D, and Sullivan, and T, and Orpinas, and P, and Dodge, TM-SVPPKA and member},
Title = {Parent and peer predictors of physical dating violence
perpetration in early adolescence: Tests of moderation and
gender differences},
Journal = {Journal of Clinical Child and Adolescent
Psychology},
Volume = {38},
Number = {4},
Pages = {535-550},
Year = {2009},
url = {http://dx.doi.org/10.1080/15374410902976270},
Doi = {10.1080/15374410902976270},
Key = {fds272049}
}
@article{fds272067,
Author = {Dodge, TMVPPKA and member},
Title = {The ecological effects of universal and selective violence
prevention programs for middle school students: A randomized
trial},
Journal = {Journal of Consulting and Clinical Psychology},
Volume = {77},
Number = {3},
Pages = {526.-542.},
Year = {2009},
ISSN = {0022-006X},
url = {http://dx.doi.org/10.1037/a0014395},
Abstract = {This study reports the findings of a multisite randomized
trial evaluating the separate and combined effects of 2
school-based approaches to reduce violence among early
adolescents. A total of 37 schools at 4 sites were
randomized to 4 conditions: (1) a universal intervention
that involved implementing a student curriculum and teacher
training with 6th-grade students and teachers, (2) a
selective intervention in which a family intervention was
implemented with a subset of 6th-grade students exhibiting
high levels of aggression and social influence, (3) a
combined intervention condition, and (4) a no-intervention
control condition. Analyses of multiple waves of data from 2
cohorts of students at each school (N = 5,581) within the
grade targeted by the interventions revealed a complex
pattern. There was some evidence to suggest that the
universal intervention was associated with increases in
aggression and reductions in victimization; however, these
effects were moderated by preintervention risk. In contrast,
the selective intervention was associated with decreases in
aggression but no changes in victimization. These findings
have important implications for efforts to develop effective
violence prevention programs.},
Doi = {10.1037/a0014395},
Key = {fds272067}
}
@article{fds272072,
Author = {Dodge, MVPPKA and member},
Title = {The multisite violence prevention project: Impact of a
universal school-based violence prevention program on
social-cognitive outcomes},
Journal = {Prevention Science},
Volume = {9},
Number = {4},
Pages = {231-244},
Year = {2008},
ISSN = {1389-4986},
url = {http://dx.doi.org/10.1007/s11121-008-0101-1},
Abstract = {This study evaluated the impact of a universal school-based
violence prevention program on social-cognitive factors
associated with aggression and nonviolent behavior in early
adolescence. The effects of the universal intervention were
evaluated within the context of a design in which two
cohorts of students at 37 schools from four sites (N=5,581)
were randomized to four conditions: (a) a universal
intervention that involved implementing a student curriculum
and teacher training with sixth grade students and teachers;
(b) a selective intervention in which a family intervention
was implemented with a subset of sixth grade students
exhibiting high levels of aggression and social influence;
(c) a combined intervention condition; and (d) a
no-intervention control condition. Short-term and long-term
(i.e., 2-year post-intervention) universal intervention
effects on social-cognitive factors targeted by the
intervention varied as a function of students'
pre-intervention level of risk. High-risk students benefited
from the intervention in terms of decreases in beliefs and
attitudes supporting aggression, and increases in
self-efficacy, beliefs and attitudes supporting nonviolent
behavior. Effects on low-risk students were in the opposite
direction. The differential pattern of intervention effects
for low- and high-risk students may account for the absence
of main effects in many previous evaluations of universal
interventions for middle school youth. These findings have
important research and policy implications for efforts to
develop effective violence prevention programs. © 2008
Society for Prevention Research.},
Doi = {10.1007/s11121-008-0101-1},
Key = {fds272072}
}
@article{fds272101,
Author = {Dodge, KA},
Title = {Professionalizing the practice of public policy in the
prevention of violence.},
Journal = {Journal of abnormal child psychology},
Volume = {34},
Number = {4},
Pages = {475-479},
Year = {2006},
Month = {August},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/16823635},
Abstract = {The State of the Science Conference Statement on "Preventing
Violence and Related Health-Risking Social Behaviors in
Adolescents" accurately summarizes the state of knowledge
regarding risk factors for violence and intervention
efficacy. The Statement missed an opportunity, however, to
move the field of prevention practice and policy forward by
advocating for more systematic, central review of preventive
interventions through a new federal regulatory body, such as
an "FDA for Preventive Interventions." This body would
provide review of evidence-based programs and aid
