Kenneth A. Dodge
%% Chapters in Books
@misc{fds39026,
Author = {Schwartz, D. and McFadyen-Ketchum, S.A. and Dodge. K.A. and Pettit, G.S. and Bates, J.E.},
Title = {Peer group victimization as a predictor of children's
behavior problems at home and in school(Abstract)},
Booktitle = {Youth Update},
Publisher = {Institute for Advanced Study of Antisocial Behavior in
Youth, Etobicoke, Ontario},
Year = {1999},
Key = {fds39026}
}
@misc{fds186603,
Author = {Conduct Problems Prevention Research Group},
Title = {The Fast Track Project: The prevention of severe conduct
problems in school-age youth},
Booktitle = {Handbook of clinical assessment and treatment of conduct
problems in youth},
Publisher = {Springer},
Address = {New York},
Editor = {R.C. Murrihy and A.D. Kidman and T.H. Ollendick},
Year = {2010},
Key = {fds186603}
}
%% Journal Articles
@article{fds272280,
Author = {Rabiner, and L, D and Malone, and S, P and Group, TCPPR},
Title = {"The Impact of Tutoring on Early Reading Achievement for
Children with and Without Attention Problems},
Journal = {Journal of Abnormal Child Psychology},
Volume = {32},
Number = {3},
Pages = {273-284},
Year = {2004},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1023/b:jacp.0000026141.20174.17},
Abstract = {This study examined whether the benefits of reading tutoring
in first grade were moderated by children's level of
attention problems. Participants were 581 children from the
intervention and control samples of Fast Track, a
longitudinal multisite investigation of the development and
prevention of conduct problems. Standardized reading
achievement measures were administered after kindergarten
and 1st grade, and teacher ratings of attention problems
were obtained during 1st grade. During 1st grade,
intervention participants received three 30-min tutoring
sessions per week to promote the development of initial
reading skills. Results replicated prior findings that
attention problems predict reduced 1st grade reading
achievement, even after controlling for IQ and earlier
reading ability. Intervention was associated with modest
reading achievement benefits for inattentive children
without early reading difficulties, and substantial benefits
for children with early reading difficulties who were not
inattentive. It had no discernible impact, however, for
children who were both inattentive and poor early readers.
Results underscore the need to develop effective academic
interventions for inattentive children, particularly for
those with co-occurring reading difficulties.},
Doi = {10.1023/b:jacp.0000026141.20174.17},
Key = {fds272280}
}
@article{fds272295,
Author = {Orpinas, and P, and Horne, and M, A and Dodge, TMVPPKA and member},
Title = {A teacher-focused approach to prevent and reduce students'
aggressive behavior: The GREAT Teacher Program},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {29-38},
Year = {2004},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2753434/},
Key = {fds272295}
}
@article{fds272018,
Author = {Glennie, E and Bonneau, K and Vandellen, M and Dodge,
KA},
Title = {Addition by Subtraction: The Relation Between Dropout Rates
and School-Level Academic Achievement.},
Journal = {Teachers College record (1970)},
Volume = {114},
Number = {8},
Pages = {1-26},
Year = {2012},
Month = {January},
ISSN = {0161-4681},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000308594300004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {<h4>Background/context</h4>Efforts to improve student
achievement should increase graduation rates. However, work
investigating the effects of student-level accountability
has consistently demonstrated that increases in the
standards for high school graduation are correlated with
increases in dropout rates. The most favored explanation for
this finding is that high-stakes testing policies that
mandate grade repetition and high school exit exams may be
the tipping point for students who are already struggling
academically. These extra demands may, in fact, push
students out of school.<h4>Purpose/objective/focus</h4>This
article examines two hypotheses regarding the relation
between school-level accountability and dropout rates. The
first posits that improvements in school performance lead to
improved success for everyone. If school-level
accountability systems improve a school for all students,
then the proportion of students performing at grade level
increases, and the dropout rate decreases. The second
hypothesis posits that schools facing pressure to improve
their overall accountability score may pursue this increase
at the cost of other student outcomes, including dropout
rate.<h4>Research design</h4>Our approach focuses on the
dynamic relation between school-level academic achievement
and dropout rates over time-that is, between one year's
achievement and the subsequent year's dropout rate, and vice
versa. This article employs longitudinal data of records on
all students in North Carolina public schools over an 8-year
period. Analyses employ fixed-effects models clustering
schools and districts within years and controls each year
for school size, percentage of students who were
free/reduced-price lunch eligible, percentage of students
who are ethnic minorities, and locale.<h4>Findings/results</h4>This
study finds partial evidence that improvements in
school-level academic performance will lead to improvements
(i.e., decreases) in school-level dropout rates. Schools
with improved performance saw decreased dropout rates
following these successes. However, we find more evidence of
a negative side of the quest for improved academic
performance. When dropout rates increase, the performance
composites in subsequent years increase.<h4>Conclusions/recommendations</h4>Accountability
systems need to remove any indirect benefit a school may
receive from increasing its dropout rate. Schools should be
held accountable for those who drop out of school. Given the
personal and social costs of dropping out, accountability
systems need to place more emphasis on dropout prevention.
