Kenneth A. Dodge
%%
@article{fds271913,
Author = {Lansford, JE and Dodge, KA and Fontaine, RG and Bates, JE and Pettit,
GS},
Title = {Peer rejection, affiliation with deviant peers, delinquency,
and risky sexual behavior.},
Journal = {Journal of youth and adolescence},
Volume = {43},
Number = {10},
Pages = {1742-1751},
Year = {2014},
Month = {October},
ISSN = {0047-2891},
url = {http://dx.doi.org/10.1007/s10964-014-0175-y},
Abstract = {Risky sexual behavior poses significant health risks by
increasing sexually transmitted infections and unintended
pregnancies. Previous research has documented many factors
related to risky sexual behavior. This study adds to the
literature by proposing a prospective, developmental model
of peer factors related to risky sexual behavior.
Developmental pathways to risky sexual behavior were
examined in a sample of 517 individuals (51% female; 82%
European American, 16% African American, 2% other) followed
from age 5-27. Structural equation models examined direct
and indirect effects of peer rejection (assessed via peer
nominations at ages 5, 6, 7, and 8), affiliation with
deviant peers (assessed via self-report at ages 11 and 12),
and delinquency (assessed via maternal report at ages 10 and
16) on risky sexual behavior (assessed via self-report at
age 27). More peer rejection during childhood, affiliation
with deviant peers during pre- adolescence, and delinquency
in childhood and adolescence predicted more risky sexual
behavior through age 27, although delinquency at age 16 was
the only risk factor that had a significant direct effect on
risky sexual behavior through age 27 above and beyond the
other risk factors. Peer rejection was related to subsequent
risk factors for girls but not boys. Peer risk factors as
early as age 5 shape developmental pathways through
childhood and adolescence and have implications for risky
sexual behavior into adulthood.},
Doi = {10.1007/s10964-014-0175-y},
Key = {fds271913}
}
@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{fds271956,
Author = {Dodge, KA and Godwin, J and Conduct Problems Prevention Research
Group},
Title = {Social-information-processing patterns mediate the impact of
preventive intervention on adolescent antisocial
behavior.},
Journal = {Psychological science},
Volume = {24},
Number = {4},
Pages = {456-465},
Year = {2013},
Month = {April},
ISSN = {0956-7976},
url = {http://www.ncbi.nlm.nih.gov/pubmed/23406610},
Abstract = {In the study reported here, we tested the hypothesis that
the Fast Track preventive intervention's positive impact on
antisocial behavior in adolescence is mediated by its impact
on social-cognitive processes during elementary school. Fast
Track is the largest and longest federally funded preventive
intervention trial for children showing aggressive behavior
at an early age. Participants were 891 high-risk
kindergarten children (69% male, 31% female; 49% ethnic
minority, 51% ethnic majority) who were randomly assigned to
an intervention or a control group by school cluster.
Multiyear intervention addressed social-cognitive processes
through social-skill training groups, parent groups,
classroom curricula, peer coaching, and tutoring. Assigning
children to the intervention decreased their mean
antisocial-behavior score after Grade 9 by 0.16 standardized
units (p < .01). Structural equation models indicated that
27% of the intervention's impact on antisocial behavior was
mediated by its impact on three social-cognitive processes:
reducing hostile-attribution biases, increasing competent
response generation to social problems, and devaluing
aggression. These findings support a model of antisocial
behavioral development mediated by social-cognitive
processes, and they guide prevention planners to focus on
these processes.},
Doi = {10.1177/0956797612457394},
Key = {fds271956}
}
@article{fds328784,
Author = {Makin-Byrd, K and Bierman, KL and Conduct Problems Prevention
Research Group},
Title = {Individual and family predictors of the perpetration of
dating violence and victimization in late
adolescence.},
Journal = {Journal of youth and adolescence},
Volume = {42},
Number = {4},
Pages = {536-550},
Year = {2013},
Month = {April},
url = {http://dx.doi.org/10.1007/s10964-012-9810-7},
Abstract = {Teen dating violence is a crime of national concern with
approximately one-fourth of adolescents reporting
victimization of physical, psychological, or sexual dating
violence each year. The present study examined how
aggressive family dynamics in both childhood and early
adolescence predicted the perpetration of dating violence
and victimization in late adolescence. Children (n = 401, 43
% female) were followed from kindergarten entry to the age
of 18 years. Early adolescent aggressive-oppositional
problems at home and aggressive-oppositional problems at
school each made unique predictions to the emergence of
dating violence in late adolescence. The results suggest
that aggressive family dynamics during childhood and early
adolescence influence the development of dating violence
primarily by fostering a child's oppositional-aggressive
responding style initially in the home, which is then
generalized to other contexts. Although this study is
limited by weaknesses detailed in the discussion, the
contribution of longitudinal evidence including parent,
teacher, and adolescent reports from both boys and girls, a
dual-emphasis on the prediction of perpetration and
victimization, as well as an analysis of both relations
between variables and person-oriented group comparisons
combine to make a unique contribution to the growing
literature on adolescent partner violence.},
Doi = {10.1007/s10964-012-9810-7},
Key = {fds328784}
}
@article{fds271954,
Author = {Witkiewitz, K and King, K and McMahon, RJ and Wu, J and Luk, J and Bierman,
KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and Pinderhughes, EE and Conduct Problems Prevention Research
Group},
Title = {Evidence for a multi-dimensional latent structural model of
externalizing disorders.},
Journal = {Journal of abnormal child psychology},
Volume = {41},
Number = {2},
Pages = {223-237},
Year = {2013},
Month = {February},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22936218},
Abstract = {Strong associations between conduct disorder (CD),
antisocial personality disorder (ASPD) and substance use
disorders (SUD) seem to reflect a general vulnerability to
externalizing behaviors. Recent studies have characterized
this vulnerability on a continuous scale, rather than as
distinct categories, suggesting that the revision of the
Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) take into account the underlying continuum of
externalizing behaviors. However, most of this research has
not included measures of disorders that appear in childhood
[e.g., attention-deficit/hyperactivity disorder (ADHD) or
oppositional defiant disorder (ODD)], nor has it considered
the full range of possibilities for the latent structure of
externalizing behaviors, particularly factor mixture models,
which allow for a latent factor to have both continuous and
categorical dimensions. Finally, the majority of prior
studies have not tested multidimensional models. Using
lifetime diagnoses of externalizing disorders from
participants in the Fast Track Project (n = 715), we
analyzed a series of latent variable models ranging from
fully continuous factor models to fully categorical mixture
models. Continuous models provided the best fit to the
observed data and also suggested that a two-factor model of
externalizing behavior, defined as (1) ODD+ADHD+CD and (2)
SUD with adult antisocial behavior sharing common variance
with both factors, was necessary to explain the covariation
in externalizing disorders. The two-factor model of
externalizing behavior was then replicated using a
nationally representative sample drawn from the National
Comorbidity Survey-Replication data (n = 5,692). These
results have important implications for the
conceptualization of externalizing disorders in
DSM-5.},
Doi = {10.1007/s10802-012-9674-z},
Key = {fds271954}
}
@misc{fds327710,
Author = {Tolan, PH and Dodge, K and Rutter, M},
Title = {Tracking the multiple pathways of parent and family
influence on disruptive behavior disorders},
Pages = {161-191},
Booktitle = {Disruptive Behavior Disorders},
Publisher = {Springer New York},
Address = {New York},
Year = {2013},
Month = {January},
ISBN = {9781461475569},
url = {http://dx.doi.org/10.1007/978-1-4614-7557-6_7},
Doi = {10.1007/978-1-4614-7557-6_7},
Key = {fds327710}
}
@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{fds224095,
Author = {Racz, S.J. and King, K.M. and Wu, J. and Witkiewitz, K. and McMahon, R.J. and Conduct Problems Prevention Research
Group},
Title = {The predictive utility of a brief kindergarten screening
measure of child behavior problems},
Journal = {Journal of Consulting and Clinical Psychology},
Volume = {81},
Pages = {588-599},
Year = {2013},
url = {http://dx.doi.org/10.1037/a0032366},
Doi = {10.1037/a0032366},
Key = {fds224095}
}
@article{fds272008,
Author = {Lansford, JE and Skinner, AT and Sorbring, E and Di Giunta and L and Deater-Deckard, K and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Tapanya, S and Tirado, LMU and Zelli, A and Al-Hassan,
SM and Alampay, LP and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L},
Title = {Boys’ and Girls’ Relational and Physical Aggression in
Nine Countries.},
Journal = {Aggressive behavior},
Volume = {38},
Number = {4},
Pages = {298-308},
Year = {2012},
Month = {July},
ISSN = {0096-140X},
url = {http://dx.doi.org/10.1002/ab.21433},
Abstract = {Distinguishing between relational and physical aggression
has become a key feature of many developmental studies in
North America and Western Europe, but very little
information is available on relational and physical
aggression in more diverse cultural contexts. This study
examined the factor structure of, associations between, and
gender differences in relational and physical aggression in
China, Colombia, Italy, Jordan, Kenya, the Philippines,
Sweden, Thailand, and the United States. Children ages
7–10 years (N = 1,410) reported on their relationally and
physically aggressive behavior. Relational and physical
aggression shared a common factor structure across
countries. In all nine countries, relational and physical
aggression were significantly correlated (average r = .49).
Countries differed in the mean levels of both relational and
physical aggression that children reported using and with
respect to whether children reported using more physical
than relational aggression or more relational than physical
aggression. Boys reported being more physically aggressive
than girls across all nine countries; no consistent gender
differences emerged in relational aggression. Despite
mean-level differences in relational and physical aggression
across countries, the findings provided support for
cross-country similarities in associations between
relational and physical aggression as well as links between
gender and aggression.},
Doi = {10.1002/ab.21433},
Key = {fds272008}
}
@article{fds272010,
Author = {Lansford, JE and Wager, LB and Bates, JE and Pettit, GS and Dodge,
KA},
Title = {Forms of Spanking and Children's Externalizing
Behaviors.},
Journal = {Family relations},
Volume = {61},
Number = {2},
Pages = {224-236},
Year = {2012},
Month = {April},
ISSN = {0197-6664},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22544988},
Abstract = {Research suggests that corporal punishment is related to
higher levels of child externalizing behavior, but there has
been controversy regarding whether infrequent, mild spanking
predicts child externalizing or whether more severe and
frequent forms of corporal punishment account for the link.
Mothers rated the frequency with which they spanked and
whether they spanked with a hand or object when their child
was 6, 7, and 8 years old. Mothers and teachers rated
children's externalizing behaviors at each age. Analyses of
covariance revealed higher levels of mother-reported
externalizing behavior for children who experienced harsh
spanking. Structural equation models for children who
experienced no spanking or mild spanking only revealed that
spanking was related to concurrent and prior, but not
subsequent, externalizing. Mild spanking in one year was a
risk factor for harsh spanking in the next year. Findings
are discussed in the context of efforts to promote
children's rights to protection.},
Doi = {10.1111/j.1741-3729.2011.00700.x},
Key = {fds272010}
}
@article{fds272024,
Author = {Kupersmidt, JB and Stelter, R and Dodge, KA},
Title = {Development and validation of the social information
processing application: a Web-based measure of social
information processing patterns in elementary school-age
boys.},
Journal = {Psychological assessment},
Volume = {23},
Number = {4},
Pages = {834-847},
Year = {2011},
Month = {December},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21534693},
Abstract = {The purpose of this study was to evaluate the psychometric
properties of an audio computer-assisted self-interviewing
Web-based software application called the Social Information
Processing Application (SIP-AP) that was designed to assess
social information processing skills in boys in 3rd through
5th grades. This study included a racially and ethnically
diverse sample of 244 boys ages 8 through 12 (M = 9.4) from
public elementary schools in 3 states. The SIP-AP includes 8
videotaped vignettes, filmed from the first-person
perspective, that depict common misunderstandings among
boys. Each vignette shows a negative outcome for the victim
and ambiguous intent on the part of the perpetrator. Boys
responded to 16 Web-based questions representing the 5
social information processing mechanisms, after viewing each
vignette. Parents and teachers completed measures assessing
boys' antisocial behavior. Confirmatory factor analyses
revealed that a model positing the original 5 cognitive
mechanisms fit the data well when the items representing
prosocial cognitions were included on their own factor,
creating a 6th factor. The internal consistencies for each
of the 16 individual cognitions as well as for the 6
cognitive mechanism scales were excellent. Boys with
elevated scores on 5 of the 6 cognitive mechanisms exhibited
more antisocial behavior than boys whose scores were not
elevated. These findings highlight the need for further
research on the measurement of prosocial cognitions or
cognitive strengths in boys in addition to assessing
cognitive deficits. Findings suggest that the SIP-AP is a
reliable and valid tool for use in future research of social
information processing skills in boys.},
Doi = {10.1037/a0023621},
Key = {fds272024}
}
@article{fds272028,
Author = {Latendresse, SJ and Bates, JE and Goodnight, JA and Lansford, JE and Budde, JP and Goate, A and Dodge, KA and Pettit, GS and Dick,
DM},
Title = {Differential susceptibility to adolescent externalizing
trajectories: examining the interplay between CHRM2 and peer
group antisocial behavior.},
Journal = {Child development},
Volume = {82},
Number = {6},
Pages = {1797-1814},
Year = {2011},
Month = {November},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/j.1467-8624.2011.01640.x},
Abstract = {The present study characterized prototypical patterns of
development in self-reported externalizing behavior, between
12 and 22 years of age, within a community sample of 452
genotyped individuals. A Caucasian subset (n = 378) was then
examined to determine whether their probabilities of
displaying discrete trajectories were differentially
associated with CHRM2, a gene implicated in self-regulatory
processes across a range of externalizing behaviors, and if
affiliating with antisocial peers moderated these
associations. Findings indicate that relative to a normative
"lower risk" externalizing trajectory, likelihood of
membership in two "higher risk" trajectories increased with
each additional copy of the minor allelic variant at CHRM2,
and that this association was exacerbated among those
exposed to higher levels of peer group antisocial
behavior.},
Doi = {10.1111/j.1467-8624.2011.01640.x},
Key = {fds272028}
}
@article{fds272031,
Author = {Lansford, JE and Criss, MM and Laird, RD and Shaw, DS and Pettit, GS and Bates, JE and Dodge, KA},
Title = {Reciprocal relations between parents' physical discipline
and children's externalizing behavior during middle
childhood and adolescence.},
Journal = {Development and psychopathology},
Volume = {23},
Number = {1},
Pages = {225-238},
Year = {2011},
Month = {February},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21262050},
Abstract = {Using data from two long-term longitudinal projects, we
investigated reciprocal relations between maternal reports
of physical discipline and teacher and self-ratings of child
externalizing behavior, accounting for continuity in both
discipline and externalizing over time. In Study 1, which
followed a community sample of 562 boys and girls from age 6
to 9, high levels of physical discipline in a given year
predicted high levels of externalizing behavior in the next
year, and externalizing behavior in a given year predicted
high levels of physical discipline in the next year. In
Study 2, which followed an independent sample of 290 lower
income, higher risk boys from age 10 to 15, mother-reported
physical discipline in a given year predicted child ratings
of antisocial behavior in the next year, but child
antisocial behavior in a given year did not predict parents'
use of physical discipline in the next year. In neither
sample was there evidence that associations between physical
discipline and child externalizing changed as the child
aged, and findings were not moderated by gender, race,
socioeconomic status, or the severity of the physical
discipline. Implications for the reciprocal nature of the
socialization process and the risks associated with physical
discipline are discussed.},
Doi = {10.1017/s0954579410000751},
Key = {fds272031}
}
@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}
}
@book{fds200470,
Author = {Kusche, C.A. and Greenberg, M.T. and Conduct Problems Prevention
Research Group},
Title = {Grade level PATHS (Grades1-2)},
Publisher = {South Deerfield, MA: Channing-Bete Co.},
Year = {2011},
Keywords = {child maltreatment • problem behaviors},
Key = {fds200470}
}
@book{fds200471,
Author = {Kusche, C.A. and Greenberg, M.T. and Conduct Problems Prevention
Research Grou},
Title = {Grade level PATHS (Grades3-4)},
Publisher = {South Deerfield, MA: Channing-Bete Co.},
Year = {2011},
Key = {fds200471}
}
@book{fds200469,
Author = {Dodge, K.A. and Coleman, D.L.},
Title = {Preventing child maltreatment: Community
approaches},
Publisher = {New York: Guilford},
Year = {2011},
url = {http://dx.doi.org/10.1111/cfs.12019},
Doi = {10.1111/cfs.12019},
Key = {fds200469}
}
@misc{fds200022,
Author = {Dodge, K.A.},
Title = {Processes in the prevention of crime and
delinquency},
Booktitle = {Controlling crime: Strategies and tradeoffs
(pp.407-418)},
Publisher = {Chicago: University of Chicago Press},
Editor = {P. J. Cook and J. Ludwig and J. McCrary},
Year = {2011},
Key = {fds200022}
}
@misc{fds200033,
Author = {Dodge, K.A.},
Title = {Social information processing models of aggressive
behavior},
Booktitle = {Understanding and reducing aggression, violence, and their
consequences (pp. 165-186)},
Publisher = {Washington, DC: American Psychological Association},
Editor = {M. Mikulncer and P.R. Shaver},
Year = {2011},
Key = {fds200033}
}
@article{fds272012,
Author = {Wager, L and Lansford, JE and Bates, JE and Dodge, KA and Pettit,
GS},
Title = {Reasoning, denying privileges, yelling, and spanking: Ethnic
differences and associations with child externalizing
behavior},
Journal = {Parenting: Science and Practice},
Year = {2011},
url = {http://dx.doi.org/10.1080/15295192.2011.613727},
Doi = {10.1080/15295192.2011.613727},
Key = {fds272012}
}
@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{fds272015,
Author = {Donahue, KL and D'Onofrio, BM and Bates, JE and Lansford, JE and Dodge,
KA and Pettit, GS},
Title = {Early exposure to parents' relationship instability:
implications for sexual behavior and depression in
adolescence.},
Journal = {The Journal of adolescent health : official publication of
the Society for Adolescent Medicine},
Volume = {47},
Number = {6},
Pages = {547-554},
Year = {2010},
Month = {December},
ISSN = {1054-139X},
url = {http://dx.doi.org/10.1016/j.jadohealth.2010.04.004},
Abstract = {<h4>Purpose</h4>Examine the effects of the timing of
parents' relationship instability on adolescent sexual and
mental health.<h4>Methods</h4>We assessed whether the timing
of parents' relationship instability predicted adolescents'
history of sexual partnerships (SP) and major depressive
episodes. Multivariate logistic regression analyses
controlled for potential mediators related to parenting and
the family, including parent knowledge of activities,
parent-child relationship quality, number of parents'
post-separation relationship transitions, and number of
available caregivers. Participants were assessed annually
from age 5 through young adulthood as part of a multisite
community sample (N = 585).<h4>Results</h4>Participants who
experienced parents' relationship instability before age 5
were more likely to report SP at age 16 (odds ratio
[OR](adj) = 1.58) or an episode of major depression during
adolescence (OR(adj) = 2.61). Greater parent knowledge at
age 12 decreased the odds of SP at age 16, but none of the
hypothesized parenting and family variables statistically
mediated the association between early instability and SP or
major depressive episode.<h4>Conclusions</h4>These results
suggest that experiencing parents' relationship instability
in early childhood is associated with sexual behavior and
major depression in adolescence, but these associations are
not explained by the parenting and family variables included
in our analyses. Limitations of the current study and
implications for future research are discussed.},
Doi = {10.1016/j.jadohealth.2010.04.004},
Key = {fds272015}
}
@article{fds272014,
Author = {Miller, S and Malone, PS and Dodge, KA and Conduct Problems
Prevention Research Group},
Title = {Developmental trajectories of boys' and girls' delinquency:
sex differences and links to later adolescent
outcomes.},
Journal = {Journal of abnormal child psychology},
Volume = {38},
Number = {7},
Pages = {1021-1032},
Year = {2010},
Month = {October},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1007/s10802-010-9430-1},
Abstract = {This study examined gender differences in trajectories of
delinquent behaviors over a 6-year period in adolescence and
differential outcomes of these diverse developmental
pathways. Participants were 754 children who were part of a
longitudinal study of the development of early starting
conduct problems. Four trajectory patterns were identified
across grades 7-12: increasing, desisting, chronic, and
nonproblem groups. Although the proportion of boys and girls
varied across the pathways, both genders were represented on
these trajectories. Boys were more represented on the
chronic and desisting trajectories; girls were more
represented in the nonproblem group. However, the proportion
of boys and girls was similar in the increasing trajectory.
