Kenneth A. Dodge

Publications of Kenneth A. Dodge    :recent first  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{fds184137,
   Author = {K.A. Dodge},
   Title = {Current directions in child psychopathology},
   Publisher = {Allyn & Bacon},
   Address = {Boston, MA},
   Year = {2010},
   url = {http://www.pearsonhighered.com/bookseller/product/Current-Directions-in-Child-Psychopathology-for-Abnormal-Psychology/9780205680139.page},
   Key = {fds184137}
}

@book{fds200470,
   Author = {Kusche, C.A. and Greenberg, M.T. and Conduct Problems Prevention
             Research Group},
   Title = {Grade level PATHS (Grades1-2)},
   Publisher = {South Deerfield, MA: Channing-Bete Co.},
   Year = {2011},
   Keywords = {child maltreatment • problem behaviors},
   Key = {fds200470}
}

@book{fds200471,
   Author = {Kusche, C.A. and Greenberg, M.T. and Conduct Problems Prevention
             Research Grou},
   Title = {Grade level PATHS (Grades3-4)},
   Publisher = {South Deerfield, MA: Channing-Bete Co.},
   Year = {2011},
   Key = {fds200471}
}

@book{fds200469,
   Author = {Dodge, K.A. and Coleman, D.L.},
   Title = {Preventing child maltreatment: Community
             approaches},
   Publisher = {New York: Guilford},
   Year = {2011},
   url = {http://dx.doi.org/10.1111/cfs.12019},
   Doi = {10.1111/cfs.12019},
   Key = {fds200469}
}


%% Chapters in Books   
@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{fds18117,
   Author = {Bierman, K.L. and Bruschi, C. and Domitrovich, C. and Fang, G.Y. and Miller-Johnson, S. and the Conduct Problems Prevention
             Researach Group},
   Title = {Early disruptive behaviors associated with emerging
             antisocial behavior among girls},
   Pages = {137-161},
   Booktitle = {Aggression, antisocial behavior, and violence among girls: A
             developmental perspective},
   Publisher = {Guilford Press},
   Editor = {M Putallaz and K.L. Bierman},
   Year = {2004},
   Key = {fds18117}
}

@misc{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}
}


%% Journal Articles   
@article{fds272190,
   Author = {Pettit, GS and Dodge, KA and Brown, MM},
   Title = {Early family experience, social problem solving patterns,
             and children's social competence},
   Journal = {Child Development},
   Volume = {59},
   Pages = {107-120},
   Year = {1988},
   Key = {fds272190}
}

@article{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 = {10.1111/j.1467-8624.1988.tb03237.x},
   Key = {fds272191}
}

@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},
   Publisher = {American Psychological Association (APA)},
   Year = {1990},
   Month = {January},
   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{fds272248,
   Author = {Harrist, AW and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {Dyadic synchrony in mother-child interaction: Relations with
             children's subsequent kindergarten adjustment},
   Journal = {Family Relations},
   Volume = {43},
   Pages = {417-424},
   Year = {1994},
   url = {http://www.jstor.org/stable/585373},
   Key = {fds272248}
}

@article{fds272244,
   Author = {Strassberg, Z and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Spanking in the home and children's subsequent aggression
             toward kindergarten peers},
   Journal = {Development and Psychopathology},
   Volume = {6},
   Number = {3},
   Pages = {445-461},
   Year = {1994},
   Month = {January},
   url = {http://dx.doi.org/10.1017/S0954579400006040},
   Abstract = {Although spanking of children is almost universal in U.S.
             society, its effects are not well understood. We examined
             the longitudinal relation between parental spanking and
             other physical punishment of preschool children and
             children's aggressive behavior toward peers later in
             kindergarten. A total of 273 boys and girls from diverse
             backgrounds served as subjects. The findings were consistent
             with a socialization model in which higher levels of
             severity in parental punishment practices are associated
             with higher levels of children's subsequent aggression
             toward peers. Findings indicated that children who had been
             spanked evidenced levels of aggression that were higher than
             those who had not been spanked, and children who had been
             the objects of violent discipline became the most aggressive
             of all groups. Patterns were qualified by the sexes of the
             parent and child and subtypes of child aggression (reactive,
             bullying, and instrumental). The findings suggest that in
             spite of parents' goals, spanking fails to promote prosocial
             development and, instead, is associated with higher rates of
             aggression toward peers. © 1994, Cambridge University
             Press. All rights reserved.},
   Doi = {10.1017/S0954579400006040},
   Key = {fds272244}
}

