Kenneth A. Dodge

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

%% Journal Articles   
@article{fds272165,
   Author = {Bellanti, CJ and Bierman, KL},
   Title = {Disentangling the impact of low cognitive ability and
             inattention on social behavior and peer relationships.
             Conduct Problems Prevention Re search Group.},
   Journal = {Journal of Clinical Child Psychology},
   Volume = {29},
   Number = {1},
   Pages = {66-75},
   Year = {2000},
   Month = {March},
   url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2767167/},
   Abstract = {Examined the shared and unique contributions of low
             cognitive ability and inattention to the development of
             social behavior problems and peer relationships of children
             at the time of school entry. Kindergarten and first-grade
             assessments of cognitive ability, inattention and prosocial
             and aggressive behavior were collected for a multisite,
             normative sample. Sociometric assessments of peer
             relationships were collected at the end of first grade.
             Cognitive ability and inattention both contributed to the
             prediction of social behavior and peer relationships. Low
             cognitive ability was particularly predictive of prosocial
             skill deficits, and social behavior mediated the relation
             between cognitive ability and social preference. Inattention
             predicted both prosocial skill deficits and elevated
             aggressive-disruptive behavior problems. Behavior problems
             partially mediated the relation between inattention and
             social preference. Identified subgroups of children with
             elevated levels of inattention or low cognitive ability
             showed different patterns of peer problems, with low
             acceptance characteristic of the low cognitive ability
             (only) group and high dislike ratings characteristic of the
             inattentive and inattentive/low-ability group. Implications
             are discussed for the design of early intervention and
             prevention programs.},
   Doi = {10.1207/s15374424jccp2901_7},
   Key = {fds272165}
}

@article{fds272227,
   Author = {Dodge, KA and Lochman, JE and Harnish, JD and Bates, JE and Pettit,
             GS},
   Title = {Reactive and proactive aggression in school children and
             psychiatrically impaired chronically assaultive
             youth.},
   Journal = {Journal of Abnormal Psychology},
   Volume = {106},
   Number = {1},
   Pages = {37-51},
   Year = {1997},
   Month = {February},
   ISSN = {0021-843X},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/9103716},
   Abstract = {The authors proposed that reactively aggressive and
             proactively aggressive types of antisocial youth would
             differ in developmental histories, concurrent adjustment,
             and social information-processing patterns. In Study 1, 585
             boys and girls classified into groups called reactive
             aggressive, proactive aggressive, pervasively aggressive
             (combined type), and nonaggressive revealed distinct
             profiles. Only the reactive aggressive groups demonstrated
             histories of physical abuse and early onset of problems,
             adjustment problems in peer relations, and inadequate
             encoding and problem-solving processing patterns. Only the
             proactive aggressive groups demonstrated a processing
             pattern of anticipating positive outcomes for aggressing. In
             Study 2, 50 psychiatrically impaired chronically violent
             boys classified as reactively violent or proactively violent
             demonstrated differences in age of onset of problem
             behavior, adjustment problems, and processing
             problems.},
   Doi = {10.1037//0021-843x.106.1.37},
   Key = {fds272227}
}

@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}
}