Trajectory membership significantly predicted age 19
outcomes for partner violence, risky sexual behavior and
depression, and the risk conferred on these negative
adjustment outcomes did not vary by gender. The overall
pattern was characterized by poor outcomes at age 19 for
youth in both the chronic and the increasing trajectories.
The major conclusion is that, other than base rate
differences, developmental patterns and outcomes for girls
mimic those previously found for boys.},
Doi = {10.1007/s10802-010-9430-1},
Key = {fds272014}
}
@article{fds272039,
Author = {Wu, J and Witkiewitz, K and McMahon, RJ and Dodge, KA and Conduct
Problems Prevention Research Group},
Title = {A parallel process growth mixture model of conduct problems
and substance use with risky sexual behavior.},
Journal = {Drug and alcohol dependence},
Volume = {111},
Number = {3},
Pages = {207-214},
Year = {2010},
Month = {October},
ISSN = {0376-8716},
url = {http://dx.doi.org/10.1016/j.drugalcdep.2010.04.013},
Abstract = {Conduct problems, substance use, and risky sexual behavior
have been shown to coexist among adolescents, which may lead
to significant health problems. The current study was
designed to examine relations among these problem behaviors
in a community sample of children at high risk for conduct
disorder. A latent growth model of childhood conduct
problems showed a decreasing trend from grades K to 5.
During adolescence, four concurrent conduct problem and
substance use trajectory classes were identified (high
conduct problems and high substance use, increasing conduct
problems and increasing substance use, minimal conduct
problems and increasing substance use, and minimal conduct
problems and minimal substance use) using a parallel process
growth mixture model. Across all substances (tobacco, binge
drinking, and marijuana use), higher levels of childhood
conduct problems during kindergarten predicted a greater
probability of classification into more problematic
adolescent trajectory classes relative to less problematic
classes. For tobacco and binge drinking models, increases in
childhood conduct problems over time also predicted a
greater probability of classification into more problematic
classes. For all models, individuals classified into more
problematic classes showed higher proportions of early
sexual intercourse, infrequent condom use, receiving money
for sexual services, and ever contracting an STD.
Specifically, tobacco use and binge drinking during early
adolescence predicted higher levels of sexual risk taking
into late adolescence. Results highlight the importance of
studying the conjoint relations among conduct problems,
substance use, and risky sexual behavior in a unified
model.},
Doi = {10.1016/j.drugalcdep.2010.04.013},
Key = {fds272039}
}
@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{fds272042,
Author = {Conduct Problems Prevention Research Group},
Title = {Fast Track intervention effects on youth arrests and
delinquency.},
Journal = {Journal of experimental criminology},
Volume = {6},
Number = {2},
Pages = {131-157},
Year = {2010},
Month = {June},
ISSN = {1573-3750},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000295470600002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper examines the effects of the Fast Track preventive
intervention on youth arrests and self-reported delinquent
behavior through age 19. High-risk youth randomly assigned
to receive a long-term, comprehensive preventive
intervention from 1st grade through 10th grade at four sites
were compared to high-risk control youth. Findings indicated
that random assignment to Fast Track reduced court-recorded
juvenile arrest activity based on a severity weighted sum of
juvenile arrests. Supplementary analyses revealed an
intervention effect on the reduction in the number of
court-recorded moderate-severity juvenile arrests, relative
to control children. In addition, among youth with higher
initial behavioral risk, the intervention reduced the number
of high-severity adult arrests relative to the control
youth. Survival analyses examining the onset of arrests and
delinquent behavior revealed a similar pattern of findings.
Intervention decreased the probability of any juvenile
arrest among intervention youth not previously arrested. In
addition, intervention decreased the probability of a
self-reported high-severity offense among youth with no
previous self-reported high-severity offense. Intervention
effects were also evident on the onset of high-severity
court-recorded adult arrests among participants, but these
effects varied by site. The current findings suggest that
comprehensive preventive intervention can prevent juvenile
arrest rates, although the presence and nature of
intervention effects differs by outcome.},
Doi = {10.1007/s11292-010-9091-7},
Key = {fds272042}
}
@article{fds272045,
Author = {Edwards, AC and Dodge, KA and Latendresse, SJ and Lansford, JE and Bates, JE and Pettit, GS and Budde, JP and Goate, AM and Dick,
DM},
Title = {MAOA-uVNTR and early physical discipline interact to
influence delinquent behavior.},
Journal = {Journal of child psychology and psychiatry, and allied
disciplines},
Volume = {51},
Number = {6},
Pages = {679-687},
Year = {2010},
Month = {June},
ISSN = {0021-9630},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=000272027300049&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {<h4>Background</h4>A functional polymorphism in the promoter
region of the monoamine oxidizing gene monoamine oxidase A
(MAOA) has been associated with behavioral sensitivity to
adverse environmental conditions in multiple studies (e.g.,
Caspi et al. 2002; Kim-Cohen et al., 2006). The present
study investigates the effects of genotype and early
physical discipline on externalizing behavior. We expand on
the current literature in our assessment of externalizing,
incorporating information across multiple reporters and over
a broad developmental time period, and in our understanding
of environmental risk.<h4>Method</h4>This study uses data
from the Child Development Project, an ongoing longitudinal
study following a community sample of children beginning at
age 5. Physical discipline before age 6 was quantified using
a subset of questions from the Conflict Tactics Scale
(Straus, 1979). Externalizing behavior was assessed in the
male, European-American sub-sample (N = 250) by parent,
teacher, and self-report using Achenbach's Child Behavior
Checklist, Teacher Report Form, and Youth Self-Report
(Achenbach, 1991), at 17 time points from ages 6 to 22.
Regression analyses tested the influence of genotype,
physical discipline, and their interaction on externalizing
behavior, and its subscales, delinquency and
aggression.<h4>Results</h4>We found a significant
interaction effect between genotype and physical discipline
on levels of delinquent behavior. Similar trends were
observed for aggression and overall externalizing behavior,
although these did not reach statistical significance. Main
effects of physical discipline held for all outcome
variables, and no main effects held for genotype.<h4>Conclusion</h4>The
adverse consequences of physical discipline on forms of
externalizing behavior are exacerbated by an underlying
biological risk conferred by MAOA genotype.},
Doi = {10.1111/j.1469-7610.2009.02196.x},
Key = {fds272045}
}
@article{fds272017,
Author = {Lansford, JE and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Does physical abuse in early childhood predict substance use
in adolescence and early adulthood?},
Journal = {Child maltreatment},
Volume = {15},
Number = {2},
Pages = {190-194},
Year = {2010},
Month = {May},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20019026},
Abstract = {Prospective longitudinal data from 585 families were used to
examine parents' reports of child physical abuse in the
first 5 years of life as a predictor of substance use at
ages 12, 16, and 24. Path analyses revealed that physical
abuse in the first 5 years of life predicted subsequent
substance use for females but not males. We found a direct
effect of early physical abuse on girls'substance use at age
12 and indirect effects on substance use at age 16 and age
24 through substance use at age 12. For boys, age 12
substance use predicted age 16 substance use, and age 16
substance use predicted age 24 substance use, but physical
abuse in the first 5 years of life was unrelated to
subsequent substance use. These findings suggest that for
females, a mechanism of influence of early physical abuse on
substance use into early adulthood appears to be through
precocious initiation of substance use in early
adolescence.},
Doi = {10.1177/1077559509352359},
Key = {fds272017}
}
@article{fds272052,
Author = {Dodge, KA and McCourt, SN},
Title = {Translating models of antisocial behavioral development into
efficacious intervention policy to prevent adolescent
violence.},
Journal = {Developmental psychobiology},
Volume = {52},
Number = {3},
Pages = {277-285},
Year = {2010},
Month = {April},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20175096},
Abstract = {Adolescent chronic antisocial behavior is costly but
concentrated in a relatively small number of individuals.
The search for effective preventive interventions draws from
empirical findings of three kinds of gene-by-environment
interactions: (1) parenting behaviors mute the impact of
genes; (2) genes alter the impact of traumatic environmental
experiences such as physical abuse and peer social
rejection; and (3) individuals and environments influence
each other in a dynamic developmental cascade. Thus,
environmental interventions that focus on high-risk youth
may prove effective. The Fast Track intervention and
randomized controlled trial are described. The intervention
is a 10-year series of efforts to produce proximal change in
parenting, peer relations, social cognition, and academic
performance in order to lead to distal prevention of
adolescent conduct disorder. Findings indicate that conduct
disorder cases can be prevented, but only in the highest
risk group of children. Implications for policy are
discussed.},
Doi = {10.1002/dev.20440},
Key = {fds272052}
}
@article{fds272054,
Author = {Pettit, GS and Lansford, JE and Malone, PS and Dodge, KA and Bates,
JE},
Title = {Domain specificity in relationship history,
social-information processing, and violent behavior in early
adulthood.},
Journal = {Journal of personality and social psychology},
Volume = {98},
Number = {2},
Pages = {190-200},
Year = {2010},
Month = {February},
ISSN = {0022-3514},
url = {http://dx.doi.org/10.1037/a0017991},
Abstract = {Using prospective longitudinal data, we tested 5 hypotheses:
(a) that the relation between earlier developmental
experiences (peer social rejection and victimization in a
romantic relationship) and adult violent behavior toward
peers and romantic partners is specific to relationship
domain; (b) that the relation between social-information
processing (SIP) biases and subsequent violence is also
specific to relational domain (romantic partner vs. peer);
(c) that the relation between developmental experiences and
SIP biases is domain specific; (d) that domain-specific SIP
mediates the impact of earlier developmental experiences on
later violent behavior; and (e) that harsh parenting early
in life is a domain-general predictor of SIP and later
violent behavior. Harsh parenting was assessed through
interviews with parents when their children were age 5
years. Classroom sociometric assessments indexing peer
rejection were completed in elementary school, and
self-report of victimization by romantic partners was
provided at age 18 years. SIP was assessed via interview at
age 22 years, and violent behavior was measured via self-
and partner report at ages 23 years and 24 years. Structural
equation analyses revealed specificity in the relation
between developmental experiences and violence and in the
prediction to and from SIP in the peer domain, but not in
the romantic-relationship domain. The impact of early harsh
treatment on violence toward peers was mediated by SIP
biases in the peer domain. These findings provide support
for domain specificity in the peer domain but for
cross-domain generality in the romantic relationship domain
in the development of violent behavior in early
adulthood.},
Doi = {10.1037/a0017991},
Key = {fds272054}
}
@book{fds184137,
Author = {K.A. Dodge},
Title = {Current directions in child psychopathology},
Publisher = {Allyn & Bacon},
Address = {Boston, MA},
Year = {2010},
url = {http://www.pearsonhighered.com/bookseller/product/Current-Directions-in-Child-Psychopathology-for-Abnormal-Psychology/9780205680139.page},
Key = {fds184137}
}
@article{fds219663,
Author = {Dodge, K.A.},
Title = {Book review: The Handbook of Clinical Child Neuropsychology,
3rd edition},
Journal = {Journal of Clinical Psychiatry},
Volume = {72},
Number = {5},
Pages = {726},
Editor = {Edited by Cecil R. Reynolds and Elaine Fletcher-Janzen},
Year = {2010},
Key = {fds219663}
}
@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}
}
@book{fds184138,
Author = {Coleman, D.L. and Bradley, K.W. and Dodge, K.A.},
Title = {Corporal Punishment: A Special Symposium
Issue},
Journal = {Law and Contemporary Problems},
Volume = {73},
Year = {2010},
Key = {fds184138}
}
@article{fds272038,
Author = {McMahon, and J, R and Witkiewitz, and K, and Kotler, and S, J and Group,
TCPPR},
Title = {Predictive validity of callous-unemotional traits measured
in early adolescence with respect to multiple antisocial
outcomes},
Journal = {Journal of Abnormal Psychology},
Volume = {119},
Number = {4},
Pages = {752-763},
Publisher = {American Psychological Association (APA)},
Year = {2010},
url = {http://dx.doi.org/10.1037/a0020796},
Abstract = {This study investigated the predictive validity of youth
callous-unemotional (CU) traits, as measured in early
adolescence (Grade 7) by the Antisocial Process Screening
Device (APSD; Frick & Hare, 2001), in a longitudinal sample
(N = 754). Antisocial outcomes, assessed in adolescence and
early adulthood, included self-reported general delinquency
from 7th grade through 2 years post-high school,
self-reported serious crimes through 2 years post-high
school, juvenile and adult arrest records through 1 year
post-high school, and antisocial personality disorder
symptoms and diagnosis at 2 years post-high school. CU
traits measured in 7th grade were highly predictive of 5 of
the 6 antisocial outcomes-general delinquency, juvenile and
adult arrests, and early adult antisocial personality
disorder criterion count and diagnosis-over and above prior
and concurrent conduct problem behavior (i.e., criterion
counts of oppositional defiant disorder and conduct
disorder) and attention-deficit/hyperactivity disorder
(criterion count). Incorporating a CU traits specifier for
those with a diagnosis of conduct disorder improved the
positive prediction of antisocial outcomes, with a very low
false-positive rate. There was minimal evidence of
moderation by sex, race, or urban/rural status. Urban/rural
status moderated one finding, with being from an urban area
associated with stronger relations between CU traits and
adult arrests. Findings clearly support the inclusion of CU
traits as a specifier for the diagnosis of conduct disorder,
at least with respect to predictive validity.},
Doi = {10.1037/a0020796},
Key = {fds272038}
}
@article{fds272040,
Author = {Thomas, DE and Bierman, KL and Thompson, C and Powers, CJ and Coie,
JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon,
RJ},
Title = {Double jeopardy: Child and school characteristics that
undermine school readiness and predict disruptive behavior
at school entry},
Journal = {School Psychology Review},
Year = {2010},
url = {http://hdl.handle.net/10161/7998 Duke open
access},
Key = {fds272040}
}
@article{fds272043,
Author = {Lanza, and T, S and Rhoades, and L, B and Nix, and L, R and Greenberg, and T,
M and Group, TCPPR},
Title = {Modeling the interplay of multilevel risk factors for future
academic and behavior problems: A person-centered
approach},
Journal = {Development and Psychopathology},
Volume = {22},
Pages = {313-335},
Year = {2010},
url = {http://dx.doi.org/10.1017/S0954579410000088},
Doi = {10.1017/S0954579410000088},
Key = {fds272043}
}
@article{fds272047,
Author = {Fontaine, RG and Yang, C and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Development of response evaluation and decision (RED) and
antisocial behavior in childhood and adolescence},
Journal = {Developmental Psychology},
Volume = {38},
Pages = {615-626},
Year = {2010},
url = {http://dx.doi.org/10.1037/a0014142},
Doi = {10.1037/a0014142},
Key = {fds272047}
}
@article{fds272055,
Author = {Jones, D and Godwin, J and Dodge, KA and Bierman, K and Coie, JD and Greenberg, M and Lochman, JE and McMahon, RJ and Pinderhughes,
E},
Title = {The impact of the Fast Track Prevention Trial on health
services utilization by youth at risk for conduct
problems},
Journal = {Pediatrics},
Volume = {125},
Pages = {130-136},
Year = {2010},
url = {http://dx.doi.org/10.1542/peds.2009-0322},
Doi = {10.1542/peds.2009-0322},
Key = {fds272055}
}
@article{fds272060,
Author = {Erath, SA and Keiley, MK and Pettit, GS and Lansford, JE and Dodge, KA and Bates, JE},
Title = {Behavioral predictors of mental health service utilization
in childhood through adolescence.},
Journal = {Journal of developmental and behavioral pediatrics :
JDBP},
Volume = {30},
Number = {6},
Pages = {481-488},
Year = {2009},
Month = {December},
ISSN = {0196-206X},
url = {http://dx.doi.org/10.1097/dbp.0b013e3181c35938},
Abstract = {<h4>Objectives</h4>This study investigated predictors of
mental health service utilization from age 5 through age
16.<h4>Methods</h4>Data were collected on a community sample
of 399 children, including 338 European Americans and 61
African Americans. Internalizing and externalizing behaviors
were assessed by maternal and teacher reports in
kindergarten. History of mental health service utilization
was assessed by maternal reports when participants were 16
years old.<h4>Results</h4>On average, the probability of
first-time mental health service utilization increased in
early to middle childhood, stabilized, and then increased in
early adolescence. Mother reports of internalizing behaviors
(independent of teacher reports of externalizing behaviors)
predicted an increased likelihood of service use among
European American children but a decreased likelihood of
service use among African American children. Externalizing
behaviors (independent of internalizing behaviors) predicted
a higher likelihood of first-time service use in middle
childhood. The combination of elevated internalizing and
externalizing behaviors predicted a higher likelihood of
first-time service use in adolescence, mainly among European
American children.<h4>Conclusions</h4>This study provides
evidence that elevated mother-reported internalizing
behaviors are less likely to forecast mental health service
utilization among African American children compared with
European American children. To meet the mental health
service needs of all children, it is critical to further
examine reasons for service utilization and underutilization
among children with internalizing problems.},
Doi = {10.1097/dbp.0b013e3181c35938},
Key = {fds272060}
}
@article{fds272066,
Author = {Lansford, JE and Criss, MM and Dodge, KA and Shaw, DS and Pettit, GS and Bates, JE},
Title = {Trajectories of physical discipline: early childhood
antecedents and developmental outcomes.},
Journal = {Child development},
Volume = {80},
Number = {5},
Pages = {1385-1402},
Year = {2009},
Month = {September},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19765007},
Abstract = {This study examined childhood antecedents and developmental
outcomes associated with trajectories of mild and harsh
parental physical discipline. Interview, questionnaire, and
observational data were available from 499 children followed
from ages 5 to 16 and from 258 children in an independent
sample followed from ages 5 to 15. Analyses indicated
distinct physical discipline trajectory groups that varied
in frequency of physical discipline and rate of change. In
both samples, family ecological disadvantage differentiated
the trajectory groups; in the first sample, early child
externalizing also differentiated the groups. Controlling
for early childhood externalizing, the minimal/ceasing
trajectory groups were associated with the lowest levels of
subsequent adolescent antisocial behavior in both samples
and with parent-adolescent positive relationship quality in
the second sample.},
Doi = {10.1111/j.1467-8624.2009.01340.x},
Key = {fds272066}
}
@article{fds272059,
Author = {Erath, SA and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {Who Dislikes Whom, and For Whom Does It Matter: Predicting
Aggression in Middle Childhood.},
Journal = {Social development (Oxford, England)},
Volume = {18},
Number = {3},
Pages = {577-596},
Year = {2009},
Month = {August},
ISSN = {0961-205X},
url = {http://dx.doi.org/10.1111/j.1467-9507.2008.00497.x},
