Kenneth A. Dodge
%% Books
@book{fds38867,
Author = {Kupersmidt, J. and Dodge, K.A.},
Title = {Children’s peer relations: From development to
intervention to policy: A festschrift to honor John D.
Coie},
Publisher = {Washington, D.C.: American Psychological
Association},
Editor = {J. Kupersmidt and K.A. Dodge},
Year = {2004},
Key = {fds38867}
}
@book{fds45886,
Author = {Dodge, K.A. and Dishion, T.J. and Lansford, J.E.},
Title = {Deviant peer influences in programs for youth: Problems and
solutions},
Publisher = {Guilford Press},
Year = {2006},
Key = {fds45886}
}
%% Chapters in Books
@misc{fds38905,
Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
E.},
Title = {A situational approach to the assessment of social
competence in children (Reprint)},
Booktitle = {OVID Technologies: Health and Psychosocial Instruments
Database},
Year = {1998},
Key = {fds38905}
}
@misc{fds39746,
Author = {Dodge, K.A.},
Title = {A social information processing model of social competence
in children},
Pages = {77-125},
Booktitle = {Minnesota symposium in child psychology},
Publisher = {Hillsdale, N. J.: Lawrence Erlbaum},
Editor = {M. Perlmutter},
Year = {1986},
Key = {fds39746}
}
@misc{fds39726,
Author = {Consortium on the School-Based Promotion of Social
Competence},
Title = {Classroom curricula for drug abuse prevention},
Pages = {129-148},
Booktitle = {Communities that care: Action for drug abuse
prevention},
Publisher = {San Francisco: Jossey-Bass},
Editor = {J. D. Hawkins and R. Catalano},
Year = {1992},
Key = {fds39726}
}
@misc{fds13007,
Author = {Dodge, K.A.},
Title = {Developmental Psychology},
Pages = {1-17},
Booktitle = {Current Diagnosis and Treatment in Psychiatry},
Publisher = {East Norwalk, CT: Appleton & Lange},
Editor = {M. H. Ebert and P.T. Loosen and B. Nurcombe},
Year = {2000},
Key = {fds13007}
}
@misc{fds44856,
Author = {Valente, E. and Dodge, K.A.},
Title = {Evaluation of prevention programs for children},
Pages = {183-218},
Booktitle = {Healthy children 2010: Establishing preventive
services},
Publisher = {Thousand Oaks, CA: Sage},
Editor = {R.P. Weissberg and T.P. Gulotta and R.L. Hampton and S.A.Ryan and G.R.
Adams},
Year = {1997},
Key = {fds44856}
}
@misc{fds13026,
Author = {Dodge, K.A.},
Title = {II Fast Track Project},
Pages = {19-60},
Booktitle = {Giovani a rischio: Interventi possibili in realta
impossibili},
Publisher = {Milan, Italy: FrancoAngeli},
Year = {2001},
Key = {fds13026}
}
@misc{fds26381,
Author = {Conduct Problems Prevention Research Group},
Title = {The Fast Track experiment: Translating the developmental
model into a prevention design},
Pages = {181-208},
Booktitle = {Children's Peer Relations: From Development to
Intervention},
Publisher = {American Psychological Association},
Editor = {J.B. Kupersmidt and K.A. Dodge},
Year = {2004},
Key = {fds26381}
}
@misc{fds38857,
Author = {Reiter-Lavery, B. and Rabiner, D. and Dodge,
K.A.},
Title = {The State of Durham’s Children 2000},
Year = {2000},
Key = {fds38857}
}
@misc{fds38858,
Author = {Dodge, K.A. and Kupersmidt, J. and Fontaine,
R.},
Title = {The Willie M. Program},
Year = {2000},
Key = {fds38858}
}
%% Journal Articles
@article{fds272177,
Author = {Crick, NR and Dodge, KA},
Title = {'Superiority' is in the eye of the beholder: A comment on
Sutton, Smith, and Swettenham},
Journal = {Social Development},
Volume = {8},
Number = {1},
Pages = {128-131},
Publisher = {WILEY},
Year = {1999},
Month = {January},
url = {http://dx.doi.org/10.1111/1467-9507.00084},
Doi = {10.1111/1467-9507.00084},
Key = {fds272177}
}
@article{fds272258,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and Mcmahon, RJ},
Title = {A developmental and clinical model for the prevention of
conduct disorder: The FAST Track Program},
Journal = {Development and Psychopathology},
Volume = {4},
Number = {4},
Pages = {509-527},
Publisher = {Cambridge University Press (CUP)},
Year = {1992},
Month = {October},
ISSN = {0954-5794},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1992KG60800003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper presents a developmental and a clinical model for
the treatment of conduct disorder through the strategy of
preventive intervention. The theoretical principles and
clinical strategies utilized in the FAST Track (Families and
Schools Together) Program are described. We indicate how the
clinical model is derived from both our developmental model
and previous findings from prevention trials. The FAST Track
Program integrates five intervention components designed to
promote competence in the family, child, and school and thus
prevent conduct problems, poor social relations, and school
failure. It is our belief that testing the effects of such a
comprehensive approach is a necessary step in developing new
intervention models for this population. © 1992, Cambridge
University Press. All rights reserved.},
Doi = {10.1017/S0954579400004855},
Key = {fds272258}
}
@article{fds272057,
Author = {Pettit, GS and Yu, T and Dodge, KA and Bates, JE},
Title = {A Developmental Process Analysis of Cross-Generational
Continuity in Educational Attainment.},
Journal = {Merrill-Palmer quarterly (Wayne State University.