Such an emphasis could encompass increasing the dropout age
and having the school's performance composite include scores
of zero on end-of-grade tests for those who leave
school.},
Key = {fds272018}
}
@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{fds272299,
Author = {Meyer, and L, A and Allison, and W, K and Reese, and E, L and Gay, and N, F and Dodge, TMVPPKA and member},
Title = {Choosing to be violence free in middle school: The student
component of the GREAT Schools and Families Universal
Program.},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {20-28},
Year = {2004},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791963/},
Key = {fds272299}
}
@article{fds272041,
Author = {Lansford, JE and Malone, PS and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Developmental cascades of peer rejection, social information
processing biases, and aggression during middle
childhood.},
Journal = {Development and psychopathology},
Volume = {22},
Number = {3},
Pages = {593-602},
Year = {2010},
Month = {August},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20576181},
Abstract = {This study tested a developmental cascade model of peer
rejection, social information processing (SIP), and
aggression using data from 585 children assessed at 12 time
points from kindergarten through Grade 3. Peer rejection had
direct effects on subsequent SIP problems and aggression.
SIP had direct effects on subsequent peer rejection and
aggression. Aggression had direct effects on subsequent peer
rejection. Each construct also had indirect effects on each
of the other constructs. These findings advance the
literature beyond a simple mediation approach by
demonstrating how each construct effects changes in the
others in a snowballing cycle over time. The progressions of
SIP problems and aggression cascaded through lower liking,
and both better SIP skills and lower aggression facilitated
the progress of social preference. Findings are discussed in
terms of the dynamic, developmental relations among social
environments, cognitions, and behavioral
adjustment.},
Doi = {10.1017/s0954579410000301},
Key = {fds272041}
}
@article{fds272219,
Author = {Hope, and D, T and Bierman, and L, K and Dodge, TCPPRGKA and member},
Title = {Developmental patterns of home and school behavior in rural
and urban settings},
Journal = {Journal of School Psychology},
Volume = {36},
Pages = {45-58},
Year = {1998},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19834584},
Key = {fds272219}
}
@article{fds167316,
Author = {Lansford, J.E. and Dishion, T.J. and Dodge, K.A.},
Title = {Deviant peer clustering and influence within public school
settings: Inadvertent negative outcomes from traditional
professional practices},
Booktitle = {Interventions for achievement and behavior in a three-tier
model including response to intervention},
Publisher = {National Association for School Psychologists
Press},
Address = {Bethesda, MD},
Editor = {Shinn, M.R. and Walker, H.M. and Stoner, G.},
Year = {2009},
Key = {fds167316}
}
@article{fds272129,
Author = {Keiley, MK and Lofthouse, N and Bates, JE and Dodge, KA and Pettit,
GS},
Title = {Differential risks of covarying and pure components in
mother and teacher reports of externalizing and
internalizing behavior across ages 5 to 14.},
Journal = {Journal of abnormal child psychology},
Volume = {31},
Number = {3},
Pages = {267-283},
Year = {2003},
Month = {June},
url = {http://dx.doi.org/10.1023/a:1023277413027},
Abstract = {In a sample of 585 children assessed in kindergarten through
8th grade, we fit a confirmatory factor model to both
mother- and teacher-reported symptoms on the Achenbach
checklists (CBCL, TRF) and determined that a covariation
factor of externalizing and internalizing behaviors existed,
in addition to the pure-form factors of externalizing and
internalizing for each reporter. In 3 structural equation
models, between 8 and 67% of the variance in these 6 latent
factors was accounted for by a set of antecedent child,
sociocultural, parenting, and peer risk variables. Each of
