Kenneth A. Dodge

Publications of Kenneth A. Dodge    :recent first  combined  by tags listing:

%% Journal Articles   
@article{fds272050,
   Author = {Conduct Problems Prevention Research Group},
   Title = {The effects of a multiyear universal social-emotional
             learning program: The role of student and school
             characteristics.},
   Journal = {Journal of Consulting and Clinical Psychology},
   Volume = {78},
   Number = {2},
   Pages = {156-168},
   Publisher = {American Psychological Association (APA)},
   Year = {2010},
   Month = {April},
   ISSN = {0022-006X},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000276572800003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Abstract = {<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}
}