Press)},
Volume = {55},
Number = {3},
Pages = {250-284},
Year = {2009},
Month = {July},
ISSN = {0272-930X},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000266748400004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {In this prospective longitudinal study (N = 585) we examined
intergenerational links in level of educational attainment.
Of particular interest was whether family background
characteristics, parenting in early childhood and early
adolescence, and school adjustment and performance in middle
childhood accounted for (i.e., mediated) continuity and
amplified or attenuated (i.e., moderated) continuity. Family
background data, including mother education level, were
collected when the children were age 5 years; parenting was
assessed at ages 5 and 12; and school adjustment data
(behavior problems, peer acceptance, academic performance)
were collected in the first four years of elementary school.
Cross-generational continuity in educational attainment was
moderate (r = .38) and largely indirect via children's
academic performance in elementary school and mothers'
academic involvement in early adolescence. Moderator
analyses indicated greater cross-generational continuity in
single-parent families; in families low in proactive
teaching, monitoring, and academic involvement; and in
families with lower-IQ children who performed poorly in
school and were disliked by peers, These findings suggest
that distal and proximal family and child characteristics
may serve as crucial processes in the intergenerational
transmission of low educational attainment.},
Doi = {10.1353/mpq.0.0022},
Key = {fds272057}
}
@article{fds272103,
Author = {Yechiam, E and Goodnight, J and Bates, JE and Busemeyer, JR and Dodge,
KA and Pettit, GS and Newman, JP},
Title = {A formal cognitive model of the go/no-go discrimination
task: evaluation and implications.},
Journal = {Psychological assessment},
Volume = {18},
Number = {3},
Pages = {239-249},
Year = {2006},
Month = {September},
ISSN = {1040-3590},
url = {http://dx.doi.org/10.1037/1040-3590.18.3.239},
Abstract = {This article proposes and tests a formal cognitive model for
the go/no-go discrimination task. In this task, the
performer chooses whether to respond to stimuli and receives
rewards for responding to certain stimuli and punishments
for responding to others. Three cognitive models were
evaluated on the basis of data from a longitudinal study
involving 400 adolescents. The results show that a
cue-dependent model presupposing that participants can
differentiate between cues was the most accurate and
parsimonious. This model has 3 parameters denoting the
relative impact of rewards and punishments on evaluations,
the rate that contingent payoffs are learned, and the
consistency between learning and responding. Commission
errors were associated with increased attention to rewards;
omission errors were associated with increased attention to
punishments. Both error types were associated with low
choice consistency. The parameters were also shown to have
external validity: Attention to rewards was associated with
externalizing behavior problems on the Achenbach scale, and
choice consistency was associated with low Welsh anxiety.
The present model can thus potentially improve the
sensitivity of the task to differences between clinical
populations.},
Doi = {10.1037/1040-3590.18.3.239},
Key = {fds272103}
}
@article{fds38895,
Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
E.},
Title = {A situational approach to the assessment of social
competence in children (Reprint)},
Series = {Child Psychology Portfolio, I. Sclare (Series
Ed.)},
Booktitle = {Children's social relationships},
Publisher = {London: NFRE-Nelson},
Editor = {K. Sylva},
Year = {1997},
Key = {fds38895}
}
@article{fds38992,
Author = {Conduct Problems Prevention Research Group},
Title = {An initial evaluation of the FAST Track Program},
Pages = {54-56},
Booktitle = {Proceedings of the Fifth National Prevention Research
Conference},
Publisher = {Washington, DC: National Institute of Mental
Health},
Editor = {J.A. Linney},
Year = {1996},
Key = {fds38992}
}
@article{fds218551,
Author = {Conduct Problems Prevention Research Group},
Title = {Assessing findings from the Fast Track Study},
Journal = {. Journal of Experimental Criminology},
Volume = {9},
Pages = {119-126},
Year = {2013},
url = {http://link.springer.com/article/10.1007%2Fs11292-013-9173-4#page-1},
Key = {fds218551}
}
@article{fds272197,
Author = {Dodge, KA and Coie, JD and Brakke, NP},
Title = {Behavior patterns of socially rejected and neglected
preadolescents: the roles of social approach and
aggression.},
Journal = {Journal of abnormal child psychology},
Volume = {10},
Number = {3},
Pages = {389-409},
Year = {1982},
Month = {September},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/7175045},
Abstract = {Sociometric nominations were used to select groups of
popular, average, rejected, and neglected third- and
fifth-grade children. In two studies, the peer interactive
behaviors of these children were naturalistically observed
in their classrooms and on the playground. In contrast to
popular children, rejected children displayed fewer
task-appropriate behaviors and more task-inappropriate and
aggressive behaviors. Whereas rejected children prosocially
approached peers as frequently as did popular children, peer
responses to the approaches of rejected children were more
likely to be negative. Neglected children, on the other