Abstract = {This study investigated the role of mutual dislike dyads
(MDDs) in the development of aggressive behavior across the
middle childhood years. Of particular interest was whether
involvement in MDDs predicted later aggression, and whether
the magnitude of the association between MDDs and later
aggression varied based on characteristics of target
children and 'others' involved in their MDDs. Data were
collected on a community sample of 453 children
participating in an ongoing longitudinal study. Classroom
peer nomination and rating-scale measures were collected in
kindergarten through third grade; aggressive behavior
problems were assessed via teacher ratings in the early
elementary years (kindergarten and first grade) and late
elementary years (fourth and fifth grade). MDD involvement
in the middle elementary years (second and third grade) was
associated with higher levels of aggression in the late
elementary years among boys (but not girls), and these
predictions held after controlling for group-level peer
disliking in the middle elementary years, aggression in the
early elementary years, and demographic variables. The
association between MDD involvement and subsequent
aggression was also qualified by the aggressiveness of
others in children's MDDs: Having more MDDs predicted later
aggression only among boys whose MDDs involved mostly
non-aggressive others.},
Doi = {10.1111/j.1467-9507.2008.00497.x},
Key = {fds272059}
}
@article{fds272061,
Author = {Dodge, KA},
Title = {Mechanisms of Gene-Environment Interaction Effects in the
Development of Conduct Disorder.},
Journal = {Perspectives on psychological science : a journal of the
Association for Psychological Science},
Volume = {4},
Number = {4},
Pages = {408-414},
Year = {2009},
Month = {July},
ISSN = {1745-6916},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19779577},
Abstract = {The gene-environment interaction effect in the development
of conduct disorder is one of the most important discoveries
of the past decade, but the mechanisms through which this
effect operates remain elusive. I propose a model of these
processes that focuses on the individual's response to a
threatening stimulus in ongoing social interaction. The
individual's response coordinates three interrelated
systems: neural, autonomic, and information-processing. In
each system, adaptive, evolutionarily selected response
patterns characterize normal responding, but in
psychopathology these patterns have gone awry. Antecedents
of individual differences in these response patterns arise
from genetic polymorphisms, adverse environmental
experiences early in life, and their interaction. Programs
of research are proposed to test hypotheses in the model
through longitudinal, experimental, and clinical
intervention methods. This model can serve as a template for
inquiry in other forms of developmental psychopathology.},
Doi = {10.1111/j.1745-6924.2009.01147.x},
Key = {fds272061}
}
@article{fds272065,
Author = {Dodge, KA},
Title = {Community intervention and public policy in the prevention
of antisocial behavior.},
Journal = {Journal of child psychology and psychiatry, and allied
disciplines},
Volume = {50},
Number = {1-2},
Pages = {194-200},
Year = {2009},
Month = {January},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19220602},
Abstract = {As academic clinical science moves to community intervention
to achieve impact on population prevalence of antisocial
behavior disorders, exciting potential is tempered by
realistic caution. Three kinds of efforts are noted. First,
individual evidence-based therapies are being implemented at
scale. Difficulties in high-fidelity implementation are
noted, and the unlikelihood of population impact is
highlighted. Second, communities are receiving new resources
to support individuals, although connecting community
resources to highest-risk individuals is difficult. Third,
community factors are being targeted for change through
policy reform, with mixed results. As the field moves in
this direction, the importance of adhering to principles of
scientific rigor and empirical evidence is emphasized, to
keep scientist-practitioners from overstepping their
bounds.},
Doi = {10.1111/j.1469-7610.2008.01985.x},
Key = {fds272065}
}
@misc{fds167328,
Author = {Fontaine, R.G. and Dodge, K.A.},
Title = {Social Information Processing and Aggressive Behavior: A
Transactional Perspective},
Booktitle = {The Transactional Model of Development: How Children and
Contexts Shape Each Other},
Publisher = {American Psychological Association},
Address = {Washington, DC},
Editor = {Sameroff, A.J.},
Year = {2009},
Key = {fds167328}
}
@article{fds167314,
Author = {Jones, D. and Foster, E.M. and the Conduct Problems Prevention
Research Group},
Title = {Service use patterns for adolescents with ADHD and comorbid
conduct disorder},
Journal = {Journal of Behavioral Health Service and
Research},
Volume = {36},
Number = {4},
Pages = {436-449},
Year = {2009},
url = {http://dx.doi.org/10.1007/s11414-008-9133-3},
Doi = {10.1007/s11414-008-9133-3},
Key = {fds167314}
}
@article{fds272058,
Author = {Fontaine, RG and Yang, C and Dodge, KA and Pettis, GS and Bates,
JE},
Title = {Development of response evaluation and decision (RED) and
antisocial behavior in childhood and adolescence},
Journal = {Developmental Psychology},
Volume = {45},
Number = {2},
Pages = {447-459},
Year = {2009},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/a0014142},
Abstract = {Using longitudinal data on 585 youths (48% female; 17%
African American, 2% other ethnic minority), the authors
examined the development of social response evaluation and
decision (RED) across childhood (Study 1; kindergarten
through Grade 3) and adolescence (Study 2; Grades 8 and 11).
Participants completed hypothetical-vignette-based RED
assessments, and their antisocial behaviors were measured by
multiple raters. Structural equation modeling and linear
growth analyses indicated that children differentiate
alternative responses by Grade 3, but these RED responses
were not consistently related to antisocial behavior.
Adolescent analyses provided support for a model of multiple
evaluative domains of RED and showed strong relations
between aggressive response evaluations, nonaggressive
response evaluations, and antisocial behavior. Findings
indicate that RED becomes more differential (or specific to
response style) and is increasingly related to youths'
antisocial conduct across development.},
Doi = {10.1037/a0014142},
Key = {fds272058}
}
@article{fds272083,
Author = {Fite, JE and Bates, JE and Holtzworth-Munroe, A and Dodge, KA and Nay,
SY and Pettit, GS},
Title = {Social information processing mediates the intergenerational
transmission of aggressiveness in romantic
relationships.},
Journal = {Journal of family psychology : JFP : journal of the Division
of Family Psychology of the American Psychological
Association (Division 43)},
Volume = {22},
Number = {3},
Pages = {367-376},
Year = {2008},
Month = {June},
ISSN = {0893-3200},
url = {http://dx.doi.org/10.1037/0893-3200.22.3.367},
Abstract = {This study explored the K. A. Dodge (1986) model of social
information processing as a mediator of the association
between interparental relationship conflict and subsequent
offspring romantic relationship conflict in young adulthood.
The authors tested 4 social information processing stages
(encoding, hostile attributions, generation of aggressive
responses, and positive evaluation of aggressive responses)
in separate models to explore their independent effects as
potential mediators. There was no evidence of mediation for
encoding and attributions. However, there was evidence of
significant mediation for both the response generation and
response evaluation stages of the model. Results suggest
that the ability of offspring to generate varied social
responses and effectively evaluate the potential outcome of
their responses at least partially mediates the
intergenerational transmission of relationship
conflict.},
Doi = {10.1037/0893-3200.22.3.367},
Key = {fds272083}
}
@article{fds272085,
Author = {Crozier, JC and Dodge, KA and Fontaine, RG and Lansford, JE and Bates,
JE and Pettit, GS and Levenson, RW},
Title = {Social information processing and cardiac predictors of
adolescent antisocial behavior.},
Journal = {Journal of abnormal psychology},
Volume = {117},
Number = {2},
Pages = {253-267},
Year = {2008},
Month = {May},
ISSN = {0021-843X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/18489202},
Abstract = {The relations among social information processing (SIP),
cardiac activity, and antisocial behavior were investigated
in adolescents over a 3-year period (from ages 16 to 18) in
a community sample of 585 (48% female, 17% African American)
participants. Antisocial behavior was assessed in all 3
years. Cardiac and SIP measures were collected between the
first and second behavioral assessments. Cardiac measures
assessed resting heart rate (RHR) and heart rate reactivity
(HRR) as participants imagined themselves being victimized
in hypothetical provocation situations portrayed via video
vignettes. The findings were moderated by gender and
supported a multiprocess model in which antisocial behavior
is a function of trait-like low RHR (for male individuals
only) and deviant SIP. In addition, deviant SIP mediated the
effects of elevated HRR reactivity and elevated RHR on
antisocial behavior (for male and female
participants).},
Doi = {10.1037/0021-843x.117.2.253},
Key = {fds272085}
}
@article{fds272084,
Author = {Slough, NM and McMahon, RJ and Bierman, KL and Coie, JD and Dodge, KA and Foster, EM and Greenberg, MT and Lochman, JE and Pinderhughes,
EE},
Title = {Preventing Serious Conduct Problems in School-Age Youths:
The Fast Track Program.},
Journal = {Cognitive and behavioral practice},
Volume = {15},
Number = {1},
Pages = {3-17},
Year = {2008},
Month = {February},
ISSN = {1077-7229},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19890487},
Abstract = {Children with early-starting conduct Problems have a very
poor prognosis and exact a high cost to society. The Fast
Track project is a multisite, collaborative research project
investigating the efficacy of a comprehensive, long-term,
multicomponent intervention designed to prevent the
development of serious conduct problems in high-risk
children. In this article, we (a) provide an overview of the
development model that serves as the conceptual foundation
for the Fast Track intervention and describe its integration
into the intervention model; (b) outline the research design
and intervention model, with an emphasis on the elementary
school phase of the intervention; and (c) summarize findings
to dale concerning intervention outcomes. We then provide a
case illustration, and conclude with a discussion of
guidelines for practitioners who work with children with
conduct problems.},
Doi = {10.1016/j.cbpra.2007.04.002},
Key = {fds272084}
}
@article{fds151999,
Author = {Dick, D.M. and Latendresse, S.J. and Lansford, J.E. and Budde, J.P. and Goate, A. and Dodge, K.A. and Pettit, G.S. and Bates,
J.E.},
Title = {The role of GABRA2 in trajectories of externalizing behavior
across development and evidence of moderation by parental
monitoring},
Journal = {Archives of General Psychiatry},
Volume = {66},
Pages = {649-657.},
Year = {2008},
url = {http://dx.doi.org/10.1001/archgenpsychiatry.2009.48},
Doi = {10.1001/archgenpsychiatry.2009.48},
Key = {fds151999}
}
@article{fds272070,
Author = {Schofield, and T, HL and Bierman, and L, K and Heinrichs, and B, and Nix, and L, R and Dodge, TCPPRGKA and member},
Title = {Predicting early sexual activity with behavior problems
exhibited at school entry and in preadolescence},
Journal = {Journal of Abnormal Child Psychology},
Volume = {36},
Number = {8},
Pages = {1175-1188},
Year = {2008},
url = {http://dx.doi.org/10.1007/s10802-008-9252-6},
Abstract = {Youth who initiate sexual intercourse in early adolescence
(age 11-14) experience multiple risks, including concurrent
adjustment problems and unsafe sexual practices. The current
study tested two models describing the links between
childhood precursors, early adolescent risk factors, and
adolescent sexual activity: a cumulative model and a
meditational model. A longitudinal sample of 694 boys and
girls from four geographical locations was utilized, with
data collected from kindergarten through high school.
Structural equation models revealed that, irrespective of
gender or race, high rates of aggressive disruptive
behaviors and attention problems at school entry increased
risk for a constellation of problem behaviors in middle
school (school maladjustment, antisocial activity, and
substance use) which, in turn, promoted the early initiation
of sexual activity. Implications are discussed for
developmental models of early sexual activity and for
prevention programming.},
Doi = {10.1007/s10802-008-9252-6},
Key = {fds272070}
}
@article{fds272071,
Author = {Stearns, and E, and Dodge, and A, K and Nicholson, and M, and Group,
TCPPR},
Title = {Peer contextual influences on the growth of authority
acceptance problems in early elementary school},
Journal = {Merrill-Palmer Quarterly},
Volume = {54},
Number = {2},
Pages = {208-231},
Year = {2008},
ISSN = {0272-930X},
url = {http://dx.doi.org/10.1353/mpq.2008.0018},
Abstract = {This study investigated the effects of the peer social
context and child characteristics on the growth of
authority-acceptance behavior problems across first, second,
and third grades, using data from the normative sample of
the Fast Track Project. Three hundred sixty-eight European
American and African American boys and girls (51% male; 46%
African American) and their classmates were assessed in each
grade by teacher ratings on the Teacher Observation of Child
Adaptation-Revised. Children's growth in
authority-acceptance behavior problems across time was
partially attributable to the level of disruptive behavior
in the class-room peer context into which they were placed.
Peer-context influence, however, were strongest among
same-gender peers. Findings held for both boys and girls,
both European Americans and African Americans, and
nondeviant, marginally deviant, and highly deviant children.
Findings suggest that children learn and follow behavioral
norms from their same-gender peers within the
classroom.},
Doi = {10.1353/mpq.2008.0018},
Key = {fds272071}
}
@article{fds272076,
Author = {Goodnight, JA and Bates, JE and Pettit, GS and Dodge,
KA},
Title = {Parents' campaigns to reduce their children's conduct
problems: Interactions with temperamental resistance to
control},
Journal = {European Journal of Developmental Science},
Volume = {2},
Number = {1/2},
Pages = {100-119},
Year = {2008},
url = {http://hdl.handle.net/10161/8000 Duke open
access},
Abstract = {Longitudinal studies have found associations between
parenting and the development of conduct problems, and have
found that resistant to control temperament moderates these
associations. Intervention studies have found associations
between intervention-induced changes in parenting and
subsequent reductions in children’s conduct problems.
However, no study to date has evaluated whether parents’
self-initiated efforts to change their parenting practices
affect children’s conduct problems and whether effects
depend on children’s temperament. The current study asked
whether parents’ concerted efforts, or campaigns, to
increase their involvement and limit-setting were effective
in reducing growth in conduct problems from late childhood
to early adolescence. It also asked whether the effects of
campaigns varied according to children’s levels of
temperamental resistance to control. Analyses statistically
controlled for parenting practices and conduct problems
before the campaigns, socioeconomic status, gender, and
ethnicity. Results indicated that campaigns that included
increased involvement and limit-setting were beneficial only
for youths who were rated in early childhood as
temperamentally resistant to control. © 2008 Vandenhoeck &
Ruprecht GmbH & Co. KG, Göttingen 2008.},
Doi = {10.3233/DEV-2008-21207},
Key = {fds272076}
}
@article{fds272078,
Author = {Jones, and D, and Foster, and M, E and member, TCPPRGKAD},
Title = {Service use patterns for adolescents with ADHD and comorbid
conduct disorder},
Journal = {Journal of Behavioral Health Services and
Research},
Volume = {36},
Number = {4},
Pages = {436-449},
Year = {2008},
url = {http://dx.doi.org/10.1007/s11414-008-9133-3},
Abstract = {Service use patterns and costs of youth diagnosed with
attention-deficit/hyperactivity disorder (ADHD) and comorbid
conduct disorder (CD) were assessed across adolescence (ages
12 through 17). Featured service sectors include mental
health, school services, and the juvenile justice system.
Data are provided by three cohorts from the Fast Track
evaluation and are based on parent report. Diagnostic groups
are identified through a structured assessment. Results show
that public costs for youth with ADHD exceed $40,000 per
child on average over a 6-year period, more than doubling
service expenditures for a non-ADHD group. Public costs for
children with comorbid ADHD and CD double the costs of those
with ADHD alone. Varying patterns by service sector,
diagnosis, and across time indicate different needs for
youth with different conditions and at different ages and
can provide important information for prevention and
treatment researchers.},
Doi = {10.1007/s11414-008-9133-3},
Key = {fds272078}
}
@article{fds272094,
Author = {Caprara, GV and Dodge, KA and Pastorelli, C and Zelli,
A},
Title = {How Marginal Deviations Sometimes Grow Into Serious
Aggression.},
Journal = {Child development perspectives},
Volume = {1},
Number = {1},
Pages = {33-39},
Year = {2007},
Month = {July},
ISSN = {1750-8592},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000207179600006&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {We offer a theory of marginal deviations that articulates
the processes through which initial behavior that is only
slightly deviant from the norm gets transformed into more
serious antisocial outcomes. We present evidence that, of
the one third of the population that is marginally deviant,
about one fourth (or 8% of the total population) becomes
seriously deviant over time. Hypothesized factors in this
transformation involve the child actor, peer
observer-judges, and social transactions between them in
processes that derive from self-fulfilling prophecies and
dynamic systems theory. Hypotheses and studies are proposed
to address the circumstances and processes that determine
whether a marginal deviation will be bought back to the norm
(through assimilation and attenuation) or accelerated to
severe deviance (through accommodation and
amplification).},
Doi = {10.1111/j.1750-8606.2007.00007.x},
Key = {fds272094}
}
@article{fds272090,
Author = {Hillemeier, and M, and Foster, and M, E and Heinrichs, and B, and Heier, and Dodge, TCPPRGKA and member},
Title = {Racial differences in the measurement of
attention-deficit/hyperactivity disorder
behaviors},
Journal = {Journal of Developmental and Behavioral Pediatrics},
Volume = {28},
Pages = {353-361},
Year = {2007},
url = {http://dx.doi.org/10.1097/DBP.0b013e31811ff8b8},
Doi = {10.1097/DBP.0b013e31811ff8b8},
Key = {fds272090}
}
@misc{fds367710,
Author = {Dodge, KA and Sherrill, MR},
Title = {The Interaction of Nature and Nurture in Antisocial
Behavior},
Pages = {215-242},
Booktitle = {CAMBRIDGE HANDBOOK OF VIOLENT BEHAVIOR AND
AGGRESSION},
Publisher = {Cambridge University Press},
Address = {New York},
Editor = {D. Flannery and A. Vazonsyi and I. Waldman},
Year = {2007},
Key = {fds367710}
}
@article{fds272107,
Author = {Fontaine, RG and Dodge, KA},
Title = {Real-Time Decision Making and Aggressive Behavior in Youth:
A Heuristic Model of Response Evaluation and Decision
(RED).},
Journal = {Aggressive behavior},
Volume = {32},
Number = {6},
Pages = {604-624},
Year = {2006},
Month = {November},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20802851},
Abstract = {Considerable scientific and intervention attention has been
paid to judgment and decision-making systems associated with
aggressive behavior in youth. However, most empirical
studies have investigated social-cognitive correlates of
stable child and adolescent aggressiveness, and less is
known about real-time decision making to engage in
aggressive behavior. A model of real-time decision making
must incorporate both impulsive actions and rational
thought. The present paper advances a process model
(response evaluation and decision; RED) of real-time
behavioral judgments and decision making in aggressive
youths with mathematic representations that may be used to
quantify response strength. These components are a heuristic
to describe decision making, though it is doubtful that
individuals always mentally complete these steps. RED
represents an organization of social-cognitive operations
believed to be active during the response decision step of
social information processing. The model posits that RED
processes can be circumvented through impulsive responding.