the 6 latent factors, taken 2 at a time, was predicted by a
unique set of risk variables; however, there were some
patterns that held for both mother- and teacher-report
symptom factors: Child temperamental unadaptability and
female gender were predictors of higher internalizing
symptoms; child temperamental resistance to control,
parental harsh punishment, male gender, low SES, and peer
rejection were related to higher externalizing symptoms
whereas child temperamental unadaptability was related to
lower externalizing symptoms; and peer rejection and family
stress were also related to the covarying,
externalizing-plus-internalizing component of both mother
and teacher reports.},
Doi = {10.1023/a:1023277413027},
Key = {fds272129}
}
@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{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{fds38983,
Author = {Bates, J.E. and Pettit, G.S. and Dodge, K.A.},
Title = {Family and child factors in stability and change in
children's aggressiveness in elementary school},
Pages = {124-138},
Booktitle = {Coercion and punishment in long-term perspectives},
Publisher = {New York: Cambridge University Press},
Editor = {J. McCord},
Year = {1995},
Key = {fds38983}
}
@article{fds272269,
Author = {Pettit, GS and Bates, JE and Dodge, KA},
Title = {Family interaction patterns and children's conduct problems
at home and school: A longitudinal perspective},
Journal = {School Psychology Review},
Volume = {22},
Pages = {401-418},
Year = {1993},
Key = {fds272269}
}
@article{fds272075,
Author = {Schwartz, D and Gorman, AH and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Friendships with peers who are low or high in aggression as
moderators of the link between peer victimization and
declines in academic functioning.},
Journal = {Journal of abnormal child psychology},
Volume = {36},
Number = {5},
Pages = {719-730},
Year = {2008},
Month = {July},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1007/s10802-007-9200-x},
Abstract = {This paper reports two prospective investigations of the
role of friendship in the relation between peer
victimization and grade point averages (GPA). Study 1
included 199 children (105 boys, 94 girls; mean age of 9.1
years) and Study 2 included 310 children (151 boys, 159
girls; mean age of 8.5 years). These children were followed
for two school years. In both projects, we assessed
aggression, victimization, and friendship with a peer
nomination inventory, and we obtained children's GPAs from a
review of school records. Peer victimization was associated
with academic declines only when children had either a high
number of friends who were above the classroom mean on
aggression or a low number of friends who were below the
classroom mean on aggression. These results highlight the
importance of aggression levels among friends for the
academic adjustment of victimized children.},
Doi = {10.1007/s10802-007-9200-x},
Key = {fds272075}
}
@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{fds271946,
Author = {Petersen, IT and Bates, JE and D'Onofrio, BM and Coyne, CA and Lansford,
JE and Dodge, KA and Pettit, GS and Van Hulle and CA},
Title = {Language ability predicts the development of behavior
problems in children.},
Journal = {Journal of abnormal psychology},
Volume = {122},
Number = {2},
Pages = {542-557},
Year = {2013},
Month = {May},
ISSN = {0021-843X},
url = {http://dx.doi.org/10.1037/a0031963},
Abstract = {Prior studies have suggested, but not fully established,
that language ability is important for regulating attention
and behavior. Language ability may have implications for
understanding attention-deficit hyperactivity disorder
(ADHD) and conduct disorders, as well as subclinical
problems. This article reports findings from two
longitudinal studies to test (a) whether language ability
has an independent effect on behavior problems, and (b) the
direction of effect between language ability and behavior
problems. In Study 1 (N = 585), language ability was
measured annually from ages 7 to 13 years by language
subtests of standardized academic achievement tests