hand, displayed relatively few task-inappropriate and
aggressive behaviors, and socially approached peers
infrequently. Their approaches also met with frequent rebuff
by peers. The findings were discussed in terms of the
behavioral bases of sociometric status. Suggestions were
made for clinical researchers interested in behavioral
change with rejected and neglected children.},
Doi = {10.1007/bf00912329},
Key = {fds272197}
}
@article{fds13041,
Author = {Dodge, K.A. and Putallaz, M. and Malone, D.},
Title = {Coming of Age: The Department of Education},
Journal = {Phi Delta Kappan},
Volume = {83},
Pages = {674-676},
Year = {2002},
url = {http://hdl.handle.net/10161/8002},
Key = {fds13041}
}
@article{fds272176,
Author = {Dodge, KA},
Title = {Cost-Effectiveness of Psychotherapy for Child Agression:
First is There Effectiveness?},
Journal = {Group Dynamics: Theory, Research, and Practice},
Volume = {3},
Pages = {1-4},
Year = {1999},
url = {http://dx.doi.org/10.1037/1089-2699.3.4.275},
Doi = {10.1037/1089-2699.3.4.275},
Key = {fds272176}
}
@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{fds272127,
Author = {Foster, and M, E and Fang, and Y, G and Group, TCPPR},
Title = {Estimated Intervention Impact and Alternative Methods for
Handling Attrition},
Journal = {Evaluation Review},
Volume = {28},
Pages = {434-464},
Year = {2004},
Key = {fds272127}
}
@article{fds272036,
Author = {Rosanbalm, KD and Dodge, KA and Murphy, R and O'Donnell, K and Christopoulos, C and Gibbs, SW and Appleyard, K and Daro,
D},
Title = {Evaluation of a Collaborative Community-Based Child
Maltreatment Prevention Initiative.},
Journal = {Prot Child},
Volume = {25},
Number = {4},
Pages = {8-23},
Year = {2010},
url = {http://hdl.handle.net/10161/7999 Duke open
access},
Key = {fds272036}
}
@article{fds272153,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, EE},
Title = {Evaluation of the first 3 years of the Fast Track prevention
trial with children at high risk for adolescent conduct
problems.},
Journal = {Journal of abnormal child psychology},
Volume = {30},
Number = {1},
Pages = {19-35},
Year = {2002},
Month = {February},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1023/a:1014274914287},
Abstract = {Fast Track is a conduct-problem prevention trial that
derives its intervention from longitudinal research on how
serious and chronic adolescent problem behaviors develop.
Over 9,000 kindergarten children at 4 sites in 3 cohorts
were screened, and 891 were identified as high risk and then
randomly assigned to intervention or control groups.
Beginning in Grade 1, high-risk children and their parents
were asked to participate in a combination of social skills
and anger-control training, academic tutoring, parent
training, and home visiting. A multiyear universal classroom
program was delivered to the core schools attended by these
high-risk children. By the end of third grade, 37% of the
intervention group was determined to be free of serious
conduct-problem dysfunction, in contrast with 27% of the
control group. Teacher ratings of conduct problems and
official records of use of special education resources gave
modest effect-size evidence that the intervention was
preventing conduct problem behavior at school. Parent
ratings provided additional support for prevention of
conduct problems at home. Parenting behavior and children's
social cognitive skills that had previously emerged as
proximal outcomes at the end of the 1st year of intervention
continued to show positive effects of the intervention at
the end of third grade.},
Doi = {10.1023/a:1014274914287},
Key = {fds272153}
}
@article{fds272108,
Author = {Bierman, and L, K and Nix, and L, R and Maples, and J, J and Murphy, and A,
S and Dodge, TCPPRGKA and member},
Title = {Examining the use of clinical judgment in the context of an
adaptive intervention design: The Fast Track prevention
program},
Journal = {Journal of Consulting and Clinical Psychology},
Volume = {74},
Number = {3},
Pages = {468-481},
Year = {2006},
ISSN = {0022-006X},
url = {http://dx.doi.org/10.1037/0022-006X.74.3.468},
Abstract = {Although clinical judgment is often used in assessment and
treatment planning, rarely has research examined its
reliability, validity, or impact in practice settings. This
study tailored the frequency of home visits in a prevention
program for aggressive- disruptive children (n = 410; 56%
minority) on the basis of 2 kinds of clinical judgment:
ratings of parental functioning using a standardized
multi-item scale and global assessments of family need for
services. Stronger reliability and better concurrent and
predictive validity emerged for the 1st kind of clinical
judgment than for the 2nd. Exploratory analyses suggested
that using ratings of parental functioning to tailor
treatment recommendations improved the impact of the
intervention by the end of 3rd grade but using more global
assessments of family need did not. Copyright 2006 by the
American Psychological Association.},
Doi = {10.1037/0022-006X.74.3.468},
Key = {fds272108}
}
@article{fds39000,
Author = {McMahon, R.J. and Slough, N. and the Conduct Problems Prevention
Research Group (K.A. Dodge and member)},
Title = {Family-based intervention in the FAST Track
Program},
Pages = {90-110},
Booktitle = {Preventing childhood disorders, substance use, and
delinquency},
Publisher = {Thousand Oaks, CA: Sage},
Editor = {R. Dev. Peters and R.J. McMahon},
Year = {1996},
Key = {fds39000}
}
@article{fds272091,