@article{fds272245,
   Author = {Sinclair, JJ and Pettit, GS and Harrist, AW and Dodge, KA and Bates,
             JE},
   Title = {Encounters with Aggressive Peers in Early Childhood:
             Frequency, Age Differences, and Correlates of Risk for
             Behaviour Problems},
   Journal = {International Journal of Behavioral Development},
   Volume = {17},
   Number = {4},
   Pages = {675-696},
   Year = {1994},
   Month = {January},
   url = {http://dx.doi.org/10.1177/016502549401700407},
   Abstract = {The primary goal of the present study was to describe the
             range, types, and quality (in terms of exposure to
             aggressive peers) of social activity settings in which young
             children typically have contact with peers. We also examined
             whether participation in these settings varied as a function
             of child sex and age, and family demographic
             characteristics. Subjects were 277 preschoolaged children.
             On the basis of detailed accounts of their mothers, activity
             setting measures were derived separately for ages 2-4 years
             (era 1) and ages 4-5 years (era 2). Each of seven activity
             settings (e.g. neighbourhood, day care, organised
             playgroups) was rated for frequency of participation and
             frequency of exposure to aggressive peers. Children had the
             greatest amount of peer contact and were exposed to
             aggressive peers most often in the neighbourhood setting. In
             contrast, children participated least frequently in
             structured playgroup settings, and these settings were least
             likely to contain aggressive peers. Children from lower SES
             and single-parent families were more likely to be involved
             in settings (especially neighbourhoods) containing
             aggressive peers. These findings suggest that one mechanism
             through which risk for behaviour problems among children in
             lower SES and single-parent families may operate is
             increased exposure to activity settings in which aggression
             occurs regularly. © 1994, Sage Publications. All rights
             reserved.},
   Doi = {10.1177/016502549401700407},
   Key = {fds272245}
}

@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},
   Publisher = {American Psychological Association (APA)},
   Year = {1994},
   Month = {January},
   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{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},
   Month = {October},
   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 decrease
             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.},
   Doi = {10.1111/j.1467-8624.1996.tb01865.x},
   Key = {fds272233}
}

@article{fds272226,
   Author = {Harrist, AW and Zaia, AF and Bates, JE and Dodge, KA and Pettit,
             GS},
   Title = {Subtypes of social withdrawal in early childhood:
             Sociometric status and social-cognitive differences across
             four years},
   Journal = {Child Development},
   Volume = {68},
   Number = {2},
   Pages = {332-348},
   Year = {1997},
   url = {http://dx.doi.org/10.1111/1467-8624.ep9706130499},
   Abstract = {From a sample of 567 kindergartners observed during free
             play, 150 children were classified as socially withdrawn and
             followed over 4 years. A cluster analysis involving teacher
             ratings was used to identify subtypes of withdrawn children.
             Four clusters were identified, 3 fitting profiles found in
             the literature and labeled unsociable (n = 96),
             passive-anxious (n = 23), and active-isolate (n = 19), and 1
             typically not discussed, labeled sad/depressed (n = 12).
             Sociometric ratings indicated that unsociable children had
             elevated rates of sociometric neglect, active-isolates had
             higher than expected levels of rejection, and sad/depressed
             children had elevated rates of both neglect and rejection.
             Subtypes also differed in social information-processing
             patterns, with active-isolate children displaying the least
             competent skills. The findings that some subtypes experience
             more difficulty than others might account for the ambiguity
             in extant studies regarding whether or not social withdrawal
             is a risk factor in psychosocial development, because
             withdrawal has most often been treated as a unitary
             construct in the past.},
   Doi = {10.1111/1467-8624.ep9706130499},
   Key = {fds272226}
}