This article provides a description and integration of
thoughtful, rational decision making and nonrational
impulsivity in aggressive behavioral interactions.},
Doi = {10.1002/ab.20150},
Key = {fds272107}
}
@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}
}
@article{fds272110,
Author = {Dodge, KA},
Title = {Translational science in action: hostile attributional style
and the development of aggressive behavior
problems.},
Journal = {Development and psychopathology},
Volume = {18},
Number = {3},
Pages = {791-814},
Year = {2006},
Month = {January},
ISSN = {0954-5794},
url = {http://www.ncbi.nlm.nih.gov/pubmed/17152401},
Abstract = {A model of the development of hostile attributional style
and its role in children's aggressive behavior is proposed,
based on the translation of basic science in ethology,
neuroscience, social psychology, personality psychology, and
developmental psychology. Theory and findings from these
domains are reviewed and synthesized in the proposed model,
which posits that (a) aggressive behavior and hostile
attributions are universal human characteristics, (b)
socialization leads to the development of benign
attributions, (c) individual differences in attributional
style account for differences in aggressive behavior, and
(d) interventions to change attributions have the potential
to alter antisocial development. Challenges for future
research are described.},
Doi = {10.1017/s0954579406060391},
Key = {fds272110}
}
@misc{fds43115,
Author = {Dodge, K.A. and Coie, J.D. and Lynam, D.},
Title = {Aggression and antisocial behavior in youth},
Series = {6th edition},
Pages = {719-788},
Booktitle = {Handbook of Child Psychology, Vol. 3: Social, Emotional, and
Personality Development},
Publisher = {Wiley},
Editor = {W. Damon (Series Ed.), and N. Eisenberg (Vol.
Ed.)},
Year = {2006},
Key = {fds43115}
}
@misc{fds44278,
Author = {Conduct Problems Prevention Research Group (K.A. Dodge,
member)},
Title = {The Fast Track Project: Toward the prevention of severe
conduct problems in school-aged youth.},
Pages = {439-477},
Booktitle = {Strengthening families: different evidence-based approaches
to support child mental health.},
Publisher = {Psychotherapie Verlag},
Editor = {N. Heinrichs and K. Hahlweg and M. Dopfner},
Year = {2006},
Key = {fds44278}
}
@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}
}
@article{fds272105,
Author = {Ingoldsby, and M, E and Kohl, and O, G and McMahon, and J, R and Lengua, and L, and Dodge, TCPPRGKA and member},
Title = {Conduct problems, depressive symptomatology and their
co-occurring presentation in childhood as predictors of
adjustment in early adolescence},
Journal = {Journal of Abnormal Child Psychology},
Volume = {34},
Number = {5},
Pages = {603-621},
Year = {2006},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1007/s10802-006-9044-9},
Abstract = {The present study investigated patterns in the development
of conduct problems (CP), depressive symptoms, and their
co-occurrence, and relations to adjustment problems, over
the transition from late childhood to early adolescence.
Rates of depressive symptoms and CP during this
developmental period vary by gender; yet, few studies
involving non-clinical samples have examined co-occurring
problems and adjustment outcomes across boys and girls. This
study investigates the manifestation and change in CP and
depressive symptom patterns in a large, multisite,
gender-and ethnically-diverse sample of 431 youth from 5th
to 7th grade. Indicators of CP, depressive symptoms, their
co-occurrence, and adjustment outcomes were created from
multiple reporters and measures. Hypotheses regarding gender
differences were tested utilizing both categorical (i.e.,
elevated symptom groups) and continuous analyses (i.e.,
regressions predicting symptomatology and adjustment
outcomes). Results were partially supportive of the dual
failure model (Capaldi, 1991, 1992), with youth with
co-occurring problems in 5th grade demonstrating
significantly lower academic adjustment and social
competence two years later. Both depressive symptoms and CP
were risk factors for multiple negative adjustment outcomes.
Co-occurring symptomatology and CP demonstrated more
stability and was associated with more severe adjustment
problems than depressive symptoms over time. Categorical
analyses suggested that, in terms of adjustment problems,
youth with co-occurring symptomatology were generally no
worse off than those with CP-alone, and those with
depressive symptoms-alone were similar over time to those
showing no symptomatology at all. Few gender differences
were noted in the relations among CP, depressive symptoms,
and adjustment over time.},
Doi = {10.1007/s10802-006-9044-9},
Key = {fds272105}
}
@article{fds272121,
Author = {Milan, and S, and Pinderhughes, and E, E and Dodge, TCPPRGKA and member},
Title = {Family instability and child maladjustment trajectories
during elementary school},
Journal = {Journal of Abnormal Child Psychology},
Volume = {34},
Number = {1},
Pages = {43-56},
Year = {2006},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1007/s10802-005-9007-6},
Abstract = {This study examines the relation between family instability
and child maladjustment over a 6-year period in 369 children
from four communities. Measures were collected annually from
kindergarten through fifth grade. In associative growth
curve models, family instability trajectories predicted
children's externalizing and internalizing behavior
trajectories during this time period. High levels of family
instability also incrementally predicted the likelihood of
meeting criteria for a DSM IV diagnosis during elementary
school, above and beyond prediction from earlier measures of
maladjustment. However, the timing of family instability had
a different effect on externalizing versus internalizing
disorders. In general, stronger relations were found between
family instability and externalizing behaviors relative to
internalizing behaviors, although children with comorbid
disorders experienced the highest levels of family
instability.},
Doi = {10.1007/s10802-005-9007-6},
Key = {fds272121}
}
@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{fds272287,
Author = {Jaffee, SR and Caspi, A and Moffitt, TE and Dodge, KA and Rutter, M and Taylor, A and Tully, LA},
Title = {Nature X nurture: genetic vulnerabilities interact with
physical maltreatment to promote conduct
problems.},
Journal = {Development and psychopathology},
Volume = {17},
Number = {1},
Pages = {67-84},
Year = {2005},
Month = {January},
ISSN = {0954-5794},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15971760},
Abstract = {Maltreatment places children at risk for psychiatric
morbidity, especially conduct problems. However, not all
maltreated children develop conduct problems. We tested
whether the effect of physical maltreatment on risk for
conduct problems was strongest among those who were at high
genetic risk for these problems using data from the E-risk
Study, a representative cohort of 1,116 5-year-old British
twin pairs and their families. Children's conduct problems
were ascertained via parent and teacher interviews. Physical
maltreatment was ascertained via parent report. Children's
genetic risk for conduct problems was estimated as a
function of their co-twin's conduct disorder status and the
pair's zygosity. The effect of maltreatment on risk for
conduct problems was strongest among those at high genetic
risk. The experience of maltreatment was associated with an
increase of 2% in the probability of a conduct disorder
diagnosis among children at low genetic risk for conduct
disorder but an increase of 24% among children at high
genetic risk. Prediction of behavioral pathology can attain
greater accuracy if both pathogenic environments and genetic
risk are ascertained. Certain genotypes may promote
resistance to trauma. Physically maltreated children whose
first-degree relatives engage in antisocial behavior warrant
priority for therapeutic intervention.},
Doi = {10.1017/s0954579405050042},
Key = {fds272287}
}
@article{fds272118,
Author = {Nix, and L, R and Pinderhughes, and E, E and Bierman, and L, K and Maples, and J, J and Group, TCPPR},
Title = {Decoupling the relation between risk factors for conduct
problems and the receipt of intervention services:
Participation across multiple components of a prevention
program},
Journal = {Journal of Community Psychology},
Volume = {36},
Number = {3-4},
Pages = {307-325},
Year = {2005},
ISSN = {0091-0562},
url = {http://dx.doi.org/10.1007/s10464-005-8628-9},
Abstract = {This study examined whether the link between risk factors
for conduct problems and low rates of participation in
mental health treatment could be decoupled through the
provision of integrated prevention services in multiple
easily-accessible contexts. It included 445 families of
first-grade children (55% minority), living in four diverse
communities, and selected for early signs of conduct
problems. Results indicated that, under the right
circumstances, these children and families could be enticed
to participate at high rates in school-based services,
therapeutic groups, and home visits. Because different sets
of risk factors were related to different profiles of
participation across the components of the prevention
program, findings highlight the need to offer services in
multiple contexts to reach all children and families who
might benefit from them.},
Doi = {10.1007/s10464-005-8628-9},
Key = {fds272118}
}
@article{fds272119,
Author = {Foster, and M, E and Jones, and E, D and Dodge, TCPPRGKA and member},
Title = {The high costs of aggression: Public expenditures resulting
from conduct disorder},
Journal = {American Journal of Public Health},
Volume = {95},
Pages = {1767-1772},
Year = {2005},
url = {http://dx.doi.org/10.2105/AJPH.2004.061424},
Doi = {10.2105/AJPH.2004.061424},
Key = {fds272119}
}
@article{fds272126,
Author = {Raine, A and Dodge, KA and Loeber, R and Gatzke Kopp and L and Lynam, D and Reynolds, C and Stouthamer Loeber and M and Liu, J},
Title = {The Reactive-Proactive Aggression (RPQ) Questionnaire:
Differential correlates of reactive and proactive aggression
in adolescent boys},
Journal = {Aggressive Behavior},
Volume = {32},
Number = {2},
Pages = {159-171},
Publisher = {WILEY},
Year = {2005},
ISSN = {0096-140X},
url = {http://dx.doi.org/10.1002/ab.20115},
Abstract = {This study reports the development of the Reactive-Proactive
Aggression Questionnaire (RPQ), and the differential
correlates of these two forms of aggression. Antisocial,
psychosocial and personality measures were obtained at ages
7 and 16 years in schoolboys, while the RPQ was administered
to 334 of the boys at age 16 years. Confirmatory factor
analysis indicated a significant fit for a two-factor
proactive-reactive model that replicated from one
independent subsample to another. Proactive aggression was
uniquely characterized at age 7 by initiation of fights,
strong-arm tactics, delinquency, poor school motivation,
poor peer relationships, single-parent status, psychosocial
adversity, substance-abusing parents, and hyperactivity, and
at age 16 by a psychopathic personality, blunted affect,
delinquency, and serious violent offending. Reactive
aggression was uniquely characterized at age 16 by
impulsivity, hostility, social anxiety, lack of close
friends, unusual perceptual experiences, and ideas of
reference. Findings confirm and extend the differential
correlates of proactive-reactive aggression, and demonstrate
that this brief but reliable and valid self-report
instrument can be used to assess proactive and reactive
aggression in child and adolescent samples. © 2006
Wiley-Liss, Inc.},
Doi = {10.1002/ab.20115},
Key = {fds272126}
}
@article{fds272288,
Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {Peer relationship antecedents of delinquent behavior in late
adolescence: Is there evidence of demographic group
differences in developmental processes?},
Journal = {Development and Psychopathology},
Volume = {17},
Number = {1},
Pages = {1-18},
Year = {2005},
url = {http://dx.doi.org/10.1017/S0954579405050078},
Abstract = {A longitudinal prospective design was used to test the
generalizability of low levels of social preference and high
levels of antisocial peer involvement as risk factors for
delinquent behavior problems to African American (AA) and
European American (EA) boys and girls (N = 384). Social
preference scores were computed from peer reports in middle
childhood (ages 6-9). Parents and adolescents reported
antisocial peer involvement in early adolescence (ages
13-16) and adolescents reported on their own delinquent
behavior in late adolescence (ages 17 and 18). Analyses
tested for differences across four groups (AA boys, EA boys,
AA girls, EA girls) in construct measurement, mean levels,
and associations among variables. Few measurement
differences were found. Mean-level differences were found
for social preference and delinquent behavior. AA boys were
least accepted by peers and reported the highest level of
delinquent behavior. EA girls were most accepted by peers
and reported the lowest level of delinquent behavior.
Associations among peer experiences and delinquent behavior
were equivalent across groups, with lower levels of social
preference and higher levels of antisocial peer involvement
associated with more delinquent behavior. Person-centered
analyses showed the risk associated with low social
preference and high antisocial peer involvement to be
similar across groups, providing further evidence of the
generalizability of the peer relationship experiences as
risk factors for subsequent delinquent behavior problems.
Copyright © 2005 Cambridge University Press.},
Doi = {10.1017/S0954579405050078},
Key = {fds272288}
}
@article{fds272289,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Foster, EM and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE and Conduct Problems
Prevention Research Group},
Title = {The effects of the fast track program on serious problem
outcomes at the end of elementary school.},
Journal = {Journal of clinical child and adolescent psychology : the
official journal for the Society of Clinical Child and
Adolescent Psychology, American Psychological Association,
Division 53},
Volume = {33},
Number = {4},
Pages = {650-661},
Year = {2004},
Month = {December},
ISSN = {1537-4416},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15498733},
Abstract = {This study examines the effects of the Fast Track program,
which is a multicomponent, intensive intervention for
children with early-onset conduct problems and continues
from 1st grade through high school. Prior research has shown
that Fast Track produces small positive effect sizes on
children's social and behavioral outcomes at the end of 1st
and 3rd grades in comparison to control children. This study
addresses the important question of whether this
intervention reduces cases of serious problems that can
occur during the 4th- and 5th-grade years. Fast Track did
have a significant but modest influence on children's rates
of social competence and social cognition problems, problems
with involvement with deviant peers, and conduct problems in
the home and community, compared to children in the control
condition. There was no evidence of intervention impact on
children's serious problems in the school setting at Grades
4 and 5. This evaluation indicates that Fast Track has
continued to influence certain key areas of children's
adjustment throughout the elementary school years, reducing
children's likelihood of emerging as cases with problems in
their social, peer, or home functioning. The stage is set to
examine potential prevention effects on these youths'
serious antisocial behaviors during adolescence.},
Doi = {10.1207/s15374424jccp3304_1},
Key = {fds272289}
}
@article{fds272283,
Author = {Hill, LG and Coie, JD and Lochman, JE and Greenberg,
MT},
Title = {Effectiveness of early screening for externalizing problems:
issues of screening accuracy and utility.},
Journal = {Journal of consulting and clinical psychology},
Volume = {72},
Number = {5},
Pages = {809-820},
Year = {2004},
Month = {October},
ISSN = {0022-006X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15482039},
Abstract = {Accurate, early screening is a prerequisite for indicated
interventions intended to prevent development of
externalizing disorders and delinquent behaviors. Using the
Fast Track longitudinal sample of 396 children drawn from
high-risk environments, the authors varied assumptions about
base rates and examined effects of multiple-time-point and
multiple-rater screening procedures. The authors also
considered the practical import of various levels of
screening accuracy in terms of true and false positive rates
and their potential costs and benefits. Additional research
is needed to determine true costs and benefits of early
screening. However, the results indicate that 1st grade
single- and multiple-rater screening models effectively
predicted externalizing behavior and delinquent outcomes in
4th and 5th grades and that early screening is
justified.},
Doi = {10.1037/0022-006x.72.5.809},
Key = {fds272283}
}
@article{fds272113,
Author = {Malone, PS and Lansford, JE and Castellino, DR and Berlin, LJ and Dodge,
KA and Bates, JE and Pettit, GS},
Title = {Divorce and Child Behavior Problems: Applying Latent Change
Score Models to Life Event Data.},
Journal = {Structural equation modeling : a multidisciplinary
journal},
Volume = {11},
Number = {3},
Pages = {401-423},
Year = {2004},
Month = {July},
ISSN = {1070-5511},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20209039},
Abstract = {Effects of parents' divorce on children's adjustment have
been studied extensively. This article applies new advances
in trajectory modeling to the problem of disentangling the
effects of divorce on children's adjustment from related
factors such as the child's age at the time of divorce and
the child's gender. Latent change score models were used to
examine trajectories of externalizing behavior problems in
relation to children's experience of their parents' divorce.
Participants included 356 boys and girls whose biological
parents were married at kindergarten entry. The children
were assessed annually through Grade 9. Mothers reported
whether they had divorced or separated in each 12-month
period, and teachers reported children's externalizing
behavior problems each year. Girls' externalizing behavior
problem trajectories were not affected by experiencing their
parents' divorce, regardless of the timing of the divorce.
In contrast, boys who were in elementary school when their
parents divorced showed an increase in externalizing
behavior problems in the year of the divorce. This increase
persisted in the years following the divorce. Boys who were
in middle school when their parents divorced showed an
increase in externalizing behavior problems in the year of
the divorce followed by a decrease to below baseline levels
in the year after the divorce. This decrease persisted in
the following years.},
Doi = {10.1207/s15328007sem1103_6},
Key = {fds272113}
}
@misc{fds18117,
Author = {Bierman, K.L. and Bruschi, C. and Domitrovich, C. and Fang, G.Y. and Miller-Johnson, S. and the Conduct Problems Prevention
Researach Group},
Title = {Early disruptive behaviors associated with emerging
antisocial behavior among girls},
Pages = {137-161},
Booktitle = {Aggression, antisocial behavior, and violence among girls: A
developmental perspective},
Publisher = {Guilford Press},
Editor = {M Putallaz and K.L. Bierman},
Year = {2004},
Key = {fds18117}
}
@misc{fds18114,
Author = {Dodge, K.A.},
Title = {Public policy and the 'discovery' of girls' aggressive
behavior},
Pages = {302-311},
Booktitle = {Aggression, antisocial behavior, and violence among girls: A
developmental perspective},
Publisher = {Guilford Press},
Editor = {M. Putallaz and K.L. Bierman},
Year = {2004},
Key = {fds18114}
}
@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{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{fds272135,
Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {Change in parents' monitoring knowledge: Links with
parenting, relationship quality, adolescent beliefs, and
antisocial behavior},
Journal = {Social Development},
Volume = {12},
Number = {3},
Pages = {401-419},
Publisher = {WILEY},
Year = {2003},
Month = {August},
url = {http://dx.doi.org/10.1111/1467-9507.00240},
Abstract = {A longitudinal prospective design was used to examine
antisocial behavior, two aspects of the parent-child
relationship, inept parenting, and adolescents 'beliefs in
the appropriateness of monitoring as predictors of parents'
monitoring and change in monitoring during the high school
years. A total of 426 adolescents provided reports of their
parents 'monitoring knowledge during four yearly assessments
beginning the summer before entering grade 9. Greater
concurrent levels of monitoring knowledge were associated
with less antisocial behavior, more parent-reported
relationship enjoy-ment, adolescents and parents spending
more time together, and adolescents reporting stronger
beliefs in the appropriateness of parental monitoring.