Author = {Winn, DM and Newall, E and Coie, JD and Bierman, K and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ},
Title = {Fast Track morphs into OnTrack: The dissemination of a
conduct prevention program in Manchester,
England},
Journal = {Child and Family Policy Review},
Volume = {3},
Number = {1},
Pages = {7-10},
Year = {2007},
url = {http://hdl.handle.net/10161/8001 Duke open
access},
Key = {fds272091}
}
@article{fds272093,
Author = {CONDUCT PROBLEMS PREVENTION RESEARCH GROUP, and Dodge,
KA},
Title = {Fast track randomized controlled trial to prevent
externalizing psychiatric disorders: findings from grades 3
to 9.},
Journal = {Journal of the American Academy of Child and Adolescent
Psychiatry},
Volume = {46},
Number = {10},
Pages = {1250-1262},
Year = {2007},
Month = {October},
ISSN = {0890-8567},
url = {http://dx.doi.org/10.1097/chi.0b013e31813e5d39},
Abstract = {<h4>Objective</h4>This study tests the efficacy of the Fast
Track Program in preventing antisocial behavior and
psychiatric disorders among groups varying in initial
risk.<h4>Method</h4>Schools within four sites (Durham, NC;
Nashville, TN; Seattle, WA; and rural central Pennsylvania)
were selected as high-risk institutions based on
neighborhood crime and poverty levels. After screening 9,594
kindergarteners in these schools, 891 highest risk and
moderate-risk children (69% male and 51% African American)
were randomly assigned by matched sets of schools to
intervention or control conditions. The 10-year intervention
(begun in 1991 with three yearly cohorts) included parent
behavior-management training, child social-cognitive skills
training, reading tutoring, home visiting, mentoring, and a
universal classroom curriculum. Outcomes included criterion
counts and psychiatric diagnoses after grades 3, 6, and 9
for conduct disorder, oppositional defiant disorder,
attention-deficit/hyperactivity disorder, any externalizing
disorder, and self-reported antisocial behavior. Grade 9
outcomes were assessed between 2000 and 2003, depending upon
cohort.<h4>Results</h4>Significant interaction effects
between intervention and initial risk level were found at
each age but most strongly after grade 9. Assignment to
intervention had a significant positive effect in lowering
criterion count scores and diagnoses for conduct disorder,
attention-deficit/hyperactivity disorder, and any
externalizing disorder, and lowering antisocial behavior
scores, but only among those at highest risk
initially.<h4>Conclusions</h4>Prevention of serious
antisocial behavior can be efficacious across sex,
ethnicity, and urban/rural residence, but screening is
essential.},
Doi = {10.1097/chi.0b013e31813e5d39},
Key = {fds272093}
}
@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{fds272179,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, EE and Grp, CPPR},
Title = {Initial impact of the Fast Track prevention trial for
conduct problems: I. The high-risk sample. Conduct Problems
Prevention Research Group.},
Journal = {Journal of consulting and clinical psychology},
Volume = {67},
Number = {5},
Pages = {631-647},
Year = {1999},
Month = {October},
ISSN = {0022-006X},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000083117200002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {Fast Track is a multisite, multicomponent preventive
intervention for young children at high risk for long-term
antisocial behavior. Based on a comprehensive developmental
model, intervention included a universal-level classroom
program plus social skills training, academic tutoring,
parent training, and home visiting to improve competencies
and reduce problems in a high-risk group of children
selected in kindergarten. At the end of Grade 1, there were
moderate positive effects on children's social, emotional,
and academic skills; peer interactions and social status;
and conduct problems and special-education use. Parents
reported less physical discipline and greater parenting
satisfaction/ease of parenting and engaged in more
appropriate/consistent discipline, warmth/positive
involvement, and involvement with the school. Evidence of
differential intervention effects across child gender, race,
site, and cohort was minimal.},
Doi = {10.1037/0022-006X.67.5.631},
Key = {fds272179}
}
@article{fds272178,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, EE and Grp, CPPR},
Title = {Initial impact of the Fast Track prevention trial for
conduct problems: II. Classroom effects. Conduct Problems
Prevention Research Group.},
Journal = {Journal of consulting and clinical psychology},
Volume = {67},
Number = {5},
Pages = {648-657},
Publisher = {Conduct Problems Prevention Research Group},
Year = {1999},
Month = {October},
ISSN = {0022-006X},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000083117200003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This study examined the effectiveness of the universal
component of the Fast Track prevention model: the PATHS
(Promoting Alternative THinking Strategies) curriculum and
teacher consultation. This randomized clinical trial
involved 198 intervention and 180 comparison classrooms from
neighborhoods with greater than average crime in 4 U.S.
locations. In the intervention schools, Grade 1 teachers
delivered a 57-lesson social competence intervention focused
on self-control, emotional awareness, peer relations, and
problem solving. Findings indicated significant effects on
peer ratings of aggression and hyperactive-disruptive
behavior and observer ratings of classroom atmosphere.