administered at the children's schools. Inattentive-hyperactive
(I-H) and externalizing (EXT) problems were reported
annually by teachers and mothers. In Study 2 (N = 11,506),
language ability (receptive vocabulary) and mother-rated I-H
and EXT problems were measured biannually from ages 4 to 12
years. Analyses in both studies showed that language ability
predicted within-individual variability in the development
of I-H and EXT problems over and above the effects of sex,
ethnicity, socioeconomic status (SES), and performance in
other academic and intellectual domains (e.g., math, reading
comprehension, reading recognition, and short-term memory
[STM]). Even after controls for prior levels of behavior
problems, language ability predicted later behavior problems
more strongly than behavior problems predicted later
language ability, suggesting that the direction of effect
may be from language ability to behavior problems. The
findings suggest that language ability may be a useful
target for the prevention or even treatment of attention
deficits and EXT problems in children.},
Doi = {10.1037/a0031963},
Key = {fds271946}
}
@article{fds44855,
Author = {Dodge, K.A.},
Title = {Media Production Leave No Child Behind: Education Leadership
Summit},
Year = {2002},
Key = {fds44855}
}
@article{fds272097,
Author = {Muschkin, CG and Malone, PS and Conduct Problems Prevention
Research Group},
Title = {Multiple Teacher Ratings: An evaluation of measurement
strategies.},
Journal = {Educational research and evaluation : an international
journal on theory and practice},
Volume = {13},
Number = {1},
Pages = {71},
Year = {2007},
Month = {February},
ISSN = {1380-3611},
url = {http://dx.doi.org/10.1080/13803610601058215},
Abstract = {This study addresses the questions that arise when
collecting, describing, and analyzing information from
multiple informants regarding attributes of individual
students. Using data from the Fast Track study, we evaluate
alternative measurement strategies for using multiple
teacher ratings of student adjustment to middle school among
a sample of 326 Grade-6 pupils. One goal of the study was to
compare the advantages of three measurement strategies using
multiple and single informants in terms of their correlation
with contemporaneous measures of behavior and academic
achievement. Comparisons of residual variance using an
aggregated rating, the rating from an "optimal informant,"
and a score selected at random from the response set,
indicate that aggregation provides the highest
criterion-related validity. As part of these analyses, we
explore the significance of inter-rater concordance,
measured in terms of the intraclass correlation coefficient
(ICC). Results indicate that for some aggregated scores,
reliability can significantly limit their interpretability.
The second main goal of the study was to evaluate the
effects of variation in die number of teacher ratings on
residual variance estimates for aggregate measures in
selected behavioral domains. We conclude that the advantages
of using multiple ratings are significant with a larger
number of informants.},
Doi = {10.1080/13803610601058215},
Key = {fds272097}
}
@article{fds272182,
Author = {Kohl, GO and Lengua, LJ and McMahon, RJ and Bierman, K and Dodge, KA and Coie, JD and Greenberg, MT and Lochman, JE and Pinderhughes,
EE},
Title = {Parent Involvement in School: Conceptualizing Multiple
Dimensions and Their Relations with Family and Demographic
Risk Factors},
Journal = {Journal of School Psychology},
Volume = {38},
Number = {6},
Pages = {501-523},
Publisher = {Elsevier BV},
Year = {2000},
url = {http://hdl.handle.net/10161/8003 Duke open
access},
Abstract = {Parent involvement (PI) in school is associated with more
positive academic performance and social competence in
children. However, there are inadequacies in current
measures of PI and a need for a better understanding of
predictors of PI. In this study, measures were obtained from
a normative sample of 387 children in kindergarten and first
grade from high-risk neighborhoods in 4 different sites.
