Kenneth A. Dodge
%% Chapters in Books
@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{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{fds272222,
Author = {Schwartz, D and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {The early socialization of aggressive victims of
bullying.},
Journal = {Child development},
Volume = {68},
Number = {4},
Pages = {665-675},
Year = {1997},
Month = {August},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9306645},
Abstract = {This study reports the first prospective investigation of
the early family experiences of boys who later emerged as
both aggressive and bullied (i.e., aggressive victims)
during their middle childhood years. It was hypothesized
that a history of violent victimization by adults leads to
emotion dysregulation that results in a dual pattern of
aggressive behavior and victimization by peers. Interviews
with mothers of 198 5-year-old boys assessed preschool home
environments. Four to 5 years later, aggressive behavior and
peer victimization were assessed in the school classroom.
The early experiences of 16 aggressive victims were
contrasted with those of 21 passive (nonaggressive) victims,
33 nonvictimized aggressors, and 128 normative boys.
Analyses indicated that the aggressive victim group had
experienced more punitive, hostile, and abusive family
treatment than the other groups. In contrast, the
nonvictimized aggressive group had a history of greater
exposure to adult aggression and conflict, but not
victimization by adults, than did the normative group,
whereas the passive victim group did not differ from the
normative group on any home environment variable.},
Doi = {10.1111/j.1467-8624.1997.tb04228.x},
Key = {fds272222}
}
@article{fds272034,
Author = {Thomas, DE and Bierman, KL and Powers, CJ and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ},
Title = {The influence of classroom aggression and classroom climate
on the early development of aggressive-disruptive behavior
problems in school},
Journal = {Child Development},
Volume = {82},
Number = {3},
Pages = {751-757},
Year = {2011},
url = {http://hdl.handle.net/10161/7997 Duke open
access},
Key = {fds272034}
}
@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}
}
%% Other
@misc{fds13039,
Author = {Dodge, K.A.},
Title = {Investing in the Prevention of Youth Violence},
Journal = {International Society for the Study of Behavioral
Development Newsletter},
Year = {2002},
Key = {fds13039}
}