decision-making in funding. As a complement to this body,
decision-makers also need guidelines in evidence-based
practice in ambiguous circumstances, which characterize much
of the reality of public policy. Therefore, this new
regulatory body should be accompanied by guidelines for
evidence-based practice in intervention and policy. Finally,
in order to move forward both of these concepts, a National
Academy of Sciences Panel should convene to deliberate how
these concepts can be implemented.},
Doi = {10.1007/s10802-006-9040-0},
Key = {fds272101}
}
@article{fds272082,
Author = {Henry, and B, D and Miller-Johnson, and S, and Simon, and R, T and Schoeny, and E, M and Dodge, TM-SVPPKA and member},
Title = {Validity of teacher ratings in selecting influential
aggressive adolescents for a targeted preventive
intervention},
Journal = {Prevention Science},
Volume = {7},
Number = {1},
Pages = {31-41},
Year = {2006},
Month = {January},
url = {http://dx.doi.org/10.1007/s11121-005-0004-3},
Abstract = {This study describes a method for using teacher nominations
and ratings to identify socially influential, aggressive
middle school students for participation in a targeted
violence prevention intervention. The teacher nomination
method is compared with peer nominations of aggression and
influence to obtain validity evidence. Participants were
urban, predominantly African American and Latino sixth-grade
students who were involved in a pilot study for a large
multi-site violence prevention project. Convergent validity
was suggested by the high correlation of teacher ratings of
peer influence and peer nominations of social influence. The
teacher ratings of influence demonstrated acceptable
sensitivity and specificity when predicting peer nominations
of influence among the most aggressive children. Results are
discussed in terms of the application of teacher nominations
and ratings in large trials and full implementation of
targeted prevention programs.},
Doi = {10.1007/s11121-005-0004-3},
Key = {fds272082}
}
@article{fds272104,
Author = {Foster, and M, E and Jones, and E, D and Dodge, TCPPRGKA and member},
Title = {Can a costly intervention be cost-effective? An analysis of
violence prevention},
Journal = {Archives of General Psychiatry},
Volume = {63},
Number = {11},
Pages = {1284-1291},
Year = {2006},
ISSN = {0003-990X},
url = {http://dx.doi.org/10.1001/archpsyc.63.11.1284},
Abstract = {<h4>Objectives</h4>To examine the cost-effectiveness of the
Fast Track intervention, a multi-year, multi-component
intervention designed to reduce violence among at-risk
children. A previous report documented the favorable effect
of intervention on the highest-risk group of ninth-graders
diagnosed with conduct disorder, as well as self-reported
delinquency. The current report addressed the
cost-effectiveness of the intervention for these measures of
program impact.<h4>Design</h4>Costs of the intervention were
estimated using program budgets. Incremental
cost-effectiveness ratios were computed to determine the
cost per unit of improvement in the 3 outcomes measured in
the 10th year of the study.<h4>Results</h4>Examination of
the total sample showed that the intervention was not
cost-effective at likely levels of policymakers' willingness
to pay for the key outcomes. Subsequent analysis of those
most at risk, however, showed that the intervention likely
was cost-effective given specified willingness-to-pay
criteria.<h4>Conclusions</h4>Results indicate that the
intervention is cost-effective for the children at highest
risk. From a policy standpoint, this finding is encouraging
because such children are likely to generate higher costs
for society over their lifetimes. However, substantial
barriers to cost-effectiveness remain, such as the ability
to effectively identify and recruit such higher-risk
children in future implementations.},
Doi = {10.1001/archpsyc.63.11.1284},
Key = {fds272104}
}
@article{fds272294,
Author = {Smith, EP and Gorman-Smith, D and Quinn, WH and Rabiner, DL and Tolan,
PH and Winn, D-M and Multisite Violence Prevention
Project},
Title = {Community-Based multiple family groups to prevent and reduce
violent and aggressive behavior: the GREAT Families
Program.},
Journal = {American journal of preventive medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {39-47},
Year = {2004},
Month = {January},
url = {http://dx.doi.org/10.1016/j.amepre.2003.09.018},
Abstract = {This paper describes the targeted intervention component of
GREAT Schools and Families. The intervention-GREAT
Families-is composed of 15 weekly multiple family group
meetings (e.g., 4-6 families per group) and addresses
parenting practices (discipline, monitoring), family
relationship characteristics (communication, support,
cohesion), parental involvement and investment in their
child's schooling, parent and school relationship building,
and planning for the future. High-risk youth and their
families-students identified by teachers as aggressive and
socially influential among their peers-were targeted for
inclusion in the intervention. The paper describes the
theoretical model and development of the intervention.