@article{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{fds272214,
   Author = {Stormshak, EA and Bierman, KL},
   Title = {The implications of different developmental patterns of
             disruptive behavior problems for school adjustment. Conduct
             Problems Prevention Research Group.},
   Journal = {Development and Psychopathology},
   Volume = {10},
   Number = {3},
   Pages = {451-467},
   Year = {1998},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2762115/},
   Abstract = {Based upon developmental models of disruptive behavior
             problems, this study examined the hypothesis that the nature
             of a child's externalizing problems at home may be important
             in predicting the probability of and nature of school
             adjustment problems at school entry. Parent ratings were
             collected for a sample of 631 behaviorally disruptive
             children using the Child Behavior Checklist. Confirmatory
             factor analyses revealed differentiated ratings of
             oppositional, aggressive, and hyperactive/inattentive
             behaviors at home. Teacher and peer nominations assessed
             school adjustment at the end of first grade. As expected
             from a developmental perspective, aggressive behaviors
             indicated more severe dysfunction and were more likely to
             generalize to the school setting than were oppositional
             behaviors. Hyperactive/inattentive behaviors at home led to
             more classroom disruption than did aggressive or
             oppositional behaviors. Co-occurring patterns of
             oppositional/aggressive and hyperactive/inattentive
             behaviors were more common than were single-problem
             patterns, and were associated with broad dysfunction in the
             social and classroom contexts. The results were interpreted
             within a developmental framework, in which oppositional,
             aggressive, and hyperactive/inattentive behaviors may
             reflect distinct (as well as shared) developmental processes
             that have implications for the home-to-school generalization
             of behavior problems and subsequent school
             adjustment.},
   Doi = {10.1017/s0954579498001692},
   Key = {fds272214}
}

@article{fds272218,
   Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
             JE},
   Title = {The social ecology of school-age child care},
   Journal = {Journal of Applied Developmental Psychology},
   Volume = {19},
   Number = {3},
   Pages = {329-348},
   Year = {1998},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2792761/},
   Abstract = {The goal of this longitudinal study was to examine
             variations in school-age child care arrangements across the
             elementary school years as a function of child, family, and
             contextual factors. Pre-kindergarten family background
             measures were collected through parent questionnaires and
             interviews. Follow-up interviews with 466 parents provided
             information on children's care experiences in grades 1
             through 5. Some care arrangements (e.g., self care) showed
             considerable continuity, whereas other arrangements (e.g.,
             school programs) changed substantially from year-to-year.
             Increases in use were found for self-care, sibling care,
             neighbor care, and activity-based care; use of day care
             decreased across years. Children living with working and/or
             single mothers spent more time in non-parent care, as did
             boys with behavior problems. Time spent in specific care
             arrangements varied as a function of child sex, behavioral
             adjustment, ethnicity, family socioeconomic status, mothers'
             employment, and parents' marital status. These findings
             underscore the importance of developmental and
             ecological-contextual factors in families' choices of care
             arrangements.},
   Key = {fds272218}
}

@article{fds272175,
   Author = {Ellis, BJ and McFadyen-Ketchum, S and Dodge, KA and Pettit, GS and Bates, JE},
   Title = {Quality of early family relationships and individual
             differences in the timing of pubertal maturation in girls: a
             longitudinal test of an evolutionary model.},
   Journal = {Journal of Personality and Social Psychology},
   Volume = {77},
   Number = {2},
   Pages = {387-401},
   Year = {1999},
   Month = {August},
   ISSN = {0022-3514},
   url = {http://dx.doi.org/10.1037//0022-3514.77.2.387},
   Abstract = {In an 8-year prospective study of 173 girls and their
             families, the authors tested predictions from J. Belsky, L.
             Steinberg, and P. Draper's (1991) evolutionary model of
             individual differences in pubertal timing. This model
             suggests that more negative-coercive (or less
             positive-harmonious) family relationships in early childhood
             provoke earlier reproductive development in adolescence.
             Consistent with the model, fathers' presence in the home,
             more time spent by fathers in child care, greater
             supportiveness in the parental dyad, more father-daughter
             affection, and more mother-daughter affection, as assessed
             prior to kindergarten, each predicted later pubertal timing
             by daughters in 7th grade. The positive dimension of family
             relationships, rather than the negative dimension, accounted
             for these relations. In total, the quality of fathers'
             investment in the family emerged as the most important
             feature of the proximal family environment relative to
             daughters' pubertal timing.},
   Doi = {10.1037//0022-3514.77.2.387},
   Key = {fds272175}
}