Quality of implementation predicted variation in assessments
of classroom functioning. The results are discussed in terms
of both the efficacy of universal, school-based prevention
models and the need to examine comprehensive, multiyear
programs.},
Doi = {10.1037/0022-006X.67.5.648},
Key = {fds272178}
}
@article{fds272037,
Author = {McGowan, and H, and Nix, and L, R and Murphy, and A, S and Bierman, and L,
K and Group, TCPPR},
Title = {Investigating the impact of selection bias in dose-response
analyses of preventive interventions},
Journal = {Prevention Science},
Volume = {11},
Pages = {239-251},
Year = {2010},
url = {http://dx.doi.org/10.1007/s11121-010-0169-2},
Doi = {10.1007/s11121-010-0169-2},
Key = {fds272037}
}
@article{fds272136,
Author = {Foster, EM and Dodge, KA and Jones, D},
Title = {Issues in the Economic Evaluation of Prevention
Programs},
Journal = {Applied Developmental Science},
Volume = {7},
Number = {2},
Pages = {76-86},
Publisher = {Informa UK Limited},
Year = {2003},
url = {http://dx.doi.org/10.1207/S1532480XADS0702_4},
Abstract = {Economic analysis plays an increasingly important role in
prevention research. In this article, we describe one form
of economic analysis, a cost analysis. Such an analysis
captures not only the direct costs of an intervention but
also its impact on the broader social costs of the illness
or problem targeted. The key question is whether the direct
costs are offset by reductions in the other,
morbidity-related costs, such as the use of expensive
services. We begin by describing how economists think about
costs. We then outline the steps involved in calculating the
costs of delivering an intervention, including both implicit
and explicit costs. Next we examine methods for estimating
the morbidity-related costs of the illness or problem
targeted by the intervention. Finally, we identify the
challenges one faces when conducting such an analysis.
Throughout the article, we illustrate key points using our
experiences with evaluating the Fast Track intervention, a
multiyear, multicomponent intervention targeted to children
at risk of emotional and behavioral problems.},
Doi = {10.1207/S1532480XADS0702_4},
Key = {fds272136}
}
@article{fds272164,
Author = {Conduct Problems Prevention Research Group},
Title = {Merging universal and indicated prevention programs: the
Fast Track model. Conduct Problems Prevention Research
Group.},
Journal = {Addictive behaviors},
Volume = {25},
Number = {6},
Pages = {913-927},
Year = {2000},
Month = {November},
url = {http://dx.doi.org/10.1016/s0306-4603(00)00120-9},
Abstract = {Fast Track is a multisite, multicomponent preventive
intervention for young children at high risk for long-term
antisocial behavior. Based on a comprehensive developmental
model, this intervention includes a universal-level
classroom program plus social-skill training, academic
tutoring, parent training, and home visiting to improve
competencies and reduce problems in a high-risk group of
children selected in kindergarten. The theoretical
principles and clinical strategies utilized in the Fast
Track Project are described to illustrate the interplay
between basic developmental research, the understanding of
risk and protective factors, and a research-based model of
preventive intervention that integrates universal and
indicated models of prevention.},
Doi = {10.1016/s0306-4603(00)00120-9},
Key = {fds272164}
}
@article{fds224096,
Author = {Dymnicki, A.B. and the Multisite Violence Prevention
Project},
Title = {Moderating Effects of School Climate on Outcomes for the
Multisite Violence Prevention Project Universal
Program},
Journal = {Journal of Research in Adolescence},
Volume = {24},
Pages = {383-398},
Year = {2014},
url = {http://dx.doi.org/10.1111/jora.12073},
Doi = {10.1111/jora.12073},
Key = {fds224096}
}
@article{fds272025,
Author = {Lawrence, CN and Rosanbalm, KD and Dodge, KA},
Title = {Multiple Response System: Evaluation of Policy Change in
North Carolina's Child Welfare System.},
Journal = {Children and youth services review},
Volume = {33},
Number = {11},
Pages = {2355-2365},
Year = {2011},
Month = {November},
ISSN = {0190-7409},
url = {http://hdl.handle.net/10161/7996 Duke open
access},
Abstract = {Systemic challenges within child welfare have prompted many
states to explore new strategies aimed at protecting
children while meeting the needs of families, but doing so
within the confines of shrinking budgets. Differential
Response has emerged as a promising practice for low or
moderate risk cases of child maltreatment. This mixed
methods evaluation explored various aspects of North
Carolina's differential response system, known as the
Multiple Response System (MRS), including: child safety,
timeliness of response and case decision, frontloading of
services, case distribution, implementation of Child and
Family Teams, collaboration with community-based service
providers and Shared Parenting. Utilizing Child Protective
Services (CPS) administrative data, researchers found that
compared to matched control counties, MRS: had a positive
impact on child safety evidenced by a decline in the rates
of substantiations and re-assessments; temporarily disrupted
timeliness of response in pilot counties but had no effect
on time to case decision; and increased the number of
upfront services provided to families during assessment.