First, a confirmatory factor analysis of a theoretical
factor model of PI identified 6 reliable multiple-reporter
PI factors: Parent-Teacher Contact, Parent Involvement at
School, Quality of Parent-Teacher Relationship, Teacher's
Perception of the Parent, Parent Involvement at Home, and
Parent Endorsement of School. Next, the relations among 3
specific family and demographic risk factors-parental
education level, maternal depression, and single-parent
status-and these 6 PI factors were examined using path
analyses in structural equation modeling. Results indicated
that the 3 risk factors were differentially associated with
the 6 PI factors: Parental education was significantly
associated with 4 PI outcomes, maternal depression was
significantly associated with 5 PI outcomes, and
single-parent status was significantly associated with 3 PI
outcomes. No significant ethnic group differences between
African American and Caucasian families were found in these
relations. © 2000 Society for the Study of School
Psychology. Published by Elsevier Science
Ltd.},
Doi = {10.1016/S0022-4405(00)00050-9},
Key = {fds272182}
}
@article{fds272185,
Author = {Hill, NE and Lansford, J and Castellino, DR and Nowlin, P and Dodge, KA and Bates, J and Petit, G},
Title = {Parent-academic involvement as related to school behavior,
achievement and aspirations: Demographic variations across
adolescence},
Journal = {Child Development},
Volume = {75},
Number = {4},
Pages = {1491-1509},
Year = {2004},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15369527},
Abstract = {A longitudinal model of parent academic involvement,
behavioral problems, achievement, and aspirations was
examined for 463 adolescents, followed from 7th
(approximately 12 years old) through 11th (approximately 16
years old) grades. Parent academic involvement in 7th grade
was negatively related to 8th-grade behavioral problems and
positively related to 11th-grade aspirations. There were
variations across parental education levels and ethnicity:
Among the higher parental education group, parent academic
involvement was related to fewer behavioral problems, which
were related to achievement and then aspirations. For the
lower parental education group, parent academic involvement
was related to aspirations but not to behavior or
achievement. Parent academic involvement was positively
related to achievement for African Americans but not for
European Americans. Parent academic involvement may be
interpreted differently and serve different purposes across
sociodemographic backgrounds.},
Doi = {10.1111/j.1467-8624.2004.00753.x},
Key = {fds272185}
}
@article{fds39755,
Author = {Schwartz, D. and McFadyen-Ketchum, S.A. and Dodge. K.A. and Pettit, G.S. and Bates, J.E.},
Title = {Peer group victimization as a predictor of children's
behavior problems at home and in school(Abstract)},
Journal = {Clinician’s Research Digest: Briefings in Behavioral
Science},
Volume = {17},
Year = {1999},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9524809},
Key = {fds39755}
}
@article{fds272174,
Author = {Greenberg, MT and Lengua, LJ and Coie, JD and Pinderhughes,
EE},
Title = {Predicting developmental outcomes at school entry using a
multiple-risk model: four American communities. The Conduct
Problems Prevention Research Group.},
Journal = {Developmental psychology},
Volume = {35},
Number = {2},
Pages = {403-417},
Year = {1999},
Month = {March},
ISSN = {0012-1649},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000078828100008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {The contributions of different risk factors in predicting
children's psychological and academic outcomes at the end of
1st grade were examined. Using a regression model, levels of
ecobehavioral risk were assessed in the following order:
specific demographics, broad demographics, family
psychosocial status, mother's depressive symptoms, and
neighborhood quality. Participants were 337 families from 4
American communities. Predictor variables were assessed in
kindergarten, and teacher, parent, and child outcomes
(behavioral and academic) were assessed at the end of 1st
grade. Results indicated that (a) each level of analysis
contributed to prediction of most outcomes, (b) 18%-29% of
the variance was predicted in outcomes, (c) a common set of
predictors predicted numerous outcomes, (d) ethnicity showed
little unique prediction, and (e) the quality of the
neighborhood showed small but unique prediction to
externalizing problems.},
Doi = {10.1037//0012-1649.35.2.403},
Key = {fds272174}
}
@article{fds272262,
Author = {Wehby, and H, J and Dodge, and A, K and Valente, and E, and Jr, and Group,
TCPPR},
Title = {School behavior of first-grade children identified as
at-risk for development of conduct problems},
Journal = {Behavioral Disorders},
Volume = {18},
Pages = {67-78},
Year = {1993},
Key = {fds272262}
}
@article{fds39754,
Author = {Dodge, K.A. and Putallaz, M. and Malone, D.},
Title = {The Duke Education Leadership Summit},
Journal = {Phi Delta Kappan},
Volume = {83},
Series = {Special section},
Pages = {674-720},
Year = {2002},
Key = {fds39754}
}
@article{fds272124,
Author = {Schulting, AB and Malone, PS and Dodge, KA},
Title = {The effect of school-based kindergarten transition policies
and practices on child academic outcomes.},
Journal = {Developmental psychology},
Volume = {41},
Number = {6},
Pages = {860-871},
Year = {2005},
Month = {November},
ISSN = {0012-1649},
url = {http://www.ncbi.nlm.nih.gov/pubmed/16351333},
Abstract = {This study examined the effect of school-based kindergarten
transition policies and practices on child outcomes. The
authors followed 17,212 children from 992 schools in the
Early Childhood Longitudinal Study-Kindergarten sample
(ECLS-K) across the kindergarten school year. Hierarchical
linear modeling revealed that the number of school-based
transition practices in the fall of kindergarten was
associated with more positive academic achievement scores at
the end of kindergarten, even controlling for family
socioeconomic status (SES) and other demographic factors.