@article{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{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{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{fds13046,
   Author = {Lansford, J.E. and Dodge, K.A. and Pettit, G.S. and Bates, J.E. and Crozier, J. and Kaplow, J.},
   Title = {A 12-Year Prospective Study of the Long-Term Effects of
             Early Child Physical Maltreatment and Psychological
             Behavioral, and Academic Problems in Adolescence},
   Journal = {Archives of Pediatrics and Adolescent Medicine},
   Volume = {156},
   Pages = {824-830},
   Year = {2002},
   Key = {fds13046}
}

@article{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{fds272145,
   Author = {Jones, D and Dodge, KA and Foster, EM and Nix, R and Conduct Problems
             Prevention Research Group},
   Title = {Early identification of children at risk for costly mental
             health service use.},
   Journal = {Prevention Science : the Official Journal of the Society for
             Prevention Research},
   Volume = {3},
   Number = {4},
   Pages = {247-256},
   Year = {2002},
   Month = {December},
   ISSN = {1389-4986},
   url = {http://dx.doi.org/10.1023/a:1020896607298},
   Abstract = {Children and adolescents with serious and persistent conduct
             problems often require large public expenditures.
             Successfully diverting one high risk child from unfortunate
             outcomes may result in a net savings to society of nearly $2
             million, not to mention improving the life of that child and
             his or her family. This figure highlights the potential of
             prevention, which often rests on the ability to identify
             these children at a young age. This study examined the
             ability of a short conduct-problems screening procedure to
             predict future need for mental health assistance, special
             education services, and the juvenile justice system during
             elementary school ages. The screen was based on teacher and
             parent report of child behavioral habits in kindergarten,
             and was used to identify children as either at risk or not
             at risk for behavioral problems. Service outcomes were
             derived from a service-use assessment administered to
             parents at the end of the sixth grade, while special
             education information was gathered through a survey of
             school records. Study participants (463 kindergarten
             children; 54% male, 44% African American) were from
             economically disadvantaged neighborhoods in four diverse
             communities across the United States. Results indicated
             that, while controlling for demographic background
             variables, the risk indicator strongly predicted which
             children would require services related to conduct disorder
             or behavioral/emotional problems. Additional analyses
             revealed that the dichotomous high risk indicator was nearly
             as strong as the continuous screening variable in predicting
             the service-use outcomes, and that the screening of both
             parents and teachers may not be necessary for determining
             risk status.},
   Doi = {10.1023/a:1020896607298},
   Key = {fds272145}
}

@article{fds272137,
   Author = {Ellis, BJ and Bates, JE and Dodge, KA and Fergusson, DM and Horwood, LJ and Pettit, GS and Woodward, L},
   Title = {Does father absence place daughters at special risk for
             early sexual activity and teenage pregnancy?},
   Journal = {Child Development},
   Volume = {74},
   Number = {3},
   Pages = {801-821},
   Year = {2003},
   Month = {May},
   url = {http://dx.doi.org/10.1111/1467-8624.00569},
   Abstract = {The impact of father absence on early sexual activity and
             teenage pregnancy was investigated in longitudinal studies
             in the United States (N = 242) and New Zealand (N = 520), in
             which community samples of girls were followed prospectively
             from early in life (5 years) to approximately age 18.
             Greater exposure to father absence was strongly associated
             with elevated risk for early sexual activity and adolescent
             pregnancy. This elevated risk was either not explained (in
             the US. study) or only partly explained (in the New Zealand
             study) by familial, ecological, and personal disadvantages
             associated with father absence. After controlling for
             covariates, there was stronger and more consistent evidence
             of effects of father absence on early sexual activity and
             teenage pregnancy than on other behavioral or mental health
             problems or academic achievement. Effects of father absence
             are discussed in terms of life-course adversity,
             evolutionary psychology, social learning, and behavior
             genetic models.},
   Doi = {10.1111/1467-8624.00569},
   Key = {fds272137}
}