Weaker knowledge beliefs predicted increases in monitoring
knowledge over time. More antisocial behavior problems were
linked to lower levels of knowledge through less enjoyable
parent-adolescent relationships, parents and adolescents
spending less time together, and adolescents reporting
weaker monitoring beliefs. Discussion focuses on processes
linking antisocial behavior problems with low levels of
monitoring knowledge.},
Doi = {10.1111/1467-9507.00240},
Key = {fds272135}
}
@article{fds272133,
Author = {Lansford, JE and Criss, MM and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {Friendship Quality, Peer Group Affiliation, and Peer
Antisocial Behavior as Moderators of the Link Between
Negative Parenting and Adolescent Externalizing
Behavior.},
Journal = {Journal of research on adolescence : the official journal of
the Society for Research on Adolescence},
Volume = {13},
Number = {2},
Pages = {161-184},
Year = {2003},
Month = {May},
ISSN = {1050-8392},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20209019},
Abstract = {Quality of peer relationships and perceived peer antisocial
behavior were examined as moderators of the link between
negative parenting and externalizing behavior problems in
school from middle childhood to early adolescence. Data on
negative parenting (i.e., unilateral parental decision
making, low supervision and awareness, and harsh discipline)
were collected from 362 parents in the summer preceding the
adolescents' entry into Grade 6. Adolescent reports of
positive peer relationships and peer antisocial behavior
were assessed in the winter of Grade 7. The outcome measure
was teacher report of adolescent externalizing behavior in
the spring of Grade 7, controlling for externalizing
behavior in Grade 5. High levels of friendship quality and
peer group affiliation attenuated the association between
unilateral parental decision making and adolescent
externalizing behavior in school; this was particularly true
when adolescents associated with peers perceived to be low
in antisocial behavior. In addition, having low-quality peer
relationships and having peers perceived to be highly
antisocial further amplified the association between
unilateral parental decision making and adolescent
externalizing behavior problems. Finally, high levels of
friend and peer group antisocial behavior exacerbated the
predictiveness of harsh discipline for adolescents'
externalizing behavior.},
Doi = {10.1111/1532-7795.1302002},
Key = {fds272133}
}
@article{fds272137,
Author = {Ellis, BJ and Bates, JE and Dodge, KA and Fergusson, DM and Horwood, LJ and Pettit, GS and Woodward, L},
Title = {Does father absence place daughters at special risk for
early sexual activity and teenage pregnancy?},
Journal = {Child development},
Volume = {74},
Number = {3},
Pages = {801-821},
Year = {2003},
Month = {May},
url = {http://dx.doi.org/10.1111/1467-8624.00569},
Abstract = {The impact of father absence on early sexual activity and
teenage pregnancy was investigated in longitudinal studies
in the United States (N = 242) and New Zealand (N = 520), in
which community samples of girls were followed prospectively
from early in life (5 years) to approximately age 18.
Greater exposure to father absence was strongly associated
with elevated risk for early sexual activity and adolescent
pregnancy. This elevated risk was either not explained (in
the US. study) or only partly explained (in the New Zealand
study) by familial, ecological, and personal disadvantages
associated with father absence. After controlling for
covariates, there was stronger and more consistent evidence
of effects of father absence on early sexual activity and
teenage pregnancy than on other behavioral or mental health
problems or academic achievement. Effects of father absence
are discussed in terms of life-course adversity,
evolutionary psychology, social learning, and behavior
genetic models.},
Doi = {10.1111/1467-8624.00569},
Key = {fds272137}
}
@article{fds272138,
Author = {Dodge, KA and Pettit, GS},
Title = {A biopsychosocial model of the development of chronic
conduct problems in adolescence.},
Journal = {Developmental psychology},
Volume = {39},
Number = {2},
Pages = {349-371},
Year = {2003},
Month = {March},
ISSN = {0012-1649},
url = {http://www.ncbi.nlm.nih.gov/pubmed/12661890},
Abstract = {A biopsychosocial model of the development of adolescent
chronic conduct problems is presented and supported through
a review of empirical findings. This model posits that
biological dispositions and sociocultural contexts place
certain children at risk in early life but that life
experiences with parents, peers. and social institutions
increment and mediate this risk. A transactional
developmental model is best equipped to describe the
emergence of chronic antisocial behavior across time.
Reciprocal influences among dispositions, contexts, and life
experiences lead to recursive iterations across time that
exacerbate or diminish antisocial development. Cognitive and
emotional processes within the child, including the
acquisition of knowledge and social-information-processing
patterns, mediate the relation between life experiences and
conduct problem outcomes. Implications for prevention
research and public policy are noted.},
Doi = {10.1037//0012-1649.39.2.349},
Key = {fds272138}
}
@article{fds272139,
Author = {Dodge, KA and Lansford, JE and Burks, VS and Bates, JE and Pettit, GS and Fontaine, R and Price, JM},
Title = {Peer rejection and social information-processing factors in
the development of aggressive behavior problems in
children.},
Journal = {Child development},
Volume = {74},
Number = {2},
Pages = {374-393},
Year = {2003},
Month = {March},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/12705561},
Abstract = {The relation between social rejection and growth in
antisocial behavior was investigated. In Study 1,259 boys
and girls (34% African American) were followed from Grades 1
to 3 (ages 6-8 years) to Grades 5 to 7 (ages 10-12 years).
Early peer rejection predicted growth in aggression. In
Study 2,585 boys and girls (16% African American) were
followed from kindergarten to Grade 3 (ages 5-8 years), and
findings were replicated. Furthermore, early aggression
moderated the effect of rejection, such that rejection
exacerbated antisocial development only among children
initially disposed toward aggression. In Study 3, social
information-processing patterns measured in Study 1 were
found to mediate partially the effect of early rejection on
later aggression. In Study 4, processing patterns measured
in Study 2 replicated the mediation effect. Findings are
integrated into a recursive model of antisocial
development.},
Doi = {10.1111/1467-8624.7402004},
Key = {fds272139}
}
@article{fds272141,
Author = {Beyers, JM and Bates, JE and Pettit, GS and Dodge,
KA},
Title = {Neighborhood structure, parenting processes, and the
development of youths' externalizing behaviors: a multilevel
analysis.},
Journal = {American journal of community psychology},
Volume = {31},
Number = {1-2},
Pages = {35-53},
Year = {2003},
Month = {March},
ISSN = {0091-0562},
url = {http://dx.doi.org/10.1023/a:1023018502759},
Abstract = {Associations among neighborhood structure, parenting
processes, and the development of externalizing behavior
problems were investigated in a longitudinal sample of early
adolescents (from age 11 to 13). Mothers' reports of
parental monitoring (at age 11), mothers' and youths'
reports of the amount of youths' unsupervised time (at age
11), and youths' reports of positive parental involvement
(at age 12) were used to predict initial levels (at age 11)
and growth rates in youths' externalizing behavior as
reported by teachers. Census-based measures of neighborhood
structural disadvantage, residential instability, and
concentrated affluence were expected to moderate the effects
of parenting processes (e.g., parental monitoring) on
externalizing behavior. Hierarchical linear modeling results
revealed that less parental monitoring was associated with
more externalizing behavior problems at age 11, and more
unsupervised time spent out in the community (vs.
unsupervised time in any context) and less positive parental
involvement were associated with increases in externalizing
behavior across time. Furthermore, the decrease in
externalizing levels associated with more parental
monitoring was significantly more pronounced when youths
lived in neighborhoods with more residential
instability.},
Doi = {10.1023/a:1023018502759},
Key = {fds272141}
}
@misc{fds13067,
Author = {McMahon, R.J. and the Conduct Problems Prevention Research
Group},
Title = {The Prevention of Conduct Problems Using Targeted and
Universal Interventions: The FAST Track Program},
Booktitle = {Prevention of Conduct Disorder},
Publisher = {New York: Cambridge},
Editor = {D. Offord},
Year = {2003},
Key = {fds13067}
}
@article{fds272128,
Author = {McCarty, and A, C and McMahon, and J, R and Group,
TCPPR},
Title = {Mediators of the Relation Between Maternal Depressive
Symptoms and Child Internalizing and Disruptive Behavior
Disorders},
Journal = {Journal of Family Psychology},
Volume = {17},
Number = {4},
Pages = {545-556},
Year = {2003},
ISSN = {0893-3200},
url = {http://dx.doi.org/10.1037/0893-3200.17.4.545},
Abstract = {Drawing on a normative sample of 224 youth and their
biological mothers, this study tested 4 family variables as
potential mediators of the relationship between maternal
depressive symptoms in early childhood and child
psychological outcomes in preadolescence. The mediators
examined included mother-child communication, the quality of
the mother-child relationship, maternal social support, and
stressful life events in the family. The most parsimonious
structural equation model suggested that having a more
problematic mother-child relationship mediated disruptive
behavior-disordered outcomes for youths, whereas less
maternal social support mediated the development of
internalizing disorders. Gender and race were tested as
moderators, but significant model differences did not emerge
between boys and girls or between African American and
Caucasian youths.},
Doi = {10.1037/0893-3200.17.4.545},
Key = {fds272128}
}
@article{fds272131,
Author = {Chang, LE and Schwartz, D and Dodge, KA and McBride Chang,
CA},
Title = {Harsh Parenting in Relation to Child Emotion Regulation and
Aggression},
Journal = {Journal of Family Psychology},
Volume = {17},
Number = {4},
Pages = {598-606},
Year = {2003},
ISSN = {0893-3200},
url = {http://dx.doi.org/10.1037/0893-3200.17.4.598},
Abstract = {This study presents a model of harsh parenting that has an
indirect effect, as well as a direct effect, on child
aggression in the school environment through the mediating
process of child emotion regulation. Tested on a sample of
325 Chinese children and their parents, the model showed
adequate goodness of fit. Also investigated were interaction
effects between parents' and children's gender. Mothers'
harsh parenting affected child emotion regulation more
strongly than fathers', whereas harsh parenting emanating
from fathers had a stronger effect on child aggression.
Fathers' harsh parenting also affected sons more than
daughters, whereas there was no gender differential effect
with mothers' harsh parenting. These results are discussed
with an emphasis on negative emotionality as a potentially
common cause of family perturbations, including parenting
and child adjustment problems.},
Doi = {10.1037/0893-3200.17.4.598},
Key = {fds272131}
}
@article{fds272149,
Author = {Criss, MM and Pettit, GS and Bates, JE and Dodge, KA and Lapp,
AL},
Title = {Family adversity, positive peer relationships, and
children's externalizing behavior: a longitudinal
perspective on risk and resilience.},
Journal = {Child development},
Volume = {73},
Number = {4},
Pages = {1220-1237},
Year = {2002},
Month = {July},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/1467-8624.00468},
Abstract = {Peer acceptance and friendships were examined as moderators
in the link between family adversity and child externalizing
behavioral problems. Data on family adversity (i.e.,
ecological disadvantage, violent marital conflict, and harsh
discipline) and child temperament and social information
processing were collected during home visits from 585
families with 5-year-old children. Children's peer
acceptance, friendship, and friends' aggressiveness were
assessed with sociometric methods in kindergarten and grade
1. Teachers provided ratings of children's externalizing
behavior problems in grade 2. Peer acceptance served as a
moderator for all three measures of family adversity, and
friendship served as a moderator for harsh discipline.
Examination of regression slopes indicated that family
adversity was not significantly associated with child
externalizing behavior at high levels of positive peer
relationships. These moderating effects generally were not
qualified by child gender, ethnicity, or friends'
aggressiveness, nor were they accounted for by child
temperament or social information-processing patterns. The
need for process-oriented studies of risk and protective
factors is stressed.},
Doi = {10.1111/1467-8624.00468},
Key = {fds272149}
}
@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{fds272146,
Author = {Fontaine, RG and Burks, VS and Dodge, KA},
Title = {Response decision processes and externalizing behavior
problems in adolescents.},
Journal = {Development and psychopathology},
Volume = {14},
Number = {1},
Pages = {107-122},
Year = {2002},
Month = {January},
ISSN = {0954-5794},
url = {http://www.ncbi.nlm.nih.gov/pubmed/11893088},
Abstract = {Externalizing behavior problems of 124 adolescents were
assessed across Grades 7-11. In Grade 9, participants were
also assessed across social-cognitive domains after
imagining themselves as the object of provocations portrayed
in six videotaped vignettes. Participants responded to
vignette-based questions representing multiple processes of
the response decision step of social information processing.
Phase 1 of our investigation supported a two-factor model of
the response evaluation process of response decision
(response valuation and outcome expectancy). Phase 2 showed
significant relations between the set of these response
decision processes, as well as response selection, measured
in Grade 9 and (a) externalizing behavior in Grade 9 and (b)
externalizing behavior in Grades 10-11, even after
controlling externalizing behavior in Grades 7-8. These
findings suggest that on-line behavioral judgments about
aggression play a crucial role in the maintenance and growth
of aggressive response tendencies in adolescence.},
Doi = {10.1017/s0954579402001062},
Key = {fds272146}
}
@misc{fds13038,
Author = {Dodge, K.A.},
Title = {Mediation, Moderation, and Mechanisms in How Parenting
Affects Children's Aggressive Behavior},
Pages = {215-229},
Booktitle = {Parenting and the Child's World},
Publisher = {Hillsdale, NJ: Lawrence Erlbaum},
Editor = {J. Borkowski},
Year = {2002},
Key = {fds13038}
}
@article{fds13046,
Author = {Lansford, J.E. and Dodge, K.A. and Pettit, G.S. and Bates, J.E. and Crozier, J. and Kaplow, J.},
Title = {A 12-Year Prospective Study of the Long-Term Effects of
Early Child Physical Maltreatment and Psychological
Behavioral, and Academic Problems in Adolescence},
Journal = {Archives of Pediatrics and Adolescent Medicine},
Volume = {156},
Pages = {824-830},
Year = {2002},
Key = {fds13046}
}
@article{fds272142,
Author = {Miller-Johnson, and S, and Coie, and D, J and Maumary-Gremaud, and A, and Bierman, and K, and Group, TCPPR},
Title = {Peer Rejection and Aggression and Early Starter Models of
Conduct Disorder},
Journal = {Journal of Abnormal Child Psychology},
Volume = {30},
Number = {3},
Pages = {217-230},
Year = {2002},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/12041708},
Abstract = {Peer rejection and aggression in the early school years were
examined for their relevance to early starting conduct
problems. The sample of 657 boys and girls from 4
geographical locations was followed from 1st through 4th
grades. Peer rejection in 1st grade added incrementally to
the prediction of early starting conduct problems in 3rd and
4th grades, over and above the effects of aggression. Peer
rejection and aggression in 1st grade were also associated
with the impulsive and emotionally reactive behaviors found
in older samples. Being rejected by peers subsequent to 1st
grade marginally added to the prediction of early starting
conduct problems in 3rd and 4th grades, controlling for 1st
grade ADHD symptoms and aggression. Furthermore, peer
rejection partially mediated the predictive relation between
early ADHD symptoms and subsequent conduct problems. These
results support the hypothesis that the experience of peer
rejection in the early school years adds to the risk for
early starting conduct problems.},
Doi = {10.1023/a:1015198612049},
Key = {fds272142}
}
@article{fds272144,
Author = {Kaplow, and B, J and Curran, and J, P and Dodge, and A, K and Group,
TCPPR},
Title = {Child, Parent, and Peer Predictors of Early-Onset Substance
Use: A Multi-Site Longitudinal Study},
Journal = {Journal of Abnormal Child Psychology},
Volume = {30},
Number = {3},
Pages = {199-216},
Year = {2002},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/12041707},
Abstract = {The purpose of this study was to identify kindergarten-age
predictors of early-onset substance use from demographic,
environmental, parenting, child psychological, behavioral,
and social functioning domains. Data from a longitudinal
study of 295 children were gathered using
multiple-assessment methods and multiple informants in
kindergarten and 1st grade. Annual assessments at ages 10,
11, and 12 reflected that 21% of children reported having
initiated substance use by age 12. Results from longitudinal
logistic regression models indicated that risk factors at
kindergarten include being male, having a parent who abused
substances, lower levels of parental verbal reasoning,
higher levels of overactivity, more thought problems, and
more social problem solving skills deficits. Children with
no risk factors had less than a 10% chance of initiating
substance use by age 12, whereas children with 2 or more
risk factors had greater than a 50% chance of initiating
substance use. Implications for typology, etiology, and
prevention are discussed.},
Doi = {10.1023/a:1015183927979},
Key = {fds272144}
}
@article{fds272147,
Author = {Farmer, and D, A and Jr, and Bierman, and L, K and Group,
TCPPR},
Title = {Predictors and Consequences of Aggressive-Withdrawn Problem
Profiles in Early Grade School},
Journal = {Journal of Clinical Child and Adolescent
Psychology},
Volume = {31},
Number = {3},
Pages = {299-311},
Year = {2002},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791964/},
Abstract = {Identified first-grade children who exhibited 4 different
behavior problem profiles from an initial sample of 754:
aggressive-withdrawn (n = 63.8%) aggressive only (n = 165,
22%), withdrawn only (n = 94, 12%), and nonproblem (n = 432,
57%). Group comparisons revealed that children who became
aggressive-withdrawn in first grade exhibited deficits in
attention and social skills in kindergarten. Furthermore,
these kindergarten deficits contributed to the emergence of
their aggressive-withdrawn behavior problems in first grade,
after accounting for kindergarten levels of aggressive and
withdrawn behaviors. In later grades, aggressive-withdrawn
first-grade children were more likely than children in any
other group to demonstrate poor peer relations and poor
academic performance. In addition, kindergarten skill
deficits added to first-grade aggressive and withdrawn
behavior problems to predict third-grade social and academic
adjustment difficulties. The results document the key role
of early inattention and social skill deficits in the
prediction of aggressive-withdrawn problem profiles,
validate the significance of this problem profile at school
entry, and identify potential developmental mechanisms that
have implications for preventive interventions.},
Doi = {10.1207/s15374424jccp3103_02},
Key = {fds272147}
}
@article{fds272148,
Author = {Dodge, and A, K and Laird, and R, and Lochman, and E, J and Zelli, and A, and Group, TCPPR},
Title = {Multidimensional Latent-Construct Analysis of Children's
Social Information Processing Patterns: Correlations with
Aggressive Behavior Problems},
Journal = {Psychological Assessment},
Volume = {14},
Number = {1},
Pages = {60-73},
Year = {2002},
ISSN = {1040-3590},
url = {http://www.ncbi.nlm.nih.gov/pubmed/11911050},
Abstract = {Social information processing (SIP) patterns were
conceptualized in orthogonal domains of process and context
and measured through responses to hypothetical vignettes in
a stratified sample of 387 children (50% boys; 49% minority)
from 4 geographical sites followed from kindergarten through
3rd grade. Multidimensional, latent-construct, confirmatory
factor analyses supported the within-construct internal
consistency, cross-construct discrimination, and
multidimensionality of SIP patterns. Contrasts among nested
structural equation models indicated that SIP constructs
significantly predicted children's aggressive behavior
problems as measured by later teacher reports. The findings
support the multidimensional construct validity of
children's social cognitive patterns and the relevance of
SIP patterns in children's aggressive behavior
problems.},
Doi = {10.1037//1040-3590.14.1.60},
Key = {fds272148}
}
@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{fds272116,
Author = {Laird, RD and Jordan, KY and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Peer rejection in childhood, involvement with antisocial
peers in early adolescence, and the development of
externalizing behavior problems.},
Journal = {Development and psychopathology},
Volume = {13},
Number = {2},
Pages = {337-354},
Year = {2001},
Month = {January},
url = {http://dx.doi.org/10.1017/s0954579401002085},
Abstract = {A longitudinal, prospective design was used to examine the
roles of peer rejection in middle childhood and antisocial
peer involvement in early adolescence in the development of
adolescent externalizing behavior problems. Both early
starter and late starter pathways were considered. Classroom
sociometric interviews from ages 6 through 9 years,
adolescent reports of peers' behavior at age 13 years, and
parent, teacher, and adolescent self-reports of
externalizing behavior problems from age 5 through 14 years
were available for 400 adolescents. Results indicate that
experiencing peer rejection in elementary school and greater
involvement with antisocial peers in early adolescence are
correlated but that these peer relationship experiences may
represent two different pathways to adolescent externalizing
behavior problems. Peer rejection experiences, but not
involvement with antisocial peers. predict later
externalizing behavior problems when controlling for
stability in externalizing behavior. Externalizing problems
were most common when rejection was experienced repeatedly.