Approaches to recruitment, engagement, staff training, and
sociocultural sensitivity in work with families in
predominantly poor and challenging settings are described.
The data being collected throughout the program will aid in
examining the theoretical and program processes that can
potentially mediate and moderate effects on families. This
work can inform us about necessary approaches and procedures
to engage and support families in efforts to reduce
individual and school grade-level violence and
aggression.},
Doi = {10.1016/j.amepre.2003.09.018},
Key = {fds272294}
}
@article{fds272296,
Author = {Ikeda, RM and Simon, TR and Smith, EP and Reese, LRE and Rabiner, DL and Miller-Johnson, S and Winn, DM and Asher, SR and Dodge, KA and Horne,
AM and Orpinas, P and Quinn, WH and Huberty, CJ and Tolan, PH and Gorman-Smith, D and Henry, DB and Gay, FN and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP},
Title = {Lessons learned in the Multisite Violence Prevention Project
collaboration: Big questions require large
efforts},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {62-71},
Year = {2004},
Month = {January},
ISSN = {0749-3797},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000187880000008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper summarizes some organizational, scientific, and
policy lessons that have emerged in the formation and
conducting of the collaboration of the Multisite Violence
Prevention Project. We contend that these lessons are
valuable for other collaborations and are important for
furthering the utility of scientific efforts. A central
contention is that large-scale efforts such as this
collaboration are underused but are essential for efficient
advancement of knowledge about preventing youth
violence.},
Doi = {10.1016/j.amepre.2003.09.025},
Key = {fds272296}
}
@article{fds272297,
Author = {Ikeda, RM and Simon, TR and Smith, EP and Reese, LRE and Rabiner, DL and Miller-Johnson, S and Winn, DM and Asher, SR and Dodge, KA and Horne,
AM and Orpinas, P and Quinn, WH and Huberty, CH and Tolan, PH and Gorman-Smith, D and Henry, DB and Gay, FN and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP},
Title = {The Multisite Violence Prevention Project: Background and
overview},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {3-11},
Publisher = {ELSEVIER SCIENCE INC},
Year = {2004},
Month = {January},
ISSN = {0749-3797},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000187880000002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper provides an overview of the Multisite Violence
Prevention Project, a 5-year project to compare the effects
of a universal intervention (all students and teachers) and
a targeted intervention (family program for high-risk
children) on reducing aggression and violence among sixth
graders. First, the paper describes the role of the Centers
for Disease Control and Prevention in developing the
project. Second, it details the background of researchers at
the four participating universities (Duke University, The
University of Georgia, University of Illinois at Chicago,
and Virginia Commonwealth University) and examines the
characteristics of the selected schools (n=37). Finally, the
paper summarizes the theoretical perspectives guiding the
work, the development of interventions based on promising
strategies, the decision to intervene at the school level,
the research questions guiding the project, the research
design, and the measurement process for evaluating the
results of the program.},
Doi = {10.1016/j.amepre.2003.09.017},
Key = {fds272297}
}
@article{fds272293,
Author = {Henry, and B, D and Farrell, and D, A and Dodge, TMVPPKA and member},
Title = {The study designed by a committee: Design of the Multisite
Violence Prevention Project},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {12-19},
Year = {2004},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2758641/},
Key = {fds272293}
}
@article{fds272295,
Author = {Orpinas, and P, and Horne, and M, A and Dodge, TMVPPKA and member},
