Kenneth A. Dodge

Publications of Kenneth A. Dodge    :chronological  alphabetical  by type  by tags listing:

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@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{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}
}

@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}
}

@article{fds272082,
   Author = {Henry, DB and Miller-Johnson, S and Simon, TR and Schoeny, ME and Multi-site Violence Prevention Project},
   Title = {Validity of teacher ratings in selecting influential
             aggressive adolescents for a targeted preventive
             intervention.},
   Journal = {Prevention Science : the Official Journal of the Society for
             Prevention Research},
   Volume = {7},
   Number = {1},
   Pages = {31-41},
   Year = {2006},
   Month = {March},
   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}
}

@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}
}

@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}
}