Early externalizing problems did not appear to moderate the
relation between peer rejection and later problem behavior.
Discussion highlights multiple pathways connecting
externalizing behavior problems from early childhood through
adolescence with peer relationship experiences in middle
childhood and early adolescence.},
Doi = {10.1017/s0954579401002085},
Key = {fds272116}
}
@article{fds272213,
Author = {Keiley, MK and Howe, TR and Dodge, KA and Bates, JE and Petti,
GS},
Title = {The timing of child physical maltreatment: a cross-domain
growth analysis of impact on adolescent externalizing and
internalizing problems.},
Journal = {Development and psychopathology},
Volume = {13},
Number = {4},
Pages = {891-912},
Year = {2001},
Month = {January},
url = {http://dx.doi.org/10.1023/A:1005122814723},
Abstract = {In a sample of 578 children assessed in kindergarten through
the eighth grade, we used growth modeling to determine the
basic developmental trajectories of mother-reported and
teacher-reported externalizing and internalizing behaviors
for three physical maltreatment groups of
children-early-harmed (prior to age 5 years), later-harmed
(age 5 years and over), and nonharmed--controlling for SES
and gender. Results demonstrated that the earlier children
experienced harsh physical treatment by significant adults,
the more likely they were to experience adjustment problems
in early adolescence. Over multiple domains, early physical
maltreatment was related to more negative sequelae than the
same type of maltreatment occurring at later periods. In
addition, the fitted growth models revealed that the
early-harmed group exhibited someswhat higher initial levels
of teacher-reported externalizing problems in kindergarten
and significantly different rates of change in these problem
behaviors than other children, as reported by mothers over
the 9 years of this study. The early-harmed children were
also seen by teachers, in kindergarten, as exhibiting higher
levels of internalizing behaviors. The later-harmed children
were seen by their teachers as increasing their
externalizing problem behaviors more rapidly over the 9
years than did the early- or nonharmed children. These
findings indicate that the timing of maltreatment is a
salient factor in examining the developmental effects of
physical harm.},
Doi = {10.1023/A:1005122814723},
Key = {fds272213}
}
@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}
}
@misc{fds13008,
Author = {Dodge, K.A.},
Title = {Conduct Disorder},
Series = {Second},
Booktitle = {Handbook of Developmental Psychopathology},
Publisher = {New York: Plenum Press},
Editor = {Sameroff, A. and Lewis, M. and Miller, S.},
Year = {2000},
Key = {fds13008}
}
@misc{fds13019,
Author = {Lemerise, E.A. and Dodge, K.A.},
Title = {The Development of Anger and Hostile Interactions},
Series = {2nd},
Pages = {594-606},
Booktitle = {Handbook of Emotions},
Publisher = {New York: Guilford},
Editor = {M. Lewis and J. M. Haviland-Jones},
Year = {2000},
Key = {fds13019}
}
@article{fds272159,
Author = {Stormshak, and A, E and Bierman, and L, K and McMahon, and J, R and Lengua, and L, and Group, TCPPR},
Title = {Parenting Practices and Child Disruptive Behavior Problems
in Early Elementary School},
Journal = {Journal of Clinical Child Psychology},
Volume = {29},
Number = {1},
Pages = {17-29},
Year = {2000},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2764296/},
Abstract = {Examined the hypothesis that distinct parenting practices
may be associated with type and profile of a child's
disruptive behavior problems (e.g., oppositional,
aggressive, hyperactive). Parents of 631 behaviorally
disruptive children described the extent to which they
experienced warm and involved interactions with their
children and the extent to which their discipline strategies
were inconsistent and punitive and involved spanking and
physical aggression. As expected from a developmental
perspective, parenting practices that included punitive
interactions were associated with elevated rates of all
child disruptive behavior problems. Low levels of warm
involvement were particularly characteristic of parents of
children who showed elevated levels of oppositional
behaviors. Physically aggressive parenting was linked more
specifically with child aggression. In general, parenting
practices contributed more to the prediction of oppositional
and aggressive behavior problems than to hyperactive
behavior problems, and parenting influences were fairly
consistent across ethnic groups and sex.},
Doi = {10.1207/s15374424jccp2901_3},
Key = {fds272159}
}
@article{fds272165,
Author = {Bellanti, and J, C and Bierman, and L, K and Group,
TCPPR},
Title = {Disentangling the Impact of Low Cognitive Ability and
Inattention on Social Behavior and Peer Relations},
Journal = {Journal of Clinical Child Psychology},
Volume = {29},
Number = {1},
Pages = {66-75},
Year = {2000},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2767167/},
Abstract = {Examined the shared and unique contributions of low
cognitive ability and inattention to the development of
social behavior problems and peer relationships of children
at the time of school entry. Kindergarten and first-grade
assessments of cognitive ability, inattention and prosocial
and aggressive behavior were collected for a multisite,
normative sample. Sociometric assessments of peer
relationships were collected at the end of first grade.
Cognitive ability and inattention both contributed to the
prediction of social behavior and peer relationships. Low
cognitive ability was particularly predictive of prosocial
skill deficits, and social behavior mediated the relation
between cognitive ability and social preference. Inattention
predicted both prosocial skill deficits and elevated
aggressive-disruptive behavior problems. Behavior problems
partially mediated the relation between inattention and
social preference. Identified subgroups of children with
elevated levels of inattention or low cognitive ability
showed different patterns of peer problems, with low
acceptance characteristic of the low cognitive ability
(only) group and high dislike ratings characteristic of the
inattentive and inattentive/low-ability group. Implications
are discussed for the design of early intervention and
prevention programs.},
Doi = {10.1207/s15374424jccp2901_7},
Key = {fds272165}
}
@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{fds272290,
Author = {Coie, JD and Cillessen, AH and Dodge, KA and Hubbard, JA and Schwartz,
D and Lemerise, EA and Bateman, H},
Title = {It takes two to fight: a test of relational factors and a
method for assessing aggressive dyads.},
Journal = {Developmental psychology},
Volume = {35},
Number = {5},
Pages = {1179-1188},
Year = {1999},
Month = {September},
ISSN = {0012-1649},
url = {http://www.ncbi.nlm.nih.gov/pubmed/10493644},
Abstract = {Observations of aggressive interactions in boys' laboratory
play groups were used to evaluate the relative importance of
relational and individual factors in accounting for
aggressive acts. A classroom peer-rating method for
identifying mutually aggressive dyads was validated in 11
5-session play groups, composed of 2 mutually aggressive
boys and 4 randomly selected male classmates from 11
predominately African American 3rd-grade classrooms. When
the social relations model was used, relationship effects
accounted for equally as much of the variance in total
aggression and proactive aggression as either actor or
target effects. Mutually aggressive dyads displayed twice as
much total aggression as randomly selected dyads. Members of
mutually aggressive dyads attributed greater hostile
intentions toward each other than did randomly selected
dyads, which may serve to explain their greater aggression
toward each other. The importance of studying relational
factors, including social histories and social-cognitive
processes, is discussed.},
Doi = {10.1037//0012-1649.35.5.1179},
Key = {fds272290}
}
@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}
}
@article{fds272172,
Author = {Nix, RL and Pinderhughes, EE and Dodge, KA and Bates, JE and Pettit, GS and McFadyen-Ketchum, SA},
Title = {The relation between mothers' hostile attribution tendencies
and children's externalizing behavior problems: the
mediating role of mothers' harsh discipline
practices.},
Journal = {Child development},
Volume = {70},
Number = {4},
Pages = {896-909},
Year = {1999},
Month = {July},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/1467-8624.00065},
Abstract = {This study examined relations among mothers' hostile
attribution tendencies regarding their children's ambiguous
problem behaviors, mothers' harsh discipline practices, and
children's externalizing behavior problems. A community
sample of 277 families (19% minority representation) living
in three geographic regions of the United States was
followed for over 4 years. Mothers' hostile attribution
tendencies were assessed during the summer prior to
children's entry into kindergarten through their responses
to written vignettes. Mothers' harsh discipline practices
were assessed concurrently through ratings by interviewers
and reports by spouses. Children's externalizing behavior
problems were assessed concurrently through written
questionnaires by mothers and fathers and in the spring of
kindergarten and first, second, and third grades through
reports by teachers and peer sociometric nominations.
Results of structural equations models demonstrated that
mothers' hostile attribution tendencies predicted children's
future externalizing behavior problems at school and that a
large proportion of this relation was mediated by mothers'
harsh discipline practices. These results remained virtually
unchanged when controlling for initial levels of children's
prekindergarten externalizing behavior problems at
home.},
Doi = {10.1111/1467-8624.00065},
Key = {fds272172}
}
@article{fds272169,
Author = {Schwartz, D and McFadyen-Ketchum, S and Dodge, KA and Pettit, GS and Bates, JE},
Title = {Early behavior problems as a predictor of later peer group
victimization: moderators and mediators in the pathways of
social risk.},
Journal = {Journal of abnormal child psychology},
Volume = {27},
Number = {3},
Pages = {191-201},
Year = {1999},
Month = {June},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1023/a:1021948206165},
Abstract = {This study is a prospective investigation of the predictive
association between early behavior problems (internalizing,
externalizing, hyperactivity-impulsiveness,
immaturity-dependency) and later victimization in the peer
group. Teacher ratings of the behavioral adjustment of 389
kindergarten and 1st-grade children (approximate age range
of 5 to 6 years-old) were obtained, using standardized
behavior problem checklists. These ratings predicted peer
nomination scores for victimization, obtained 3 years later,
even after the prediction associated with concurrent
behavior problems was statistically controlled. Further
analyses suggested that the relation between early behavior
problems and later victimization is mediated by peer
rejection and moderated by children's dyadic friendships.
Behavior problems appear to play an important role in
determining victimization within the peer group, although
the relevant pathways are complex and influenced by other
aspects of children's social adjustment.},
Doi = {10.1023/a:1021948206165},
Key = {fds272169}
}
@article{fds272170,
Author = {Pettit, GS and Bates, JE and Dodge, KA and Meece,
DW},
Title = {The impact of after-school peer contact on early adolescent
externalizing problems is moderated by parental monitoring,
perceived neighborhood safety, and prior
adjustment.},
Journal = {Child development},
Volume = {70},
Number = {3},
Pages = {768-778},
Year = {1999},
Month = {May},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/1467-8624.00055},
Abstract = {Unsupervised peer contact in the after-school hours was
examined as a risk factor in the development of
externalizing problems in a longitudinal sample of early
adolescents. Parental monitoring, neighborhood safety, and
adolescents' preexisting behavioral problems were considered
as possible moderators of the risk relation. Interviews with
mothers provided information on monitoring, neighborhood
safety, and demographics. Early adolescent (ages 12-13
years) after-school time use was assessed via a telephone
interview in grade 6 (N = 438); amount of time spent with
peers when no adult was present was tabulated. Teacher
ratings of externalizing behavior problems were collected in
grades 6 and 7. Unsupervised peer contact, lack of
neighborhood safety, and low monitoring incrementally
predicted grade 7 externalizing problems, after controlling
for family background factors and grade 6 problems. The
greatest risk was for those unsupervised adolescents living
in low-monitoring homes and comparatively unsafe
neighborhoods. The significant relation between unsupervised
peer contact and problem behavior in grade 7 held only for
those adolescents who already were high in problem behavior
in grade 6. These findings point to the need to consider
individual, family, and neighborhood factors in evaluating
risks associated with young adolescents' after-school care
experiences.},
Doi = {10.1111/1467-8624.00055},
Key = {fds272170}
}
@article{fds272181,
Author = {Burks, VS and Dodge, KA and Price, JM and Laird, RD},
Title = {Internal representational models of peers: implications for
the development of problematic behavior.},
Journal = {Developmental psychology},
Volume = {35},
Number = {3},
Pages = {802-810},
Year = {1999},
Month = {May},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037//0012-1649.35.3.802},
Abstract = {The authors investigated the relation between children's
knowledge structures for peers and externalizing behavior
problems. Initial levels of aggression were evaluated in 135
boys and 124 girls (Grades 1-3; 40% African American, 60%
Caucasian) in Year 1 and again in Years 6 and 9. In Year 6,
3 aspects of their social knowledge structures were
assessed: quality, density, and appropriateness. Results
indicate that knowledge structures are related to children's
concurrent levels of externalizing behaviors and that
knowledge structures are related to children's concurrent
levels of externalizing behaviors and predict externalizing
behaviors 3 years later even after controlling for current
levels of behavior. In addition, knowledge structures in
Year 6 mediate the relation between aggression in Year 1 and
externalizing behaviors in Year 9. The role of knowledge
structures in the maintenance and growth of children's
antisocial behavior is discussed.},
Doi = {10.1037//0012-1649.35.3.802},
Key = {fds272181}
}
@article{fds272180,
Author = {Burks, VS and Laird, RD and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Knowledge structures, social information processing, and
children's aggressive behavior},
Journal = {Social Development},
Volume = {8},
Number = {2},
Pages = {220-236},
Year = {1999},
Month = {January},
url = {http://dx.doi.org/10.1111/1467-9507.00092},
Abstract = {Although a multitude of factors may be involved in the
development of children's violent behavior, the actual
aggressive act is preceded by a decision-making process that
serves as the proximal control mechanism. The primary goal
of this longitudinal study was to understand the nature of
this proximal control mechanism involved in children's
aggressive acts by focusing on two aspects of social
cognitions: social information processing and stored
knowledge (i.e., internal knowledge structures that are the
latent memories of past events). It was hypothesized that:
(1) children with hostile knowledge structures will display
more biased patterns of aggressive social information
processing than children whose knowledge structures are less
hostile and negative; (2) children who display hostile
knowledge structures will behave in chronically aggressive
ways; and (3) the development of hostile knowledge
structures and hostile patterns of social information
processing contribute to the stability of aggressive
behavior and thus partially mediate the relation between
early and later aggressive behavior. 585 boys and girls (19%
African-American) were followed from kindergarten through
eighth grade. Results from this investigation support the
hypotheses and are discussed in terms of the significance of
the inclusion of knowledge structures in our theories of the
mental processes involved in children's violent
behaviour.},
Doi = {10.1111/1467-9507.00092},
Key = {fds272180}
}
@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}
}
@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{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{fds272171,
Author = {Orrell Valente and JK and Pinderhughes, EE and Valente, E and Laird, RD and The Conduct Problems Prevention Research Group,
EE},
Title = {If It's Offered, Will They Come? Influences on Parents'
Participation in a Community-Based Conduct Problems
Prevention Program},
Journal = {American Journal of Community Psychology},
Volume = {27},
Pages = {757-787},
Year = {1999},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791966/},
Key = {fds272171}
}
@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{fds272215,
Author = {Schwartz, D and McFadyen-Ketchum, SA and Dodge, KA and Pettit, GS and Bates, JE},
Title = {Peer group victimization as a predictor of children's
behavior problems at home and in school.},
Journal = {Development and psychopathology},
Volume = {10},
Number = {1},
Pages = {87-99},
Year = {1998},
Month = {January},
url = {http://dx.doi.org/10.1017/s095457949800131x},
Abstract = {This study reports a short-term prospective investigation of
the role of peer group victimization in the development of
children's behavior problems, at home and in school.
Sociometric interviews were utilized to assess aggression,
victimization by peers, and peer rejection, for 330 children
who were in either the third or fourth grade (approximate
mean ages of 8-9 years old). Behavior problems were assessed
using standardized behavior checklists completed by mothers
and teachers. A follow-up assessment of behavior problems
was completed 2 years later, when the children were in
either the fifth or sixth grade (approximate mean ages of
10-11 years old). Victimization was both concurrently and
prospectively associated with externalizing, attention
dysregulation, and immature/dependent behavior.