Qualitative data collected through focus groups with
providers and phone interviews with families provided
important information on key MRS strategies, highlighting
aspects that families and social workers like as well as
identifying areas for improvement. This information is
useful for continuous quality improvement efforts,
particularly related to the development of training and
technical assistance programs at the state and local
level.},
Doi = {10.1016/j.childyouth.2011.08.007},
Key = {fds272025}
}
@article{fds272211,
Author = {Dodge, KA},
Title = {Must we dilute child psychology?},
Journal = {Contemporary Psychology},
Volume = {28},
Pages = {513-515},
Year = {1983},
Key = {fds272211}
}
@article{fds272088,
Author = {Dodge, KA},
Title = {On the meaning of meaning when being mean: commentary on
Berkowitz's "on the consideration of automatic as well as
controlled psychological processes in aggression".},
Journal = {Aggressive behavior},
Volume = {34},
Number = {2},
Pages = {133-135},
Year = {2008},
Month = {March},
url = {http://www.ncbi.nlm.nih.gov/pubmed/18203196},
Abstract = {Berkowitz (this issue) makes a cogent case for his cognitive
neo-associationist (CNA) model that some aggressive
behaviors occur automatically, emotionally, and through
conditioned association with other stimuli. He also proposes
that they can occur without "processing," that is, without
meaning. He contrasts his position with that of social
information processing (SIP) models, which he casts as
positing only controlled processing mechanisms for
aggressive behavior. However, both CNA and SIP models posit
automatic as well as controlled processes in aggressive
behavior. Most aggressive behaviors occur through automatic
processes, which are nonetheless rule governed. SIP models
differ from the CNA model in asserting the essential role of
meaning (often through nonconscious, automatic, and
emotional processes) in mediating the link between a
stimulus and an angry aggressive behavioral
response.},
Doi = {10.1002/ab.20242},
Key = {fds272088}
}
@article{fds272152,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, EE},
Title = {Predictor variables associated with positive Fast Track
outcomes at the end of third grade.},
Journal = {Journal of abnormal child psychology},
Volume = {30},
Number = {1},
Pages = {37-52},
Year = {2002},
Month = {February},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1023/A:1014227031125},
Abstract = {Progress has been made in understanding the outcome effects
of preventive interventions and treatments designed to
reduce children's conduct problems. However, limited
research has explored the factors that may affect the degree
to which an intervention is likely to benefit particular
individuals. This study examines selected child, family, and
community baseline characteristics that may predict proximal
outcomes from the Fast Track intervention. The primary goal
of this study was to examine predictors of outcomes after 3
years of intervention participation, at the end of 3rd
grade. Three types of proximal outcomes were examined:
parent-rated aggression, teacher-rated oppositional-aggressive
behavior, and special education involvement. The relation
between 11 risk factors and these 3 outcomes was examined,
with separate regression analyses for the intervention and
control groups. Moderate evidence of prediction of outcome
effects was found, although none of the baseline variables
were found to predict all 3 outcomes, and different patterns
of prediction emerged for home versus school
outcomes.},
Doi = {10.1023/A:1014227031125},
Key = {fds272152}
}
@article{fds272272,
Author = {Dodge, CFTS-BPOSCK and member},
Title = {Preparing students for the Twenty-First Century:
Contributions of the Prevention and Social Competence
Promotion Fields},
Journal = {Teachers College Record},
Volume = {93},
Pages = {297-305},
Year = {1991},
Key = {fds272272}
}
@article{fds272210,
Author = {Dodge, KA},
Title = {Promoting social competence in children},
Journal = {Schools and Teaching},
Volume = {1},
Year = {1983},
Key = {fds272210}
}
@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}
}
@misc{fds219475,
Author = {Dodge, K.A. and Goodman, W.B. and Murphy, R.A. and O’Donnell, K. and Sato, J.},
Title = {Randomized controlled trial evaluation of universal
postnatal nurse home visiting: Impacts on child emergency
medical care at age 12-months},
Journal = {Pediatrics},
Volume = {132},
Pages = {S140-S146},
Year = {2013},
Key = {fds219475}
}
@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{fds38990,
Author = {Bierman, K. and the Conduct Problems Prevention Research
Group (K.A. Dodge and member)},
Title = {Social skills training in the FAST Track
Program},
Pages = {65-89},
Booktitle = {Preventing childhood disorders, substance use, and
delinquency},
Publisher = {Thousand Oaks, CA: Sage},
Editor = {R. Dev. Peters and R.J. McMahon},
Year = {1996},
Key = {fds38990}
}
@article{fds272250,
Author = {Dodge, CFTS-BPOSCK and member},
Title = {Support for school-based social competence
promotion},
Journal = {American Psychologist},
Volume = {45},
Pages = {986-988},
Year = {1990},
Key = {fds272250}
}
@article{fds272002,
Author = {Dodge, KA and Murphy, RR and Buchsbaum, K},
Title = {The assessment of intention-cue detection skills in
children: implications for developmental
psychopathology.},
Journal = {Child development},
Volume = {55},
Series = {Special issue on developmental psychopathology},
Number = {1},
Pages = {163-173},
Year = {1984},
Month = {February},
url = {http://dx.doi.org/10.1111/j.1467-8624.1984.tb00281.x},
Abstract = {A reliable measure of children's skills in discriminating
intention cues in others was developed for this
investigation in order to test the hypothesis that
intention-cue detection skill is related to social
competence in children. Videotapes were prepared in which
one child provoked another child. The intention of the first
child varied across videotapes. The subject's task was to
discriminate among types of intentions. Care was taken to
ensure that scores on this measure were not confounded by a
child's verbal capacity or general discrimination skill.