Title = {A teacher-focused approach to prevent and reduce students'
aggressive behavior: The GREAT Teacher Program},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {29-38},
Year = {2004},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2753434/},
Key = {fds272295}
}
@article{fds272298,
Author = {Miller-Johnson, and S, and Sullivan, and N, T and Simon, and R, T and Dodge, TMVPPKA and member},
Title = {Evaluating the impact of interventions in the Multisite
Violence Prevention Study: Samples, procedures, and
measures},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {48-61},
Year = {2004},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2755208/},
Abstract = {This paper discusses the procedures and measures that were
developed and utilized to evaluate the impact of the GREAT
(Guiding Responsibility and Expectations in Adolescents
Today and Tomorrow) programs in the Multisite Violence
Prevention Project (MVPP). First, we describe the three
different samples used to examine the impact of the
programs, and the different sources of data used to assess
these samples. Next, we outline procedures used to collect
and manage the data. In the last section, we summarize the
final set of measures selected for use in this study.
Throughout the paper, we highlight ways in which the
participating institutions collaborated to develop
consistent procedures for use across the four sites.
Overall, the paper provides important information related to
the evaluation of violence prevention efforts, particularly
for working effectively in multisite collaborative
studies.},
Doi = {10.1016/j.amepre.2003.09.015},
Key = {fds272298}
}
@article{fds272299,
Author = {Meyer, and L, A and Allison, and W, K and Reese, and E, L and Gay, and N, F and Dodge, TMVPPKA and member},
Title = {Choosing to be violence free in middle school: The student
component of the GREAT Schools and Families Universal
Program.},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {20-28},
Year = {2004},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791963/},
Key = {fds272299}
}
@article{fds272132,
Author = {Pettit, GS and Dodge, KA},
Title = {Violent children: bridging development, intervention, and
public policy.},
Journal = {Developmental psychology},
Volume = {39},
Number = {2},
Pages = {187-188},
Year = {2003},
Month = {March},
url = {http://dx.doi.org/10.1037/0012-1649.39.2.187},
Abstract = {Childhood violence is a major public health and social
policy concern in the United States. Scientists and
policymakers alike have increasingly turned their attention
to the causes of childhood violence and the extent to which
its course can be modified through well-planned preventive
interventions. However, it is not apparent that policymakers
draw upon basic research findings in formulating their
priorities and policies, nor is it apparent that
developmental scientists incorporate policy considerations
and prevention findings into their research frameworks and
designs. The goal of this special issue on violent children
is to begin to bridge the gaps among basic developmental
science, prevention science, and public policy.},
Doi = {10.1037/0012-1649.39.2.187},
Key = {fds272132}
}
@article{fds272157,
Author = {Dodge, KA},
Title = {The science of youth violence prevention. Progressing from
developmental epidemiology to efficacy to effectiveness to
public policy.},
Journal = {American journal of preventive medicine},
Volume = {20},
Number = {1 Suppl},
Pages = {63-70},
Year = {2001},
Month = {January},
ISSN = {0749-3797},
url = {http://www.ncbi.nlm.nih.gov/pubmed/11146262},
Abstract = {Public policy in the United States has historically
considered youth violence as a moral problem to be punished
after the fact, but growing scientific evidence supports a
public health perspective on violent behavior as an
interaction between cultural forces and failures in
development. Prevention science has provided a bridge
between an understanding of how chronic violence develops
and how prevention programs can interrupt that development.