Victimization also predicted increases in these difficulties
over time, and incremented the prediction in later behavior
problems associated with peer rejection and aggression. The
results of this investigation demonstrate that victimization
in the peer group is an important predictor of later
behavioral maladjustment.},
Doi = {10.1017/s095457949800131x},
Key = {fds272215}
}
@article{fds272220,
Author = {Deater-Deckard, K and Dodge, KA and Bates, JE and Pettit,
GS},
Title = {Multiple risk factors in the development of externalizing
behavior problems: group and individual differences.},
Journal = {Development and psychopathology},
Volume = {10},
Number = {3},
Pages = {469-493},
Year = {1998},
Month = {January},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2776047/},
Abstract = {The aim of this study was to test whether individual risk
factors as well as the number of risk factors (cumulative
risk) predicted children's externalizing behaviors over
middle childhood. A sample of 466 European American and 100
African American boys and girls from a broad range of
socioeconomic levels was followed from age 5 to 10 years.
Twenty risk variables from four domains (child,
sociocultural, parenting, and peer-related) were measured
using in-home interviews at the beginning of the study, and
annual assessments of externalizing behaviors were
conducted. Consistent with past research, individual
differences in externalizing behavior problems were stable
over time and were related to individual risk factors as
well as the number of risk factors present. Particular risks
accounted for 36% to 45% of the variance, and the number of
risks present (cumulative risk status) accounted for 19% to
32% of the variance, in externalizing outcomes. Cumulative
risk was related to subsequent externalizing even after
initial levels of externalizing had been statistically
controlled. All four domains of risk variables made
significant unique contributions to this statistical
prediction, and there were multiple clusters of risks that
led to similar outcomes. There was also evidence that this
prediction was moderated by ethnic group status, most of the
prediction of externalizing being found for European
American children. However, this moderation effect varied
depending on the predictor and outcome variables included in
the model.},
Doi = {10.1017/s0954579498001709},
Key = {fds272220}
}
@article{fds39023,
Author = {McFadyen-Ketchum, S.A. and Dodge, K.A.},
Title = {Problems in social relationships},
Series = {2nd edition},
Pages = {338-365},
Booktitle = {Treatment of childhood disorders},
Publisher = {New York: Guilford},
Editor = {E.J. Mash and R.A. Barkley},
Year = {1998},
Key = {fds39023}
}
@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{fds39005,
Author = {Coie, J.D. and Dodge, K.A.},
Title = {Aggression and antisocial behavior},
Pages = {779-862},
Booktitle = {Handbook of child psychology, fifth edition. Vol. 3: Social,
emotional, and personality development},
Publisher = {New York: Wiley},
Editor = {W. Damon (N. Eisenberg and Vol. Ed.)},
Year = {1997},
Key = {fds39005}
}
@article{fds39010,
Author = {Dodge, K.A. and Schwartz, D.},
Title = {Social information-processing mechanisms in aggressive
behavior},
Pages = {171-180},
Booktitle = {Handbook of antisocial behavior},
Publisher = {New York: Wiley},
Editor = {D. Stoff and J. Breiling and J. Masur},
Year = {1997},
Key = {fds39010}
}
@article{fds272226,
Author = {Harrist, AW and Zaia, AF and Bates, JE and Dodge, KA and Pettit,
GS},
Title = {Subtypes of social withdrawal in early childhood:
Sociometric status and social-cognitive differences across
four years},
Journal = {Child Development},
Volume = {68},
Number = {2},
Pages = {332-348},
Year = {1997},
url = {http://dx.doi.org/10.1111/1467-8624.ep9706130499},
Abstract = {From a sample of 567 kindergartners observed during free
play, 150 children were classified as socially withdrawn and
followed over 4 years. A cluster analysis involving teacher
ratings was used to identify subtypes of withdrawn children.
Four clusters were identified, 3 fitting profiles found in
the literature and labeled unsociable (n = 96),
passive-anxious (n = 23), and active-isolate (n = 19), and 1
typically not discussed, labeled sad/depressed (n = 12).
Sociometric ratings indicated that unsociable children had
elevated rates of sociometric neglect, active-isolates had
higher than expected levels of rejection, and sad/depressed
children had elevated rates of both neglect and rejection.
Subtypes also differed in social information-processing
patterns, with active-isolate children displaying the least
competent skills. The findings that some subtypes experience
more difficulty than others might account for the ambiguity
in extant studies regarding whether or not social withdrawal
is a risk factor in psychosocial development, because
withdrawal has most often been treated as a unitary
construct in the past.},
Doi = {10.1111/1467-8624.ep9706130499},
Key = {fds272226}
}
@article{fds272229,
Author = {Deater Deckard and K and Dodge, KA},
Title = {Externalizing behavior problems and discipline revisited:
Nonlinear effects and variation by culture, context, and
gender},
Journal = {Psychological Inquiry},
Volume = {8},
Pages = {161-175},
Year = {1997},
url = {http://dx.doi.org/10.1207/s15327965pli0803_1},
Doi = {10.1207/s15327965pli0803_1},
Key = {fds272229}
}
@article{fds38996,
Author = {Dodge, K.A.},
Title = {Biopsychosocial perspectives on the development of conduct
disorder},
Booktitle = {Proceedings of the Fifth National Prevention Research
Conference},
Publisher = {Washington, DC: National Institute of Mental
Health},
Editor = {J.A. Linney},
Year = {1996},
Key = {fds38996}
}
@article{fds272235,
Author = {Dodge, KA},
Title = {The legacy of Hobbs and Gray: Research on the development
and prevention of conduct problems},
Journal = {Peabody Journal of Education},
Volume = {71},
Number = {4},
Pages = {86-98},
Year = {1996},
url = {http://www.jstor.org/stable/1493186},
Doi = {10.1080/01619569609595130},
Key = {fds272235}
}
@article{fds272241,
Author = {Dodge, KA and Pettit, GS and Bates, JE and Valente,
E},
Title = {Social information-processing patterns partially mediate the
effect of early physical abuse on later conduct
problems.},
Journal = {Journal of abnormal psychology},
Volume = {104},
Number = {4},
Pages = {632-643},
Year = {1995},
Month = {November},
ISSN = {0021-843X},
url = {http://dx.doi.org/10.1037//0021-843x.104.4.632},
Abstract = {The authors tested the hypothesis that early physical abuse
is associated with later externalizing behavior outcomes and
that this relation is mediated by the intervening
development of biased social information-processing
patterns. They assessed 584 randomly selected boys and girls
from European American and African American backgrounds for
the lifetime experience of physical abuse through clinical
interviews with mothers prior to the child's matriculation
in kindergarten. Early abuse increased the risk of
teacher-rated externalizing outcomes in Grades 3 and 4 by
fourfold, and this effect could not be accounted for by
confounded ecological or child factors. Abuse was associated
with later processing patterns (encoding errors, hostile
attributional biases, accessing of aggressive responses, and
positive evaluations of aggression), which, in turn,
predicted later externalizing outcomes.},
Doi = {10.1037//0021-843x.104.4.632},
Key = {fds272241}
}
@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{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{fds272239,
Author = {Lochman, and E, J and member, TCPPRGKAD},
Title = {Screening of child behavior problems for prevention programs
at school entry},
Journal = {Journal of Consulting and Clinical Psychology},
Volume = {63},
Number = {4},
Pages = {549-559},
Year = {1995},
ISSN = {0022-006X},
url = {http://dx.doi.org/10.1037//0022-006x.63.4.549},
Abstract = {Targeted programs designed to prevent conduct problems in
childhood and adolescence rely on screening systems to
identify high-risk individuals. This study examines the
proximal usefulness of a multiple-gating approach to
screening, using teacher and parent ratings in a 2-step
procedure with a sample of 382 kindergarten children. The
study explored differences in the accuracy of the 2 steps of
screening information and whether parents' reports of
parenting practices augments the prediction of negative
outcomes. The 2-step screening system was found to
effectively predict negative behavior outcomes over 1 year
later, although some false-positive and false-negative
predictions were evident. The Parenting Practices Screen did
not substantially add to prediction accuracy. The discussion
emphasizes the potential contributions and problems of using
screening measures.},
Doi = {10.1037//0022-006x.63.4.549},
Key = {fds272239}
}
@article{fds272261,
Author = {DeRosier, ME and Cillessen, AH and Coie, JD and Dodge,
KA},
Title = {Group social context and children's aggressive
behavior.},
Journal = {Child development},
Volume = {65},
Number = {4},
Pages = {1068-1079},
Year = {1994},
Month = {August},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/7956465},
Abstract = {Very little is known about the influence of the
social-psychological context on children's aggressive
behavior. The purpose of this research was to examine the
interrelations of group contextual factors and the
occurrence of aggressive behavior in 22 experimental play
groups of 7- and 9-year-old African-American boys. Group
context was examined before, during, and after an aggressive
act as well as during nonaggressive periods. The results
showed that there are dimensions of group context (i.e.,
negative affect, high aversive behavior, high activity
level, low group cohesion, competitiveness) that were
related to the occurrence of aggressive behavior between 2
children in the group. Group context influenced how children
reacted to aggression between its members (e.g., siding with
the victim), which in turn influenced the quality of the
postaggression group atmosphere. This study suggests that
individual-within-context information be incorporated into
theories of aggression among children.},
Doi = {10.1111/j.1467-8624.1994.tb00803.x},
Key = {fds272261}
}
@article{fds272244,
Author = {Strassberg, Z and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Spanking in the home and children's subsequent aggression
toward kindergarten peers},
Journal = {Development and Psychopathology},
Volume = {6},
Number = {3},
Pages = {445-462},
Year = {1994},
url = {http://dx.doi.org/10.1017/S0954579400006040},
Abstract = {Although spanking of children is almost universal in U.S.
society, its effects are not well understood. We examined
the longitudinal relation between parental spanking and
other physical punishment of preschool children and
children's aggressive behavior toward peers later in
kindergarten. A total of 273 boys and girls from diverse
backgrounds served as subjects. The findings were consistent
with a socialization model in which higher levels of
severity in parental punishment practices are associated
with higher levels of children's subsequent aggression
toward peers. Findings indicated that children who had been
spanked evidenced levels of aggression that were higher than
those who had not been spanked, and children who had been
the objects of violent discipline became the most aggressive
of all groups. Patterns were qualified by the sexes of the
parent and child and subtypes of child aggression (reactive,
bullying, and instrumental). The findings suggest that in
spite of parents' goals, spanking fails to promote prosocial
development and, instead, is associated with higher rates of
aggression toward peers. © 1994, Cambridge University
Press. All rights reserved.},
Doi = {10.1017/S0954579400006040},
Key = {fds272244}
}
@article{fds272245,
Author = {Sinclair, JJ and Pettit, GS and Harrist, AW and Dodge, KA and Bates,
JE},
Title = {Encounters with aggressive peers in early childhood:
Frequency, age differences, and correlates of risk for
behavior problems},
Journal = {International Journal of Behavioral Development},
Volume = {17},
Number = {4},
Pages = {675-696},
Year = {1994},
url = {http://dx.doi.org/10.1177/016502549401700407},
Abstract = {The primary goal of the present study was to describe the
range, types, and quality (in terms of exposure to
aggressive peers) of social activity settings in which young
children typically have contact with peers. We also examined
whether participation in these settings varied as a function
of child sex and age, and family demographic
characteristics. Subjects were 277 preschoolaged children.
On the basis of detailed accounts of their mothers, activity
setting measures were derived separately for ages 2-4 years
(era 1) and ages 4-5 years (era 2). Each of seven activity
settings (e.g. neighbourhood, day care, organised
playgroups) was rated for frequency of participation and
frequency of exposure to aggressive peers. Children had the
greatest amount of peer contact and were exposed to
aggressive peers most often in the neighbourhood setting. In
contrast, children participated least frequently in
structured playgroup settings, and these settings were least
likely to contain aggressive peers. Children from lower SES
and single-parent families were more likely to be involved
in settings (especially neighbourhoods) containing
aggressive peers. These findings suggest that one mechanism
through which risk for behaviour problems among children in
lower SES and single-parent families may operate is
increased exposure to activity settings in which aggression
occurs regularly. © 1994, Sage Publications. All rights
reserved.},
Doi = {10.1177/016502549401700407},
Key = {fds272245}
}
@article{fds272249,
Author = {Dodge, KA and Pettit, GS and Bates, JE},
Title = {Socialization mediators of the relation between
socioeconomic status and child conduct problems},
Journal = {Child Development},
Volume = {65},
Number = {2 Spec No},
Pages = {1385-1398},
Year = {1994},
url = {http://www.ncbi.nlm.nih.gov/pubmed/8013245},
Abstract = {The goal was to examine processes in socialization that
might account for an observed relation between early
socioeconomic status and later child behavior problems. A
representative sample of 585 children (n = 51 from the
lowest socioeconomic class) was followed from preschool to
grade 3. Socioeconomic status assessed in preschool
significantly predicted teacher-rated externalizing problems
and peer-rated aggressive behavior in kindergarten and
grades 1, 2, and 3. Socioeconomic status was significantly
negatively correlated with 8 factors in the child's
socialization and social context, including harsh
discipline, lack of maternal warmth, exposure to aggressive
adult models, maternal aggressive values, family life
stressors, mother's lack of social support, peer group
instability, and lack of cognitive stimulation. These
factors, in turn, significantly predicted teacher-rated
externalizing problems and peer-nominated aggression and
accounted for over half of the total effect of socioeconomic
status on these outcomes. These findings suggest that part
of the effect of socioeconomic status on children's
aggressive development may be mediated by status-related
socializing experiences.},
Doi = {10.2307/1131407},
Key = {fds272249}
}
@article{fds272259,
Author = {Dodge, KA},
Title = {Social-cognitive mechanisms in the development of conduct
disorder and depression.},
Journal = {Annual review of psychology},
Volume = {44},
Number = {1},
Pages = {559-584},
Year = {1993},
Month = {January},
url = {http://dx.doi.org/10.1146/annurev.ps.44.020193.003015},
Doi = {10.1146/annurev.ps.44.020193.003015},
Key = {fds272259}
}
@article{fds38959,
Author = {Quiggle, N. and Panak, W.F. and Garber, J. and Dodge,
K.A},
Title = {Social information processing in aggressive and depressed
children(Reprint)},
Booktitle = {Annual Progress in Child Psychiatry and Child
Development},
Publisher = {New York: Wiley},
Editor = {M.E. Herteig and E.A. Farber},
Year = {1993},
Key = {fds38959}
}
@article{fds38915,
Author = {Dodge, K.A. and Coie, J.D.},
Title = {Social information processing factors in reactive and
proactive aggression in children's peer groups
(Reprint)},
Booktitle = {Aggression: Its causes, consequences, and
control.},
Publisher = {New York: McGraw-Hill},
Editor = {L. Berkowitz},
Year = {1993},
Key = {fds38915}
}
@article{fds39033,
Author = {Dodge, K.A.},
Title = {Attributional bias in aggressive children},
Booktitle = {Social and personality development},
Publisher = {Pacific Grove, CA: Brooks/Cole Publishing},
Editor = {D. Shaffer},
Year = {1993},
Key = {fds39033}
}
@misc{fds39724,
Author = {Lemerise, E. and Dodge, K.A.},
Title = {The development of anger and hostile interactions},
Pages = {537-546},
Booktitle = {The handbook of emotion},
Publisher = {New York: Guilford Press},
Editor = {M. Lewis and J. Haviland},
Year = {1993},
Key = {fds39724}
}
@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{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{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{fds272256,
Author = {Weiss, B and Dodge, KA and Bates, JE and Pettit, GS},
Title = {Some consequences of early harsh discipline: child
aggression and a maladaptive social information processing
style.},
Journal = {Child development},
Volume = {63},
Number = {6},
Pages = {1321-1335},
Year = {1992},
Month = {December},
url = {http://www.ncbi.nlm.nih.gov/pubmed/1446555},
Abstract = {Although a number of studies have reported a relation
between abusive parental behavior and later aggressive
behavior in the victim, many of these investigations have
had methodological limitations that make precise
interpretation of their results problematic. In the present
study, we attempted to determine whether harsh parental
discipline occurring early in life was associated with later
aggression and internalizing behavior in children, using a
prospective design with randomly selected samples to avoid
some of these methodological difficulties. Structural
equation modeling indicated a consistent relation between
harsh discipline and aggression in 2 separate cohorts of
children. This relation did not appear to be due to possible
confounding factors such as child temperament, SES, and
marital violence, although there was some indication in our
data that the latter variables were related to child
aggression. In addition, our analyses suggested that the
effect of harsh discipline on child aggression may be
mediated at least in part by maladaptive social information
processing patterns that develop in response to the harsh
discipline.},
Doi = {10.1111/j.1467-8624.1992.tb01697.x},
Key = {fds272256}
}
@article{fds272275,
Author = {Quiggle, NL and Garber, J and Panak, WF and Dodge,
KA},
Title = {Social information processing in aggressive and depressed
children.},
Journal = {Child development},
Volume = {63},
Number = {6},
Pages = {1305-1320},
Year = {1992},
Month = {December},
url = {http://www.ncbi.nlm.nih.gov/pubmed/1446554},
Abstract = {Social information processing patterns of children who were
identified as being aggressive or depressed, both, or
neither were compared in order to address the issue of
specificity and to explore whether children who are comorbid
show a unique processing style. Subjects were 220 children
in the third through sixth grade. Peer nomination and
teacher ratings were used to assess level of aggression, and
the Children's Depression Inventory was used to measure
level of depression. Aggressive children showed a hostile
attributional bias, were more likely to report that they
would engage in aggressive behavior, and indicated that
aggression would be easy for them. Depressed children
similarly showed a hostile attributional bias, although they
were more likely to attribute negative situations to
internal, stable, and global causes. Depressed children also
reported that they would be less likely to use assertive
responses and that they expected that assertive behavior
would lead to more negative and fewer positive outcomes.
Children who were comorbid generally showed patterns similar
to both aggressive and depressed children.},
Doi = {10.1111/j.1467-8624.1992.tb01696.x},
Key = {fds272275}
}
@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{fds272270,
Author = {Coie, JD and Dodge, KA and Terry, R and Wright, V},
Title = {The role of aggression in peer relations: an analysis of
aggression episodes in boys' play groups.},
Journal = {Child development},
Volume = {62},
Number = {4},
Pages = {812-826},
Year = {1991},
Month = {August},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/1935345},
Abstract = {Although aggression is frequently cited as a major cause of
peer social rejection, no more than half of all aggressive
children are rejected. Aggressive episode data from
experimental play groups of 7- and 9-year-old black males
were coded to examine whether qualitative aspects of
aggressive behavior, as well as frequency of aggression,
determine the relation between aggressiveness and peer
rejection. Reactive aggression and bullying were related to
peer status among 9-year-olds, but not 7-year-olds, whereas
instrumental aggression was characteristic of highly
aggressive, rejected boys at both ages. Qualitative features
of aggressive interaction suggested a greater level of
hostility toward peers and a tendency to violate norms for
aggressive exchange among rejected, aggressive boys at both
ages in contrast to other groups of boys. The descriptive
data provide a distinctive picture of reactive,
instrumental, and bullying aggression as well as differing
social norms for target and aggressor behavior in each of
these 3 types of aggression.},
Doi = {10.1111/j.1467-8624.1991.tb01571.x},
Key = {fds272270}
}
@misc{fds39729,
Author = {Garber, J. and Quiggle, N.L. and Panak, W. and Dodge,
K.A.},
Title = {Aggression and depression in children: Comorbidity,
specificity, and cognitive processing},
Pages = {225-264},
Booktitle = {Rochester Symposium on Developmental Psychopathology, Vol.