This effect was stronger for low- and middle-SES children
than high-SES children. For low-SES children, 7 transition
practices were associated with a .21 standard deviation
increase in predicted achievement scores beyond 0 practices.
The effect of transition practices was partially mediated by
an intervening effect on parent-initiated involvement in
school during the kindergarten year. The findings support
education policies to target kindergarten transition efforts
to increase parent involvement in low-SES
families.},
Doi = {10.1037/0012-1649.41.6.860},
Key = {fds272124}
}
@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 = {<h4>Objective</h4>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.<h4>Method</h4>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.<h4>Results</h4>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.<h4>Conclusions</h4>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}
}
@article{fds272122,
Author = {Thomas, and E, D and Bierman, and L, K and Dodge, TCPPGKA and member},
Title = {The impact of classroom aggression on the development of
aggressive behavior problems in children},
Journal = {Development and Psychopathology},
Volume = {18},
Number = {2},
Pages = {471-487},
Year = {2006},
ISSN = {0954-5794},
url = {http://dx.doi.org/10.1017/s0954579406060251},
Abstract = {Prior research suggests that exposure to elementary
classrooms characterized by high levels of student
aggression may contribute to the development of child
aggressive behavior problems. To explore this process in
more detail, this study followed a longitudinal sample of
4,907 children and examined demographic factors associated
with exposure to high-aggression classrooms, including
school context factors (school size, student poverty levels,
and rural vs. urban location) and child ethnicity (African
American, European American). The developmental impact of
different temporal patterns of exposure (e.g., primacy,
recency, chronicity) to high-aggression classrooms was
evaluated on child aggression. Analyses revealed that
African American children attending large, urban schools
that served socioeconomically disadvantaged students were
more likely than other students to be exposed to
high-aggressive classroom contexts. Hierarchical regressions
demonstrated cumulative effects for temporal exposure,
whereby children with multiple years of exposure showed
higher levels of aggressive behavior after 3 years than
children with primacy, less recent, and less chronic
exposure, controlling for initial levels of aggression.