@article{fds272284,
   Author = {Flanagan, KS and Bierman, KL and Kam, C-M},
   Title = {Identifying at-risk children at school entry: the usefulness
             of multibehavioral problem profiles.},
   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 = {32},
   Number = {3},
   Pages = {396-407},
   Year = {2003},
   Month = {September},
   url = {http://dx.doi.org/10.1207/S15374424JCCP3203_08},
   Abstract = {Found that 1st-grade teacher ratings of aggressive,
             hyperactive-inattentive, and low levels of prosocial
             behaviors made unique contributions to the prediction of
             school outcomes (measured 2 years later) for 755 children.
             Person-oriented analyses compared the predictive utility of
             5 screening strategies based on child problem profiles to
             identify children at risk for school problems. A broad
             screening strategy, in which children with elevations in any
             1 of the 3 behavior problem dimensions were identified as
             "at-risk," showed lower specificity but superior
             sensitivity, odds ratios, and overall accuracy in the
             prediction of school outcomes than the other screening
             strategies that were more narrowly focused or were based on
             a total problem score. Results are discussed in terms of
             implications for the screening and design of preventive
             interventions.},
   Doi = {10.1207/S15374424JCCP3203_08},
   Key = {fds272284}
}

@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{fds272283,
   Author = {Hill, LG and Coie, JD and Lochman, JE and Greenberg,
             MT},
   Title = {Effectiveness of early screening for externalizing problems:
             issues of screening accuracy and utility.},
   Journal = {Journal of Consulting and Clinical Psychology},
   Volume = {72},
   Number = {5},
   Pages = {809-820},
   Year = {2004},
   Month = {October},
   ISSN = {0022-006X},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/15482039},
   Abstract = {Accurate, early screening is a prerequisite for indicated
             interventions intended to prevent development of
             externalizing disorders and delinquent behaviors. Using the
             Fast Track longitudinal sample of 396 children drawn from
             high-risk environments, the authors varied assumptions about
             base rates and examined effects of multiple-time-point and
             multiple-rater screening procedures. The authors also
             considered the practical import of various levels of
             screening accuracy in terms of true and false positive rates
             and their potential costs and benefits. Additional research
             is needed to determine true costs and benefits of early
             screening. However, the results indicate that 1st grade
             single- and multiple-rater screening models effectively
             predicted externalizing behavior and delinquent outcomes in
             4th and 5th grades and that early screening is
             justified.},
   Doi = {10.1037/0022-006X.72.5.809},
   Key = {fds272283}
}

@article{fds272090,
   Author = {Hillemeier, and M, and Foster, and M, E and Heinrichs, and B, and Heier, and Dodge, TCPPRGKA and member},
   Title = {Racial differences in the measurement of
             attention-deficit/hyperactivity disorder
             behaviors},
   Journal = {Journal of Developmental and Behavioral Pediatrics},
   Volume = {28},
   Pages = {353-361},
   Year = {2007},
   url = {http://dx.doi.org/10.1097/DBP.0b013e31811ff8b8},
   Doi = {10.1097/DBP.0b013e31811ff8b8},
   Key = {fds272090}
}