Articles in this journal supplement provide yet another
bridge between efficacious university-based programs and
effective community-based programs. It is suggested that yet
one more bridge will need to be constructed in future
research between community-based programs that are known to
be effective and community-wide implementation of prevention
efforts at full scale. This last bridge integrates the
science of children's development, the science of
prevention, and the science of public policy.},
Doi = {10.1016/s0749-3797(00)00275-0},
Key = {fds272157}
}
@article{fds47957,
Author = {Ikeda, R. and Dodge, K.A.},
Title = {The early prevention of violence in children},
Journal = {American Journal of Preventive Medicine},
Year = {2000},
Key = {fds47957}
}
@article{fds272172,
Author = {Nix, RL and Pinderhughes, EE and Dodge, KA and Bates, JE and Pettit, GS and McFadyen-Ketchum, SA},
Title = {The relation between mothers' hostile attribution tendencies
and children's externalizing behavior problems: the
mediating role of mothers' harsh discipline
practices.},
Journal = {Child development},
Volume = {70},
Number = {4},
Pages = {896-909},
Year = {1999},
Month = {July},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/1467-8624.00065},
Abstract = {This study examined relations among mothers' hostile
attribution tendencies regarding their children's ambiguous
problem behaviors, mothers' harsh discipline practices, and
children's externalizing behavior problems. A community
sample of 277 families (19% minority representation) living
in three geographic regions of the United States was
followed for over 4 years. Mothers' hostile attribution
tendencies were assessed during the summer prior to
children's entry into kindergarten through their responses
to written vignettes. Mothers' harsh discipline practices
were assessed concurrently through ratings by interviewers
and reports by spouses. Children's externalizing behavior
problems were assessed concurrently through written
questionnaires by mothers and fathers and in the spring of
kindergarten and first, second, and third grades through
reports by teachers and peer sociometric nominations.
Results of structural equations models demonstrated that
mothers' hostile attribution tendencies predicted children's
future externalizing behavior problems at school and that a
large proportion of this relation was mediated by mothers'
harsh discipline practices. These results remained virtually
unchanged when controlling for initial levels of children's
prekindergarten externalizing behavior problems at
home.},
Doi = {10.1111/1467-8624.00065},
Key = {fds272172}
}
@article{fds272216,
Author = {Schwartz, D and Dodge, KA and Coie, JD and Hubbard, JA and Cillessen,
AH and Lemerise, EA and Bateman, H},
Title = {Social-cognitive and behavioral correlates of aggression and
victimization in boys' play groups.},
Journal = {Journal of abnormal child psychology},
Volume = {26},
Number = {6},
Pages = {431-440},
Year = {1998},
Month = {December},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9915650},
Abstract = {A contrived play group procedure was utilized to examine the
behavioral and social-cognitive correlates of reactive
aggression, proactive aggression, and victimization via
peers. Eleven play groups, each of which consisted of six
familiar African-American 8-year-old boys, met for 45-min
sessions on five consecutive days. Social-cognitive
interviews were conducted following the second and fourth
sessions. Play group interactions were videotaped and
examined by trained observers. High rates of proactive
aggression were associated with positive outcome
expectancies for aggression/assertion, frequent displays of
assertive social behavior, and low rates of submissive
behavior. Reactive aggression was associated with hostile
attributional tendencies and frequent victimization by
peers. Victimization was associated with submissive
behavior, hostile attributional bias, reactive aggression,
and negative outcome expectations for aggression/assertion.