This instrument was administered to 176 children in
kindergarten, second grade, and fourth grade, who were
identified by sociometric measures as having a peer status
as popular, average, socially rejected, or socially
neglected. Scores on this measure were found to increase as
a function of increasing age, and normal children (popular
and average) were found to score more highly than deviant
children (neglected and rejected). The errors by deviant
children tended to consist of erroneous labels of prosocial
intentions as hostile. Also, children's statements about
their probable behavioral responses to provocations by peers
were found to vary as a function of subjects' perceptions of
the intention of the peer causing the provocation, not as a
function of the actual intention portrayed by the peer.
Sociometric status differences in these responses were also
found. These findings were consistent with a hypothesis of a
developmental lag among socially deviant children in the
acquisition of intention-cue detection skills.},
Doi = {10.1111/j.1467-8624.1984.tb00281.x},
Key = {fds272002}
}
@article{fds272255,
Author = {Barefoot, JC and Dodge, KA and Peterson, BL and Dahlstrom, WG and Williams, RB},
Title = {The Cook-Medley hostility scale: item content and ability to
predict survival.},
Journal = {Psychosom Med},
Volume = {51},
Number = {1},
Pages = {46-57},
Year = {1989},
ISSN = {0033-3174},
url = {http://www.ncbi.nlm.nih.gov/pubmed/2928460},
Abstract = {Previous studies have identified the MMPI-based Cook and
Medley hostility scale (Ho) as a predictor of health
outcomes. To achieve a better understanding of the construct
measured by this scale, Ho items were classified on an a
priori basis. Six subsets were identified: Cynicism, Hostile
Attributions, Hostile Affect, Aggressive Responding, Social
Avoidance, and Other. Study 1 examined the correlations of
these subsets with scales of the NEO Personality Inventory
in two samples of undergraduates. Good convergent and
discriminant validity were demonstrated, but there was some
evidence that items in the Social Avoidance and Other
categories reflect constructs other than hostility. Study 2
examined the ability of the Ho scale and the item subsets to
predict the 1985 survival of 118 lawyers who had completed
the MMPI in 1956 and 1957. As in previous studies, those
with high scores had poorer survival (chi 2 = 6.37, p =
0.012). Unlike previous studies, the relation between Ho
scores and survival was linear. Cynicism, Hostile Affect,
and Aggressive Responding subsets were related to survival,
whereas the other subsets were not. The sum of the three
predictive subsets, with a chi 2 of 9.45 (p = 0.002), was a
better predictor than the full Ho scale, suggesting that it
may be possible to refine the scale and achieve an even more
effective measure of those aspects of hostility that are
deleterious to health.},
Doi = {10.1097/00006842-198901000-00005},
Key = {fds272255}
}
@article{fds272166,
Author = {Zelli, A and Dodge, KA and Lochman, JE and Laird,
RD},
Title = {The distinction between beliefs legitimizing aggression and
deviant processing of social cues: testing measurement
validity and the hypothesis that biased processing mediates
the effects of beliefs on aggression. Conduct Problems
Prevention Research Group.},
Journal = {Journal of personality and social psychology},
Volume = {77},
Number = {1},
Pages = {150-166},
Year = {1999},
Month = {July},
ISSN = {0022-3514},
url = {http://www.ncbi.nlm.nih.gov/pubmed/10434411},
Abstract = {In 2 studies the authors examined knowledge and social
information-processing mechanisms as 2 distinct sources of
influence on child aggression. Data were collected from 387
boys and girls of diverse ethnicity in 3 successive years.
In Study 1, confirmatory factor analyses demonstrated the
discriminant validity of the knowledge construct of
aggression beliefs and the processing constructs of hostile
intent attributions, accessing of aggressive responses, and
positive evaluation of aggressive outcomes. In Study 2,
structural equation modeling analyses were used to test the
mediation hypothesis that aggression beliefs would influence
child aggression through the effects of deviant processing.