Implications are discussed for developmental research and
preventive interventions.},
Doi = {10.1017/s0954579406060251},
Key = {fds272122}
}
@article{fds272189,
Author = {Lavalee, and L, K and Bierman, and Nix, and L, R and Group,
CPPR},
Title = {The impact of first grade "Friendship Group" experiences on
child social outcomes in the Fast Track Program},
Journal = {Journal of Abnormal Child Psychology},
Volume = {33},
Number = {3},
Pages = {307-324},
Year = {2005},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1007/s10802-005-3567-3},
Abstract = {Many interventions for children's behavior problems
successfully utilize a group format for social skills
training, providing opportunities for practice and
performance feedback from peers. Recent studies however,
suggest that grouping aggressive children together may
reduce intervention effectiveness or even increase risk. The
present study examined the relative impact of children's own
behavior and their experiences with peers in the first-grade
"friendship groups" of Fast Track, a multi-component
preventive intervention program. Two-hundred sixty-six
children (56% minority, 29% female) participated in 55
friendship groups. Children's own positive and negative
behavior in friendship groups was related to relative
improvements in social cognitive skills, prosocial behavior,
and aggression, assessed through child interviews, teacher
ratings, and peer sociometric nominations. Results from
hierarchical linear models also revealed that the amount of
peer escalation children received for their disruptive
behavior during sessions impeded some intervention gains,
whereas mere exposure to other children's positive or
negative behavior was rarely related to outcomes.},
Doi = {10.1007/s10802-005-3567-3},
Key = {fds272189}
}
@article{fds272151,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, E},
Title = {The implementation of the Fast Track program: an example of
a large-scale prevention science efficacy
trial.},
Journal = {Journal of abnormal child psychology},
Volume = {30},
Number = {1},
Pages = {1-17},
Year = {2002},
Month = {February},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2756657/},
Abstract = {In 1990, the Fast Track Project was initiated to evaluate
the feasibility and effectiveness of a comprehensive,
multicomponent prevention program targeting children at risk
for conduct disorders in four demographically diverse
American communities (Conduct Problems Prevention Research
Group [CPPRG], 1992). Representing a prevention science
approach toward community-based preventive intervention, the
Fast Track intervention design was based upon the available
data base elucidating the epidemiology of risk for conduct
disorder and suggesting key causal developmental influences
(R. P. Weissberg & M. T. Greenberg, 1998). Critical
questions about this approach to prevention center around
the extent to which such a science-based program can be
effective at (1) engaging community members and
stakeholders, (2) maintaining intervention fidelity while
responding appropriately to the local norms and needs of
communities that vary widely in their demographic and
cultural/ethnic composition, and (3) maintaining community
engagement in the long-term to support effective and
sustainable intervention dissemination. This paper discusses
these issues, providing examples from the Fast Track project
to illustrate the process of program implementation and the
evidence available regarding the success of this
science-based program at engaging communities in sustainable
and effective ways as partners in prevention
programming.},
Doi = {10.1023/A:1014292830216},
Key = {fds272151}
}
@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{fds272168,
Author = {Stormshak, and A, E and Bierman, and L, K and Bruschi, and C, and Dodge, and A, K and Coie, and D, J and Group, CPPR},
Title = {The Relation Between Behavior Problems and Peer Preference
in Different Classroom Contexts},
Journal = {Child Development},
Volume = {70},
Number = {1},
Pages = {169-182},
Year = {1999},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/1467-8624.00013},
Abstract = {This study tested two alternative hypotheses regarding the
relations between child behavior and peer preference. The
first hypothesis is generated from the person-group
similarity model, which predicts that the acceptability of
social behaviors will vary as a function of peer group
norms. The second hypothesis is generated by the social
skill model, which predicts that behavioral skill
deficiencies reduce and behavioral competencies enhance peer
preference. A total of 2895 children in 134 regular
first-grade classrooms participated in the study.
Hierarchical linear modeling was used to compare four
different behaviors as predictors of peer preference in the
context of classrooms with varying levels of these behavior
problems. The results of the study supported both predictive
models, with the acceptability of aggression and withdrawal
varying across classrooms (following a person-group
similarity model) and the effects of inattentive/hyperactive
behavior (in a negative direction) and prosocial behavior
(in a positive direction) following a social skill model and
remaining constant in their associations with peer
preference across classrooms. Gender differences also
emerged, with aggression following the person-group
similarity model for boys more strongly than for girls. The
effects of both child behaviors and the peer group context
on peer preference and on the trajectory of social
development are discussed.},
Doi = {10.1111/1467-8624.00013},
Key = {fds272168}
}
@article{fds272257,
Author = {Strassberg, Z and Dodge, KA and Bates, JE and Pettit,
GS},
Title = {The relation between parental conflict strategies and
children's standing in kindergarten},
Journal = {Merrill-Palmer Quarterly},
Volume = {38},
Pages = {477-493},
Year = {1992},
url = {http://www.jstor.org/stable/23087323},
Key = {fds272257}
}
@article{fds38971,
Author = {Consortium on the School-Based Promotion of Social
Competence},
Title = {The school-based promotion of social competence: Theory,
research, practice, and policy},
Pages = {268-389},
Booktitle = {Stress, risk and resilience in children and
adolescents},
Publisher = {New York: Cambridge},
Editor = {R.J. Haggarty and N. Garmezy and M. Rutter and L.