These results demonstrate that there is a theoretically
coherent and empirically distinct set of correlates
associated with each of the examined aggression subtypes,
and with victimization by peers.},
Doi = {10.1023/a:1022695601088},
Key = {fds272216}
}
@article{fds272217,
Author = {Lochman, JE and Dodge, KA},
Title = {Distorted perceptions in dyadic interactions of aggressive
and nonaggressive boys: effects of prior expectations,
context, and boys' age.},
Journal = {Development and psychopathology},
Volume = {10},
Number = {3},
Pages = {495-512},
Year = {1998},
Month = {January},
ISSN = {0954-5794},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9741679},
Abstract = {This study examined distorted self- and peer perceptions in
aggressive and nonaggressive boys at preadolescent and early
adolescent age levels. Subjects completed semantic
differential ratings of themselves and of their peer
partners following two brief dyadic discussion tasks with
competitive inductions and a game-playing task with a
cooperative induction. Subjects also rated their
expectations for self- and peer behavior prior to the two
competitive interaction tasks. Research assistants later
rated videotapes of the interactions. Aggressive boys had
more distorted perceptions of dyadic behavior as they
overperceived aggression in their partners and
underperceived their own aggressiveness. These distorted
perceptions of aggression carried over for aggressive boys
into the third interaction task with a cooperative
induction, indicating these boys' difficulty in modulating
these perceptions when the overt demand for conflict is no
longer present in the situation. Results also indicated that
aggressive boys' perceptions of their own behavior after the
first interaction task is substantially affected by their
prior expectations, in comparison to nonaggressive boys who
rely more on their actual behavior to form their
perceptions.},
Doi = {10.1017/s0954579498001710},
Key = {fds272217}
}
@article{fds272222,
Author = {Schwartz, D and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {The early socialization of aggressive victims of
bullying.},
Journal = {Child development},
Volume = {68},
Number = {4},
Pages = {665-675},
Year = {1997},
Month = {August},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9306645},
Abstract = {This study reports the first prospective investigation of
the early family experiences of boys who later emerged as
both aggressive and bullied (i.e., aggressive victims)
during their middle childhood years. It was hypothesized
that a history of violent victimization by adults leads to
emotion dysregulation that results in a dual pattern of
aggressive behavior and victimization by peers. Interviews
with mothers of 198 5-year-old boys assessed preschool home
environments. Four to 5 years later, aggressive behavior and
peer victimization were assessed in the school classroom.
The early experiences of 16 aggressive victims were
contrasted with those of 21 passive (nonaggressive) victims,
33 nonvictimized aggressors, and 128 normative boys.
Analyses indicated that the aggressive victim group had
experienced more punitive, hostile, and abusive family
treatment than the other groups. In contrast, the
nonvictimized aggressive group had a history of greater
exposure to adult aggression and conflict, but not
victimization by adults, than did the normative group,
whereas the passive victim group did not differ from the
normative group on any home environment variable.},
Doi = {10.1111/j.1467-8624.1997.tb04228.x},
Key = {fds272222}
}
@article{fds272230,
Author = {Bierman, KL},
Title = {Implementing a comprehensive program for the prevention of
conduct problems in rural communities: the Fast Track
experience. The Conduct Problems Prevention Research
Group.},
Journal = {American journal of community psychology},
Volume = {25},
Number = {4},
Pages = {493-514},
Year = {1997},
Month = {August},
ISSN = {0091-0562},
url = {http://dx.doi.org/10.1023/a:1024659622528},
Abstract = {Childhood conduct problems are predictive of a number of
serious long-term difficulties (e.g., school failure,
delinquent behavior, and mental health problems), making the
design of effective prevention programs a priority. The Fast
Track Program is a demonstration project currently underway
in four demographically diverse areas of the United States,
testing the feasibility and effectiveness of a
comprehensive, multicomponent prevention program targeting
children at risk for conduct disorders. This paper describes
some lessons learned about the implementation of this
program in a rural area. Although there are many areas of
commonality in terms of program needs, program design, and
implementation issues in rural and urban sites, rural areas
differ from urban areas along the dimensions of geographical
dispersion and regionalism, and community stability and
insularity. Rural programs must cover a broad geographical
area and must be sensitive to the multiple, small and
regional communities that constitute their service area.