@article{fds272074,
   Author = {Dodge, KA},
   Title = {Framing public policy and prevention of chronic violence in
             American youths.},
   Journal = {American Psychologist},
   Volume = {63},
   Number = {7},
   Pages = {573-590},
   Year = {2008},
   Month = {October},
   ISSN = {0003-066X},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/18855489},
   Keywords = {aggressive behavior • frame analysis • prevention
             • public policy},
   Abstract = {Metaphors can both inspire and mislead the public. Current
             metaphors for youth violence are inconsistent with
             scientific evidence about how chronic violence develops and
             evoke inaccurate or harmful reactions. Popular, problematic
             metaphors include superpredator, quarantining the
             contagious, corrective surgery, man as computer, vaccine,
             and chronic disease. Four new metaphors that more accurately
             reflect the science of child development are proposed to
             shape the field. Preventive dentistry offers a lifelong
             system of universal, selected, and indicated intervention
             policies. Cardiovascular disease offers concepts of distal
             risk factors, proximal processes, equifinality and
             multifinality, and long-term prevention. The Centers for
             Disease Control and Prevention's public health model focuses
             on injury and the victim to elicit popular support. Public
             education for illiteracy offers concepts of long-term
             universal education coupled with specialized help for
             high-risk youths and goes beyond metaphor to represent a
             truly applicable framework. Research is proposed to test the
             scientific merit for and public receptivity to these
             metaphors.},
   Doi = {10.1037/0003-066X.63.7.573},
   Key = {fds272074}
}

@article{fds272070,
   Author = {Schofield, H-LT and Bierman, KL and Heinrichs, B and Nix, RL and Conduct
             Problems Prevention Research Group},
   Title = {Predicting early sexual activity with behavior problems
             exhibited at school entry and in early adolescence.},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {36},
   Number = {8},
   Pages = {1175-1188},
   Year = {2008},
   Month = {November},
   url = {http://dx.doi.org/10.1007/s10802-008-9252-6},
   Abstract = {Youth who initiate sexual intercourse in early adolescence
             (age 11-14) experience multiple risks, including concurrent
             adjustment problems and unsafe sexual practices. The current
             study tested two models describing the links between
             childhood precursors, early adolescent risk factors, and
             adolescent sexual activity: a cumulative model and a
             meditational model. A longitudinal sample of 694 boys and
             girls from four geographical locations was utilized, with
             data collected from kindergarten through high school.
             Structural equation models revealed that, irrespective of
             gender or race, high rates of aggressive disruptive
             behaviors and attention problems at school entry increased
             risk for a constellation of problem behaviors in middle
             school (school maladjustment, antisocial activity, and
             substance use) which, in turn, promoted the early initiation
             of sexual activity. Implications are discussed for
             developmental models of early sexual activity and for
             prevention programming.},
   Doi = {10.1007/s10802-008-9252-6},
   Key = {fds272070}
}

@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{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{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{fds272017,
   Author = {Lansford, JE and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {Does physical abuse in early childhood predict substance use
             in adolescence and early adulthood?},
   Journal = {Child Maltreatment},
   Volume = {15},
   Number = {2},
   Pages = {190-194},
   Year = {2010},
   Month = {May},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/20019026},
   Abstract = {Prospective longitudinal data from 585 families were used to
             examine parents' reports of child physical abuse in the
             first 5 years of life as a predictor of substance use at
             ages 12, 16, and 24. Path analyses revealed that physical
             abuse in the first 5 years of life predicted subsequent
             substance use for females but not males. We found a direct
             effect of early physical abuse on girls'substance use at age
             12 and indirect effects on substance use at age 16 and age
             24 through substance use at age 12. For boys, age 12
             substance use predicted age 16 substance use, and age 16
             substance use predicted age 24 substance use, but physical
             abuse in the first 5 years of life was unrelated to
             subsequent substance use. These findings suggest that for
             females, a mechanism of influence of early physical abuse on
             substance use into early adulthood appears to be through
             precocious initiation of substance use in early
             adolescence.},
   Doi = {10.1177/1077559509352359},
   Key = {fds272017}
}