A stronger belief that aggressive retaliation is acceptable
predicted more deviant processing 1 year later and more
aggression 2 years later. However, this latter effect was
substantially accounted for by the intervening effects of
deviant processing on aggression.},
Doi = {10.1037//0022-3514.77.1.150},
Key = {fds272166}
}
@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{fds272238,
Author = {McMahon, and J, R and Greenberg, and T, M and Dodge, TCPPRGKA and member},
Title = {The FAST Track Program: A developmentally focused
intervention for children with conduct problems},
Journal = {Clinician's Research Digest},
Volume = {13},
Pages = {1-2},
Year = {1995},
Key = {fds272238}
}
@article{fds272268,
Author = {Dodge, KA},
Title = {The future of research on the treatment of conduct
disorder},
Journal = {Development and Psychopathology},
Volume = {5},
Number = {1-2},
Pages = {309-317},
Year = {1993},
url = {http://dx.doi.org/10.1017/S0954579400004405},
Abstract = {The thesis of this paper is that a reciprocal relation must
develop between basic research on the developmental
psychopathology of conduct disorder and applied treatment
studies. Basic research can guide treatment design, and
treatment outcomes can test developmental theories. The
nature of conduct disorder seems to be one of multivariate
components that act in self-perpetuating ways across
development. These components include family,
child-cognitive, peer group, and ecocommunity systems.
Interventions that are directed toward just one component
may be successful in producing proximal changes in the
targeted domain, but they are not likely to be successful in
long-term prevention of serious conduct disorder because
other forces counteract these changes. The goal of treatment
research needs to be long-term conduct disorder prevention.
Two kinds of treatment studies are needed, one kind that is
directed toward developing a technology of successful change
procedures for individual processes and a second kind that
uses these multiple change procedures in a comprehensive
effort to prevent serious conduct disorder. © 1993,
Cambridge University Press. All rights reserved.},
Doi = {10.1017/S0954579400004405},
Key = {fds272268}
}
@article{fds272192,
Author = {Pettit, GS and McClaskey, CL and Brown, MM and Dodge,
KA},
Title = {The generalizability of laboratory assessments of children's
socially competent behavior in specific situations},
Journal = {Behavioral Assessment},
Volume = {9},
Number = {1},
Pages = {81-96},
Year = {1987},
Month = {January},
Key = {fds272192}
}
@article{fds272011,
Author = {Snyder, EH and Lawrence, CN and Dodge, KA},
Title = {The impact of system of care support in adherence to
wraparound principles in Child and Family Teams in child
welfare in North Carolina.},
Journal = {Children and youth services review},
Volume = {34},
Number = {4},
Pages = {639-647},
Year = {2012},
Month = {April},
ISSN = {0190-7409},
url = {http://dx.doi.org/10.1016/j.childyouth.2011.12.010},
Abstract = {North Carolina is one of a growing number of states to
implement family meeting models in child welfare as a way to
engage families, while simultaneously addressing complex
familial needs and child safety issues. However, much is
still unknown regarding how family meetings actually operate
in child welfare, underscoring a clear need for further
evaluation of this process. Utilizing direct observational
data of Child and Family Team (CFT) meetings, collected as
part of two separate evaluations of the North Carolina
Division of Social Service's Multiple Response System (MRS)
and System of Care (SOC) initiatives, the purpose of the
current study was to examine whether the support provided by
SOC improved fidelity to the CFT model in child welfare. The
observations were conducted using the Team Observation
Measure consisting of 78 indicators that measure adherence
to ten domains associated with high quality family team
meetings (e.g., collaborative, individualized, natural
supports, outcomes based, strengths-based). Findings
indicate that receiving SOC support in child welfare leads
to a more collaborative and individualized decision-making
process with families. Meeting facilitators in SOC counties
were better prepared for CFTs, and had greater ability to
lead a more robust and creative brainstorming process to
develop a family-driven case plan. The current study also
provides a much needed description of the CFT meeting
process within child welfare using a direct observational
measure.},
Doi = {10.1016/j.childyouth.2011.12.010},
Key = {fds272011}
}
@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{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{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}
}
%% Book Reviews
@article{fds53592,
Author = {K.A. Dodge},
Title = {Review of book: Dynamic assessment in practice: Clinical and
educational applications},
Journal = {Journal of Cognitive Education and Psychology},
Volume = {6},
Number = {2},
Pages = {313-315},
Year = {2007},
Key = {fds53592}
}
@article{fds38886,
Author = {Dodge, K.A.},
Title = {Review of social cognition and social development (E.T.
Higgins, D.N. Ruble, & W.W. Hartup (Eds.)},
Journal = {Child Development Abstracts and Bibliography},
Year = {1984},
Key = {fds38886}
}
%% Other
@misc{fds45529,
Author = {Dodge, K.A. and Kupersmidt, J. and Fontaine,
R.},
Title = {The Willie M. Program},
Journal = {Report to the State of North Carolina Department of Mental
Health Administration},
Year = {2000},
Key = {fds45529}
}