Small schools, homogeneous populations, traditional values,
limited recreational, educational and mental health
services, and politically conservative climates are all more
likely to emerge as characteristics of rural rather than
urban sites (Sherman, 1992). These characteristics may both
pose particular challenges to the implementation of
prevention programs in rural areas, as well as offer
particular benefits. Three aspects of program implementation
are described in detail: (a) community entry and program
initiation in rural areas, (b) the adaptation of program
components and service delivery to meet the needs of rural
families and schools, and (c) issues in administrative
organization of a broadly dispersed tricounty rural
prevention program.},
Doi = {10.1023/a:1024659622528},
Key = {fds272230}
}
@article{fds272237,
Author = {Crick, NR and Dodge, KA},
Title = {Social information-processing mechanisms in reactive and
proactive aggression.},
Journal = {Child development},
Volume = {67},
Number = {3},
Pages = {993-1002},
Year = {1996},
Month = {June},
url = {http://www.ncbi.nlm.nih.gov/pubmed/8706540},
Abstract = {Theories of aggressive behavior and ethological observations
in animals and children suggest the existence of distinct
forms of reactive (hostile) and proactive (instrumental)
aggression. Toward the validation of this distinction,
groups of reactive aggressive, proactive aggressive, and
nonaggressive children were identified (n = 624
9-12-year-olds). Social information-processing patterns were
assessed in these groups by presenting hypothetical
vignettes to subjects. 3 hypotheses were tested: (1) only
the reactive-aggressive children would demonstrate hostile
biases in their attributions of peers' intentions in
provocation situations (because such biases are known to
lead to reactive anger); (2) only proactive-aggressive
children would evaluate aggression and its consequences in
relatively positive ways (because proactive aggression is
motivated by its expected external outcomes); and (3)
proactive-aggressive children would select instrumental
social goals rather than relational goals more often than
nonaggressive children. All 3 hypotheses were at least
partially supported.},
Doi = {10.1111/j.1467-8624.1996.tb01778.x},
Key = {fds272237}
}
@article{fds272239,
Author = {Lochman, and E, J and member, TCPPRGKAD},
Title = {Screening of child behavior problems for prevention programs
at school entry},
Journal = {Journal of Consulting and Clinical Psychology},
Volume = {63},
Number = {4},
Pages = {549-559},
Year = {1995},
ISSN = {0022-006X},
url = {http://dx.doi.org/10.1037//0022-006x.63.4.549},
Abstract = {Targeted programs designed to prevent conduct problems in
childhood and adolescence rely on screening systems to
identify high-risk individuals. This study examines the
proximal usefulness of a multiple-gating approach to
screening, using teacher and parent ratings in a 2-step
procedure with a sample of 382 kindergarten children. The
study explored differences in the accuracy of the 2 steps of
screening information and whether parents' reports of
parenting practices augments the prediction of negative
outcomes. The 2-step screening system was found to
effectively predict negative behavior outcomes over 1 year
later, although some false-positive and false-negative
predictions were evident. The Parenting Practices Screen did
not substantially add to prediction accuracy. The discussion
emphasizes the potential contributions and problems of using
screening measures.},
Doi = {10.1037//0022-006x.63.4.549},
Key = {fds272239}
}
@article{fds272276,
Author = {Dodge, KA and Bates, JE and Pettit, GS},
Title = {Mechanisms in the cycle of violence.},
Journal = {Science (New York, N.Y.)},
Volume = {250},
Number = {4988},
Pages = {1678-1683},
Year = {1990},
Month = {December},
ISSN = {0036-8075},
url = {http://dx.doi.org/10.1126/science.2270481},
Abstract = {Two questions concerning the effect of physical abuse in
early childhood on the child's development of aggressive
behavior are the focus of this article. The first is whether
abuse per se has deleterious effects. In earlier studies, in
which samples were nonrepresentative and family ecological
factors (such as poverty, marital violence, and family
instability) and child biological variables (such as early
health problems and temperament) were ignored, findings have
been ambiguous. Results from a prospective study of a
representative sample of 309 children indicated that
physical abuse is indeed a risk factor for later aggressive
behavior even when the other ecological and biological
factors are known. The second question concerns the
processes by which antisocial development occurs in abused
children. Abused children tended to acquire deviant patterns
of processing social information, and these may mediate the
development of aggressive behavior.},
Doi = {10.1126/science.2270481},
Key = {fds272276}
}
%% 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}
}