@article{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{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{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{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{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{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{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{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{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{fds271955,
   Author = {Dodge, KA and Goodman, WB and Murphy, R and O'Donnell, K and Sato,
             J},
   Title = {Toward Population Impact from Home Visiting.},
   Journal = {Zero to Three},
   Volume = {33},
   Number = {3},
   Pages = {17-23},
   Year = {2013},
   Month = {January},
   ISSN = {0736-8038},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/23526864},
   Abstract = {Although some home-visiting programs have proven effective
             with the families they serve, no program has yet
             demonstrated an impact at the population level. We describe
             the Durham Connects (DC) initiative, which aims to achieve
             population impact by coalescing community agencies to serve
             early-intervention goals through a Preventive System Of Care
             and by delivering a universal, short-term, postnatal nurse
             home-visiting program. The home-visitor delivers brief
             intervention, assesses family needs in 12 domains, and
             connects the family with community resources to address
             individualized family needs. Evaluation of DC occurred
             through a population randomized controlled trial of all
             4,777 births in Durham, NC, over an 18-month period. DC was
             implemented with high penetration and high fidelity. Impact
             evaluation indicated that by age 6 months, DC infants had 18
             percent fewer emergency room visits and 80 percent fewer
             overnights in the hospital than did control families. We
             conclude that population impact is achievable if a program
             attends to challenges of community partnership, universal
             reach and assessment, rigorous evaluation, and models for
             sustaining funding.},
   Key = {fds271955}
}

@article{fds271951,
   Author = {Schwartz, D and Lansford, JE and Dodge, KA and Pettit, GS and Bates,
             JE},
   Title = {The link between harsh home environments and negative
             academic trajectories is exacerbated by victimization in the
             elementary school peer group.},
   Journal = {Developmental Psychology},
   Volume = {49},
   Number = {2},
   Pages = {305-316},
   Year = {2013},
   Month = {February},
   ISSN = {0012-1649},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000314193900010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {This article presents a prospective investigation focusing
             on the moderating role of peer victimization on associations
             between harsh home environments in the preschool years and
             academic trajectories during elementary school. The
             participants were 388 children (198 boys, 190 girls) who we
             recruited as part of an ongoing multisite longitudinal
             investigation. Preschool home environment was assessed with
             structured interviews and questionnaires completed by
             parents. Peer victimization was assessed with a peer
             nomination inventory that was administered when the average
             age of the participants was approximately 8.5 years. Grade
             point averages (GPAs) were obtained from reviews of school
             records, conducted for 7 consecutive years. Indicators of
             restrictive punitive discipline and exposure to violence
             were associated with within-subject declines in academic
             functioning over 7 years. However, these effects were
             exacerbated for those children who had also experienced
             victimization in the peer group during the intervening
             years.},
   Doi = {10.1037/a0028249},
   Key = {fds271951}
}

@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{fds271950,
   Author = {Bierman, KL and Coie, J and Dodge, K and Greenberg, M and Lochman, J and McMohan, R and Pinderhughes, E and Conduct Problems Prevention
             Research Group},
   Title = {School outcomes of aggressive-disruptive children:
             prediction from kindergarten risk factors and impact of the
             fast track prevention program.},
   Journal = {Aggress Behav},
   Volume = {39},
   Number = {2},
   Pages = {114-130},
   Year = {2013},
   Month = {March},
   ISSN = {0096-140X},
   url = {http://dx.doi.org/10.1002/ab.21467},
   Abstract = {A multi-gate screening process identified 891 children with
             aggressive-disruptive behavior problems at school entry.
             Fast Track provided a multi-component preventive
             intervention in the context of a randomized-controlled
             design. In addition to psychosocial support and skill
             training for parents and children, the intervention included
             intensive reading tutoring in first grade, behavioral
             management consultation with teachers, and the provision of
             homework support (as needed) through tenth grade. This study
             examined the impact of the intervention, as well as the
             impact of the child's initial aggressive-disruptive
             behaviors and associated school readiness skills (cognitive
             ability, reading readiness, attention problems) on academic
             progress and educational placements during elementary school
             (Grades 1-4) and during the secondary school years (Grades
             7-10), as well as high school graduation. Child behavior
             problems and skills at school entry predicted school
             difficulties (low grades, grade retention, placement in a
             self-contained classroom, behavior disorder classification,
             and failure to graduate). Disappointingly, intervention did
             not significantly improve these long-term school
             outcomes.},
   Doi = {10.1002/ab.21467},
   Key = {fds271950}
}

