Kenneth A. Dodge

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

%% Journal Articles   
@article{fds272050,
   Author = {Conduct Problems Prevention Research Group},
   Title = {The effects of a multiyear universal social-emotional
             learning program: The role of student and school
             characteristics.},
   Journal = {Journal of Consulting and Clinical Psychology},
   Volume = {78},
   Number = {2},
   Pages = {156-168},
   Publisher = {American Psychological Association (APA)},
   Year = {2010},
   Month = {April},
   ISSN = {0022-006X},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000276572800003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {This article examines the impact of a universal
             social-emotional learning program, the Fast Track PATHS
             (Promoting Alternative Thinking Strategies) curriculum and
             teacher consultation, embedded within the Fast Track
             selective prevention model.The longitudinal analysis
             involved 2,937 children of multiple ethnicities who remained
             in the same intervention or control schools for Grades 1, 2,
             and 3. The study involved a clustered randomized controlled
             trial involving sets of schools randomized within 3 U.S.
             locations. Measures assessed teacher and peer reports of
             aggression, hyperactive-disruptive behaviors, and social
             competence. Beginning in first grade and through 3
             successive years, teachers received training and support and
             implemented the PATHS curriculum in their classrooms.The
             study examined the main effects of intervention as well as
             how outcomes were affected by characteristics of the child
             (baseline level of problem behavior, gender) and by the
             school environment (student poverty). Modest positive
             effects of sustained program exposure included reduced
             aggression and increased prosocial behavior (according to
             both teacher and peer report) and improved academic
             engagement (according to teacher report). Peer report
             effects were moderated by gender, with significant effects
             only for boys. Most intervention effects were moderated by
             school environment, with effects stronger in less
             disadvantaged schools, and effects on aggression were larger
             in students who showed higher baseline levels of
             aggression.A major implication of the findings is that
             well-implemented multiyear social-emotional learning
             programs can have significant and meaningful preventive
             effects on the population-level rates of aggression, social
             competence, and academic engagement in the elementary school
             years.},
   Doi = {10.1037/a0018607},
   Key = {fds272050}
}