2: Internalizing and externalizing expressions of
dysfunction},
Publisher = {Hillsdale, N. J.: Lawrence Erlbaum},
Editor = {D. Cicchetti and S. Toth},
Year = {1991},
Key = {fds39729}
}
@article{fds39732,
Author = {Dodge, K.A.},
Title = {The structure and function of reactive and proactive
aggression},
Pages = {201-218},
Booktitle = {The development and treatment of childhood
aggression},
Publisher = {Hillsdale, N. J.: Lawrence Erlbaum},
Editor = {D.J. Pepler and K.H. Rubin},
Year = {1991},
Key = {fds39732}
}
@article{fds272264,
Author = {Dodge, KA and Price, JM and Bachorowski, JA and Newman,
JP},
Title = {Hostile attributional biases in severely aggressive
adolescents.},
Journal = {Journal of abnormal psychology},
Volume = {99},
Number = {4},
Pages = {385-392},
Year = {1990},
Month = {November},
ISSN = {0021-843X},
url = {http://dx.doi.org/10.1037//0021-843x.99.4.385},
Abstract = {Adolescent boys (N = 128) from a maximum security prison for
juvenile offenders were administered a task to assess
hostile attributional biases. As hypothesized, these biases
were positively correlated with undersocialized aggressive
conduct disorder (as indicated by high scores on
standardized scales and by psychiatric diagnoses), with
reactive-aggressive behavior, and with the number of
interpersonally violent crimes committed. Hostile
attributional biases were found not to relate to nonviolent
crimes or to socialized aggressive behavior disorder. These
findings held even when race and estimates of intelligence
and socioeconomic status were controlled. These findings
suggest that within a population of juvenile offenders,
attributional biases are implicated specifically in
interpersonal reactive aggression that involves anger and
not in socialized delinquency.},
Doi = {10.1037//0021-843x.99.4.385},
Key = {fds272264}
}
@article{fds272271,
Author = {Dodge, KA and Coie, JD and Pettit, GS and Price, JM},
Title = {Peer status and aggression in boys' groups: developmental
and contextual analyses.},
Journal = {Child development},
Volume = {61},
Number = {5},
Pages = {1289-1309},
Year = {1990},
Month = {October},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/2245725},
Abstract = {The social transactions of popular, rejected, neglected, and
average first- and third-grade boys were examined during
their initial encounters with peers. 23 groups of 5 or 6
boys each were observed for 45-min free-play sessions
conducted on 5 consecutive days, with sociometric interviews
following each session. Social preference in the play groups
correlated significantly with classroom social preference
after the third and subsequent play sessions for the third
graders, and after the fourth and subsequent sessions for
the first graders. The observational coding system
distinguished 4 types of aggressive behavior that were
hypothesized to relate to peer status in different ways. The
first, rough play, was not related to peer status. However,
rejected boys at both ages displayed significantly higher
rates of angry reactive aggression and instrumental
aggression than average boys. The relation between bullying
and peer status varied with the age of the child. Popular
first graders engaged in more bullying than average first
graders, but popular third graders did not differ from
average in bullying. Other questions concerned the temporal
relation between play group behaviors and social preference
scores within the group. Socially interactive behaviors
anteceded high preference by peers, and low preference in
turn led to social isolation in subsequent
sessions.},
Doi = {10.1111/j.1467-8624.1990.tb02862.x},
Key = {fds272271}
}
@article{fds272263,
Author = {Dodge, KA},
Title = {Nature Versus Nurture in Childhood Conduct Disorder: It Is
Time to Ask a Different Question},
Journal = {Developmental Psychology},
Volume = {26},
Number = {5},
Pages = {698-701},
Publisher = {American Psychological Association (APA)},
Year = {1990},
Month = {January},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.26.5.698},
Abstract = {Lytton (1990, this issue) offers a lucid review of factors
in the development of conduct disorder in children that
focuses on the question of the "relative strength" of child
effects versus environmental effects. This question ignores
the fact that such estimates are a function of the
subpopulation being assessed and the context in which
measurement occurs. These estimates pit nature versus
nurture in a way that detracts from an emphasis on the
interaction of factors that characterizes most human
behavioral development. This perspective also assumes that
"child effects," "environmental effects," and "conduct
disorder" are homogeneous constructs, but these are more
likely aggregations of heterogeneous phenomena that have
been grouped together only for heuristic reasons. It is
recommended that instead of focusing on the relative sizes
of effects, researchers should focus on the questions of
which mechanisms operate and how they interact during
transactional development.},
Doi = {10.1037/0012-1649.26.5.698},
Key = {fds272263}
}
@misc{fds39735,
Author = {Kupersmidt, J. and Coie, J.D. and Dodge, K.A.},
Title = {Predicting disorder from peer social problems},
Pages = {274-338},
Booktitle = {Peer rejection in childhood: Origins, consequences, and
intervention},
Publisher = {New York: Cambridge University Press},
Editor = {S.R. Asher and J.D. Coie},
Year = {1990},
Key = {fds39735}
}
@article{fds272260,
Author = {Dodge, KA and Crick, NR},
Title = {The social information processing bases of aggressive
behavior in children},
Journal = {Personality and Social Psychology Bulletin},
Volume = {16},
Pages = {8-22},
Year = {1990},
Key = {fds272260}
}
@article{fds272279,
Author = {Dodge, KA and Price, JM and Coie, JD and Christopoulos,
C},
Title = {On the Development of Aggressive Dyadic Relationships in
Boys’ Peer Groups},
Journal = {Human Development},
Volume = {33},
Number = {4-5},
Pages = {260-270},
Publisher = {S. Karger AG},
Year = {1990},
ISSN = {0018-716X},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1990DQ90900005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Doi = {10.1159/000276523},
Key = {fds272279}
}
@article{fds272252,
Author = {Price, JM and Dodge, KA},
Title = {Reactive and proactive aggression in childhood: relations to
peer status and social context dimensions.},
Journal = {Journal of abnormal child psychology},
Volume = {17},
Number = {4},
Pages = {455-471},
Year = {1989},
Month = {August},
url = {http://dx.doi.org/10.1007/bf00915038},
Abstract = {Although there has been an accumulation of evidence to
suggest a link between peer-directed aggression and social
rejection, little attention has been given to the relations
between specific subtypes of aggressive behavior and social
rejection. The purpose of this investigation was to examine
the relations between two subtypes of aggressive behavior
(reactive and proactive aggression) and children's classroom
peer status. The reciprocity of each of these subtypes of
aggressive behavior and the social contexts in which these
behaviors occur were also examined. Assessments of each of
these forms of aggression among 70 boys (ages 5 and 6) were
conducted using direct observations and teacher ratings. In
general, directing reactive aggressive behavior toward peers
was associated with social rejection, while utilization of
instrumental aggression was positively related to peer
status. The findings also indicated that directing proactive
forms of aggression toward peers was related to being the
target of proactive aggression. Finally, among older boys,
both subtypes of aggression were more likely to occur during
rough play than during any other type of play
activity.},
Doi = {10.1007/bf00915038},
Key = {fds272252}
}
@misc{fds323951,
Author = {COIE, JD and CHRISTOPOULOS, C and TERRY, R and DODGE, KA and LOCHMAN,
JE},
Title = {TYPES OF AGGRESSIVE RELATIONSHIPS, PEER REJECTION, AND
DEVELOPMENTAL CONSEQUENCES},
Journal = {SOCIAL COMPETENCE IN DEVELOPMENTAL PERSPECTIVE},
Volume = {51},
Pages = {223-237},
Booktitle = {Social competence in development perspective},
Publisher = {KLUWER ACADEMIC PUBL},
Editor = {SCHNEIDER, BH and ATTILI, G and NADEL, J and WEISSBERG,
RP},
Year = {1989},
Month = {January},
ISBN = {0-7923-0400-4},
Key = {fds323951}
}
@misc{fds39739,
Author = {McFall, R.M. and McDonel, E.C. and Dodge, K.A. and Coie,
J.D.},
Title = {Social information processing and sexual
aggression},
Booktitle = {Proceedings of the NIMH Conference on assessment and
treatment of sexual offenders},
Publisher = {Washington, DC: U.S. Government Printing
Office.},
Editor = {J. Breiling},
Year = {1989},
Key = {fds39739}
}
@article{fds272251,
Author = {Strassberg, Z and Dodge, KA},
Title = {Identification of discriminative stimuli for aggressive
behavior in children},
Journal = {The Behavior Therapist},
Volume = {12},
Pages = {195-199},
Year = {1989},
Key = {fds272251}
}
@article{fds272098,
Author = {Dodge, KA and Coie, JD},
Title = {Social-information-processing factors in reactive and
proactive aggression in children's peer groups.},
Journal = {Journal of personality and social psychology},
Volume = {53},
Number = {6},
Pages = {1146-1158},
Year = {1987},
Month = {December},
ISSN = {0022-3514},
url = {http://www.ncbi.nlm.nih.gov/pubmed/3694454},
Abstract = {We examined social-information-processing mechanisms (e.g.,
hostile attributional biases and intention-cue detection
deficits) in chronic reactive and proactive aggressive
behavior in children's peer groups. In Study 1, a
teacher-rating instrument was developed to assess these
behaviors in elementary school children (N = 259). Reactive
and proactive scales were found to be internally consistent,
and factor analyses partially supported convergent and
discriminant validities. In Study 2, behavioral correlates
of these forms of aggression were examined through
assessments by peers (N = 339). Both types of aggression
related to social rejection, but only proactively aggressive
boys were also viewed as leaders and as having a sense of
humor. In Study 3, we hypothesized that reactive aggression
(but not proactive aggression) would occur as a function of
hostile attributional biases and intention-cue detection
deficits. Four groups of socially rejected boys (reactive
aggressive, proactive aggressive, reactive-proactive
aggressive, and nonaggressive) and a group of average boys
were presented with a series of hypothetical videorecorded
vignettes depicting provocations by peers and were asked to
interpret the intentions of the provocateur (N = 117). Only
the two reactive-aggressive groups displayed biases and
deficits in interpretations. In Study 4, attributional
biases and deficits were found to be positively correlated
with the rate of reactive aggression (but not proactive
aggression) displayed in free play with peers (N = 127).
These studies supported the hypothesis that attributional
biases and deficits are related to reactive aggression but
not to proactive aggression.},
Doi = {10.1037//0022-3514.53.6.1146},
Key = {fds272098}
}
@article{fds272195,
Author = {Dodge, KA and Somberg, DR},
Title = {Hostile attributional biases among aggressive boys are
exacerbated under conditions of threats to the
self.},
Journal = {Child development},
Volume = {58},
Number = {1},
Pages = {213-224},
Year = {1987},
Month = {February},
url = {http://dx.doi.org/10.1111/j.1467-8624.1987.tb03501.x},
Abstract = {Previous studies have found a tendency for aggressive boys
to display hostile attributional biases and social cue
interpretation deficits. It was hypothesized that these
biases and deficits would be exaggerated under conditions of
social anxiety and threat. Aggressive and nonaggressive boys
aged 8 - 10 (total N = 65) were administered tests of
attributional tendencies and social cue interpretation
skills (via videorecorded stimuli) under relaxed and
threatening conditions. It was found that, relative to
normal boys, aggressive boys displayed a bias toward
attributing hostile intentions to peers, a deficit in
interpreting accurately others' intentions, and a deficit in
linking interpretations to behavioral responses. The
hypothesis that these biases and deficits would be
exaggerated under conditions of threat was also supported.
Findings were interpreted as consistent with theories of
preemptive processing and emotional vulnerability in
aggressive boys.},
Doi = {10.1111/j.1467-8624.1987.tb03501.x},
Key = {fds272195}
}
@article{fds272194,
Author = {Dodge, KA and Tomlin, A},
Title = {Cue utilization as a mechanism of attributional bias in
aggressive children},
Journal = {Social Cognition},
Volume = {5},
Pages = {280-300},
Year = {1987},
Key = {fds272194}
}
@misc{fds39748,
Author = {Dodge, K.A.},
Title = {Social information processing variables in the development
of aggression and altruism in children},
Pages = {280-302},
Booktitle = {The development of altruism and aggression: Social and
biological origin},
Publisher = {New York: Cambridge University Press},
Editor = {C. Zahn-Waxler and M. Cummings and M. Radke-Yarrow},
Year = {1986},
Key = {fds39748}
}
@misc{fds39749,
Author = {Dodge, K.A.},
Title = {Attributional bias in aggressive children},
Pages = {75-111},
Booktitle = {Advances in cognitive-behavioral research and
therapy},
Publisher = {New York: Academic Press},
Editor = {P. Kendall},
Year = {1985},
Key = {fds39749}
}
@article{fds272206,
Author = {Milich, R and Dodge, KA},
Title = {Social information processing in child psychiatric
populations.},
Journal = {Journal of abnormal child psychology},
Volume = {12},
Number = {3},
Pages = {471-489},
Year = {1984},
Month = {September},
url = {http://dx.doi.org/10.1007/bf00910660},
Abstract = {This study examined three kinds of social
information-processing deficits in child psychiatric
populations. The deficits studied were response decision
biases, hostile attributional biases, and cue-utilization
deficiencies. Subjects were diagnosed as
hyperactive/aggressive (H/A) (n = 24), exclusively
hyperactive (n = 14), exclusively aggressive (n = 14),
psychiatric control (n = 23), and normal control (NC) (n =
60) boys according to procedures suggested by Loney and
Milich (1982). They were administered several tasks to
solicit information-processing patterns. The H/A group was
found to be deficient in all three areas assessed, relative
to the NC group. They were also deficient in response
decisions and cue-utilization, relative to the other three
groups of psychiatrically referred boys. Discriminant
function analyses demonstrated that the H/A group displayed
a distinct processing pattern. These results were found to
be relevant to the study of behavior disorders, to social
information processing theory, and to intervention efforts
with these boys.},
Doi = {10.1007/bf00910660},
Key = {fds272206}
}
@misc{fds39752,
Author = {Dodge, K.A. and Murphy, R.R.},
Title = {The assessment of social competence in adolescence},
Pages = {61-96},
Booktitle = {Adolescent behavior disorders: Current perspectives.
Advances in child behavioral analysis and therapy,
4},
Publisher = {Lexington, MA: D.C. Heath and Company},
Editor = {P. Karoly and J.J. Steffen},
Year = {1984},
Key = {fds39752}
}
@article{fds272208,
Author = {Steinberg, MD and Dodge, KA},
Title = {Attributional bias in aggressive adolescent boys and
girls},
Journal = {Journal of Social and Clinical Psychology},
Volume = {1},
Pages = {312-321},
Year = {1983},
Key = {fds272208}
}
@article{fds272209,
Author = {Dodge, KA and Frame, CL},
Title = {Social cognitive biases and deficits in aggressive
boys.},
Journal = {Child development},
Volume = {53},
Number = {3},
Pages = {620-635},
Year = {1982},
Month = {June},
url = {http://dx.doi.org/10.1111/j.1467-8624.1982.tb03434.x},
Abstract = {3 studies are reported which assess the nature and limits of
a known bias on the part of aggressive boys to overattribute
hostile intentions to peers. The first study determined that
this bias is restricted to attributions of a peer's behavior
toward an aggressive boy, and not to attributions of a
peer's behavior toward a second peer. Biased attributions
were implicated as a direct precedent to aggressive
responses. The second study assessed the role of selective
attention to and recall of hostile social cues in the
formation of a biased attribution. It was found that
selective recall of hostile cues did lead to a biased
attribution, but that selective recall did not fully account
for the attributional differences between aggressive and
nonaggressive boys. Also, specific deficits in recall by
aggressive boys were identified. The third study involved
naturalistic observation of the peer-directed aggressive
behaviors of boys in a controlled setting. It was found that
the biased attributions of aggressive boys may have some
basis in their experience, in that they were frequently the
targets of peers' aggressive behavior. Their own aggressive
behavior toward peers, however, occurred at a much higher
rate than the rate at which they were the targets of
aggression. These findings led to the formation of a
social-information-processing model of aggressive
behavior.},
Doi = {10.1111/j.1467-8624.1982.tb03434.x},
Key = {fds272209}
}
@article{fds272199,
Author = {Dodge, KA and Newman, JP},
Title = {Biased decision-making processes in aggressive
boys.},
Journal = {Journal of abnormal psychology},
Volume = {90},
Number = {4},
Pages = {375-379},
Year = {1981},
Month = {August},
ISSN = {0021-843X},
url = {http://dx.doi.org/10.1037//0021-843x.90.4.375},
Abstract = {Recent evidence has suggested that aggressive boys
demonstrate a bias toward attributing hostility to peers in
unwarranted circumstances. The present study explored 2
aspects of cognitive processing that might be related to
attributional bias: speed of decision making and selective
recall of hostile cues. 81 aggressive and nonaggressive boys
at 3 age levels (kindergarten-2st grade, 2nd-3rd, and
4th-5th) participated in a detective game in which the task
was to accumulate evidence to decide whether or not a peer
had acted with benevolence or hostility. Aggressive boys
were found to respond more quickly and with less attention
to available social cues. They also overattributed hostility
to peers in unwarranted circumstances, but only when they
responded quickly. This restriction suggests that training
aggressive boys to respond more slowly could lead to fewer
biased attributions on their part. Selective recall was also
related to biased attributions for both groups of boys. This
suggests that training boys to recall all cues
nonselectively could reduce the frequency of their biased
attributions. Results are discussed in terms of a cognitive
model of aggressive behavior. (16 ref) (PsycINFO Database
Record (c) 2006 APA, all rights reserved). © 1981 American
Psychological Association.},
Doi = {10.1037//0021-843x.90.4.375},
Key = {fds272199}
}
@article{fds272200,
Author = {Dodge, KA},
Title = {Social cognition and children's aggressive
behavior.},
Journal = {Child development},
Volume = {51},
Number = {1},
Pages = {162-170},
Year = {1980},
Month = {March},
url = {http://dx.doi.org/10.1111/j.1467-8624.1980.tb02522.x},
Doi = {10.1111/j.1467-8624.1980.tb02522.x},
Key = {fds272200}
}
@misc{fds152593,
Author = {Dodge, K.A.},
Title = {Social information processing models of aggressive
behavior},
Booktitle = {Understanding and reducing aggression, violence, and their
consequences},
Publisher = {American Psychological Association},
Address = {Washington, DC},
Editor = {M. Mikulincer and P.R. Shaver},
Key = {fds152593}
}