@article{fds328783,
   Author = {Powers, CJ and Bierman, KL and Conduct Problems Prevention
             Research Group},
   Title = {The multifaceted impact of peer relations on
             aggressive-disruptive behavior in early elementary
             school.},
   Journal = {Dev Psychol},
   Volume = {49},
   Number = {6},
   Pages = {1174-1186},
   Year = {2013},
   Month = {June},
   url = {http://dx.doi.org/10.1037/a0028400},
   Abstract = {Following a large, diverse sample of 4,096 children in 27
             schools, this study evaluated the impact of 3 aspects of
             peer relations, measured concurrently, on subsequent child
             aggressive-disruptive behavior during early elementary
             school: peer dislike, reciprocated friends' aggressiveness,
             and classroom levels of aggressive-disruptive behavior.
             Teachers rated child aggressive-disruptive behavior in 1st
             and 3rd grades, and peer relations were assessed during 2nd
             grade. Results indicated that heightened classroom
             aggressive-disruptive behavior levels were related to
             proximal peer relations, including an increased likelihood
             of having aggressive friends and lower levels of peer
             dislike of aggressive-disruptive children. Controlling for
             1st grade aggressive-disruptive behavior, the three 2nd
             grade peer experiences each made unique contributions to 3rd
             grade child aggressive-disruptive behavior. These findings
             replicate and extend a growing body of research documenting
             the multifaceted nature of peer influence on
             aggressive-disruptive behavior in early elementary school.
             They highlight the importance of the classroom ecology and
             proximal peer relations in the socialization of
             aggressive-disruptive behavior.},
   Doi = {10.1037/a0028400},
   Key = {fds328783}
}

@article{fds223306,
   Author = {Dodge, K.A. and Goodman, W.B. and Murphy, R.A. and O’Donnell, K. and Sato, J. and Guptill, S.},
   Title = {Implementation and randomized controlled trial evaluation of
             universal postnatal nurse home visiting},
   Journal = {American Journal of Public Health},
   Volume = {104},
   Pages = {36-43},
   Year = {2014},
   url = {http://dx.doi.org/10.2105/AJPH.2013.301361},
   Doi = {10.2105/AJPH.2013.301361},
   Key = {fds223306}
}

@article{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 = {RESEARCH FINDINGS: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. IMPLICATIONS FOR PRACTICE: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{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)},
   Volume = {38},
   Number = {3},
   Pages = {404-410},
   Year = {2014},
   Month = {March},
   ISSN = {0307-0565},
   url = {http://dx.doi.org/10.1038/ijo.2013.123},
   Abstract = {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.Seven-year longitudinal
             study.A total of 567 children from the Child Development
             Project for the analysis with impulsivity and 363 for the
             analysis with genetic variants.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).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.},
   Doi = {10.1038/ijo.2013.123},
   Key = {fds271941}
}

@article{fds271934,
   Author = {Ladd, HF and Muschkin, CG and Dodge, KA},
   Title = {From birth to school: Early childhood initiatives and
             third-grade outcomes in North Carolina},
   Journal = {Journal of Policy Analysis and Management},
   Volume = {33},
   Number = {1},
   Pages = {162-187},
   Year = {2014},
   Month = {December},
   ISSN = {0276-8739},
   url = {http://dx.doi.org/10.1002/pam.21734},
   Abstract = {This study examines the community-wide effects of two
             statewide early childhood policy initiatives in North
             Carolina. One initiative provides funding to improve the
             quality of child care services at the county level for all
             children between the ages of 0 to 5, and the other provides
             funding for preschool slots for disadvantaged
             four-year-olds. Differences across counties in the timing of
             the rollout and in the magnitude of the state financial
             investments per child provide the variation in programs
             needed to estimate their effects on schooling outcomes in
             third grade. We find robust positive effects of each program
             on third-grade test scores in both reading and math. These
             effects can best be explained by a combination of direct
             benefits for participants and spillover benefits for others.
             Our preferred models suggest that the combined average
             effects on test scores of investments in both programs at
             2009 funding levels are equivalent to two to four months of
             instruction in grade 3. © 2013 by the Association for
             Public Policy Analysis and Management.},
   Doi = {10.1002/pam.21734},
   Key = {fds271934}
}

@article{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}
}


%% 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}
}