Kenneth A. Dodge
%% Books
@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}
}
@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}
}
%% Chapters in Books
@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{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{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{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{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{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{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{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{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{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{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{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{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{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{fds272161,
Author = {Rabiner, and L, D and Coie, and D, J and CPPRG},
Title = {Early attention problems and children's reading achievement:
A longitudinal investigation},
Journal = {Journal of the American Academy of Child and Adolescent
Psychiatry},
Volume = {39},
Number = {7},
Pages = {859-867},
Year = {2000},
ISSN = {0890-8567},
url = {http://dx.doi.org/10.1097/00004583-200007000-00014},
Abstract = {<h4>Objectives</h4>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.<h4>Method</h4>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.<h4>Results</h4>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.<h4>Conclusions</h4>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{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{fds272145,
Author = {Jones, and D, and Dodge, and A, K and Foster, and M, E and Nix, and R, and Group, TCPPR},
Title = {Early Identification of Children at Risk for Costly Mental
Health Service Use},
Journal = {Prevention Science},
Volume = {3},
Number = {4},
Pages = {247-256},
Year = {2002},
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{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{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{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
behavior problems},
Journal = {International Journal of Behavioral Development},
Volume = {17},
Number = {4},
Pages = {675-696},
Year = {1994},
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{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{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{fds272074,
Author = {Dodge, KA},
Title = {Framing public policy and prevention of chronic violence in
American youths.},
Journal = {The 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{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{fds272284,
Author = {Flanagan, and S, K and Bierman, and L, K and Kam, and C-M, and Dodge,
TCPPRGKA and member},
Title = {Identifying at-risk children at school entry: The usefulness
of multibehavioral problems profiles},
Journal = {Journal of Clinical Child and Adolescent
Psychology},
Volume = {32},
Number = {3},
Pages = {396-407},
Year = {2004},
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{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{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 = {<h4>Objective</h4>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.<h4>Design</h4>Seven-year longitudinal
study.<h4>Participants</h4>A total of 567 children from the
Child Development Project for the analysis with impulsivity
and 363 for the analysis with genetic variants.<h4>Measurements
and results</h4>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).<h4>Conclusions</h4>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{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 = {<h4>Background</h4>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.<h4>Method</h4>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.<h4>Results</h4>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.<h4>Conclusion</h4>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{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{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{fds271916,
Author = {Dodge, KA},
Title = {Nurse home visits for infants and toddlers of low-income
families improve behavioural, language and attention
outcomes at age 6-9 years; paraprofessional visits improve
visual attention and task switching.},
Journal = {Evidence-based nursing},
Volume = {18},
Number = {2},
Pages = {50-51},
Year = {2015},
Month = {April},
ISSN = {1367-6539},
url = {http://dx.doi.org/10.1136/eb-2014-101828},
Abstract = {Implications for practice and research: Infant home visiting
can be efficacious in improving child developmental outcomes
throughout early childhood. Home visiting by trained nurses
produce positive outcomes, whereas outcomes for
paraprofessionals are mixed. This study suggests that future
research should be directed towards understanding how nurses
have a more positive impact on mothers and their children
than paraprofessionals.},
Doi = {10.1136/eb-2014-101828},
Key = {fds271916}
}
@article{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{fds272142,
Author = {Miller-Johnson, and S, and Coie, and D, J and Maumary-Gremaud, and A, and Bierman, and K, and Group, TCPPR},
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},
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{fds272070,
Author = {Schofield, and T, HL and Bierman, and L, K and Heinrichs, and B, and Nix, and L, R and Dodge, TCPPRGKA and member},
Title = {Predicting early sexual activity with behavior problems
exhibited at school entry and in preadolescence},
Journal = {Journal of Abnormal Child Psychology},
Volume = {36},
Number = {8},
Pages = {1175-1188},
Year = {2008},
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{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{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{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{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 = {<h4>Research findings</h4>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.<h4>Implications for
practice</h4>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{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{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 = {Aggressive behavior},
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{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 = {445-462},
Year = {1994},
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{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{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{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{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{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{fds272214,
Author = {Stormshak, and A, E and Bierman, and L, K and Group,
TCPPR},
Title = {The implications of different developmental patterns of
disruptive behavior problems for school adjustment},
Journal = {Development and Psychopathology},
Volume = {10},
Number = {3},
Pages = {451-468},
Year = {1998},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2762115/},
Abstract = {Based upon developmental models of disruptive behavior
problems, this study examined the hypothesis that the nature
of a child's externalizing problems at home may be important
in predicting the probability of and nature of school
adjustment problems at school entry. Parent ratings were
collected for a sample of 631 behaviorally disruptive
children using the Child Behavior Checklist. Confirmatory
factor analyses revealed differentiated ratings of
oppositional, aggressive, and hyperactive/inattentive
behaviors at home. Teacher and peer nominations assessed
school adjustment at the end of first grade. As expected
from a developmental perspective, aggressive behaviors
indicated more severe dysfunction and were more likely to
generalize to the school setting than were oppositional
behaviors. Hyperactive/inattentive behaviors at home led to
more classroom disruption than did aggressive or
oppositional behaviors. Co-occurring patterns of
oppositional/aggressive and hyperactive/inattentive
behaviors were more common than were single-problem
patterns, and were associated with broad dysfunction in the
social and classroom contexts. The results were interpreted
within a developmental framework, in which oppositional,
aggressive, and hyperactive/inattentive behaviors may
reflect distinct (as well as shared) developmental processes
that have implications for the home-to-school generalization
of behavior problems and subsequent school
adjustment.},
Doi = {10.1017/s0954579498001692},
Key = {fds272214}
}
@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{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 = {Developmental psychology},
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{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{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{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 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{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}
}
%% 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}
}