Sherrod},
Year = {1994},
Key = {fds38971}
}
@article{fds272234,
Author = {Elias, MJ and Weissberg, RP and Zins, JE and Kendall, PC and Dodge, KA and Jason, LA and Rotheram-Borus, MJ and Perry, CL and Hawkins, JD and Gottfredson, DC},
Title = {Transdisciplinary collaboration among school researchers:
The consortium on the school-based promotion of social
competence},
Journal = {Journal of Educational and Psychological
Consultation},
Volume = {7},
Number = {1},
Pages = {25-39},
Publisher = {Informa UK Limited},
Year = {1996},
Month = {January},
url = {http://dx.doi.org/10.1207/s1532768xjepc0701_3},
Abstract = {A common problem faced by professionals involved in
implementing and researching intervention programs is
identifying where they can turn for consultation and support
in addressing the complex challenges of their work. The
professional literature often does not address the specific
problems they must address and does not offer personal
support. Further, it is unclear what type of professional
development is appropriate for meeting the somewhat unique
needs of those at a senior level. This article discusses the
development, formation, evolution, and ongoing work of a
group of researchers and professors from universities around
the country who have been collaborating since 1987. They
formed a consortium of professional peers to share
expertise, conduct joint projects, encourage reflective
practice, provide moral support, and enhance one another's
professional growth and development. Through the mutual
efforts, support, and consultative assistance provided,
members have been able to creatively enhance and improve
their individual approaches to school intervention and also
expand their influence on the field at large.},
Doi = {10.1207/s1532768xjepc0701_3},
Key = {fds272234}
}
@article{fds272150,
Author = {Group, CPPR},
Title = {Using the Fast Track Randomiized Prevention Trial to Test
the Early-Starter Model of the Development of Serious
Conduct Problems},
Journal = {Development and Psychopathology},
Volume = {14},
Number = {4},
Pages = {927-945},
Year = {2002},
ISSN = {0954-5794},
url = {http://www.ncbi.nlm.nih.gov/pubmed/12549710},
Abstract = {The Fast Track prevention trial was used to test hypotheses
from the Early-Starter Model of the development of chronic
conduct problems. We randomly assigned 891 high-risk
first-grade boys and girls (51% African American) to receive
the long-term Fast Track prevention or not. After 4 years,
outcomes were assessed through teacher ratings, parent
ratings, peer nominations, and child self-report. Positive
effects of assignment to intervention were evident in
teacher and parent ratings of conduct problems, peer social
preference scores, and association with deviant peers.
Assessments of proximal goals of intervention (e.g., hostile
attributional bias, problem-solving skill, harsh parental
discipline, aggressive and prosocial behavior at home and
school) collected after grade 3 were found to partially
mediate these effects. The findings are interpreted as
consistent with developmental theory.},
Key = {fds272150}
}
@article{fds272082,
Author = {Henry, and B, D and Miller-Johnson, and S, and Simon, and R, T and Schoeny, and E, M and Dodge, TM-SVPPKA and member},
Title = {Validity of teacher ratings in selecting influential
aggressive adolescents for a targeted preventive
intervention},
Journal = {Prevention Science},
Volume = {7},
Number = {1},
Pages = {31-41},
Year = {2006},
Month = {January},
url = {http://dx.doi.org/10.1007/s11121-005-0004-3},
Abstract = {This study describes a method for using teacher nominations
and ratings to identify socially influential, aggressive
middle school students for participation in a targeted
violence prevention intervention. The teacher nomination
method is compared with peer nominations of aggression and
influence to obtain validity evidence. Participants were
urban, predominantly African American and Latino sixth-grade
students who were involved in a pilot study for a large
multi-site violence prevention project. Convergent validity
was suggested by the high correlation of teacher ratings of
peer influence and peer nominations of social influence. The
teacher ratings of influence demonstrated acceptable
sensitivity and specificity when predicting peer nominations
of influence among the most aggressive children. Results are
discussed in terms of the application of teacher nominations
and ratings in large trials and full implementation of
targeted prevention programs.},
Doi = {10.1007/s11121-005-0004-3},
Key = {fds272082}
}