Publications of Kenneth A. Dodge
%% Journal Articles
@article{fds272001,
Author = {Coie, JD and Dodge, KA and Coppotelli, H},
Title = {"Dimensions and Types of Social Status: A Cross-Age
Perspective": Correction},
Journal = {Developmental Psychology},
Volume = {19},
Number = {2},
Pages = {224},
Publisher = {American Psychological Association (APA)},
Year = {1983},
Month = {March},
ISSN = {0012-1649},
Abstract = {Reports and error in the original article by J. D. Coie et
al (Developmental Psychology, 1982[Jul], Vol 18[4],
557-570). One of the five social status groups was
incorrectly described. The correct description of the
average group in the second to last paragraph of the Method
section is provided. (The following abstract of this article
originally appeared in record 1982-27928-001.) In Exp I,
peer perceptual correlates of social preference (SP) and
social impact (SI) were investigated with 311 3rd, 5th, and
8th graders. SP was highly positively related to
cooperativeness, supportiveness, and physical attractiveness
and negatively related to disruptiveness and aggression. SI
was related to active, salient behaviors of both positive
and negative valence. Whereas the correlates were found to
be similar at each grade level, greater proportions of the
variance in these dimensions could be predicted at younger
than older ages. In Exp II, these dimensions were used to
assign 531 Ss to 5 sociometric status groups: popular,
rejected, neglected, controversial, and average. Peer
perceptions of the behavioral correlates of these groups
were solicited and found to reveal distinct profiles. A
previously unidentified group of controversial children was
perceived as disruptive and aggressive (like the rejected
group), but also as social leaders (like popular Ss). It is
suggested that researchers consider controversial children
as a distinct group in future behavioral and epidemiological
studies. (PsycINFO Database Record (c) 2006 APA, all rights
reserved). © 1983 American Psychological
Association.},
Doi = {10.1037/0012-1649.19.2.224},
Key = {fds272001}
}
@article{fds272117,
Author = {Orrell-Valente, JK and Hill, LG and Brechwald, WA and Dodge, KA and Pettit, GS and Bates, JE},
Title = {"Just three more bites": an observational analysis of
parents' socialization of children's eating at
mealtime.},
Journal = {Appetite},
Volume = {48},
Number = {1},
Pages = {37-45},
Year = {2007},
Month = {January},
ISSN = {0195-6663},
Abstract = {The objective of this study was to describe comprehensively
the structure and process of the childhood mealtime
environment. A socioeconomically diverse sample of 142
families of kindergarteners (52% females) was observed at
dinnertime using a focused-narrative observational system.
Eighty-five percent of parents tried to get children to eat
more, 83% of children ate more than they might otherwise
have, with 38% eating moderately to substantially more. Boys
were prompted to eat as often as girls and children were
prompted to eat as many times in single- as in two-parent
households. Children were very rarely restricted in their
mealtime intake. High-SES parents used reasoning, praise,
and food rewards significantly more often than low-SES
families. Mothers used different strategies than fathers:
fathers used pressure tactics with boys and mothers praised
girls for eating. Future research should examine the
meanings children ascribe to their parents' communications
about food intake and how perceived parental messages
influence the development of long-term dietary patterns.
Interpreted alongside the evidence for children's energy
self-regulation and the risk of disruption of these innate
processes, it may be that parents are inadvertently
socializing their children to eat past their internal
hunger/satiety cues. These data reinforce current
recommendations that parents should provide nutritious foods
and children, not parents, should decide what and how much
of these foods they eat.},
Doi = {10.1016/j.appet.2006.06.006},
Key = {fds272117}
}
@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},
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{fds325210,
Author = {Bornstein, MH and Putnick, DL and Lansford, JE and Al-Hassan, SM and Bacchini, D and Bombi, AS and Chang, L and Deater-Deckard, K and Di
Giunta, L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado,
LMU and Zelli, A and Alampay, LP},
Title = {'Mixed blessings': parental religiousness, parenting, and
child adjustment in global perspective.},
Journal = {Journal of child psychology and psychiatry, and allied
disciplines},
Volume = {58},
Number = {8},
Pages = {880-892},
Year = {2017},
Month = {August},
Abstract = {<h4>Background</h4>Most studies of the effects of parental
religiousness on parenting and child development focus on a
particular religion or cultural group, which limits
generalizations that can be made about the effects of
parental religiousness on family life.<h4>Methods</h4>We
assessed the associations among parental religiousness,
parenting, and children's adjustment in a 3-year
longitudinal investigation of 1,198 families from nine
countries. We included four religions (Catholicism,
Protestantism, Buddhism, and Islam) plus unaffiliated
parents, two positive (efficacy and warmth) and two negative
(control and rejection) parenting practices, and two
positive (social competence and school performance) and two
negative (internalizing and externalizing) child outcomes.
Parents and children were informants.<h4>Results</h4>Greater
parent religiousness had both positive and negative
associations with parenting and child adjustment. Greater
parent religiousness when children were age 8 was associated
with higher parental efficacy at age 9 and, in turn,
children's better social competence and school performance
and fewer child internalizing and externalizing problems at
age 10. However, greater parent religiousness at age 8 was
also associated with more parental control at age 9, which
in turn was associated with more child internalizing and
externalizing problems at age 10. Parental warmth and
rejection had inconsistent relations with parental
religiousness and child outcomes depending on the informant.
With a few exceptions, similar patterns of results held for
all four religions and the unaffiliated, nine sites, mothers
and fathers, girls and boys, and controlling for demographic
covariates.<h4>Conclusions</h4>Parents and children agree
that parental religiousness is associated with more
controlling parenting and, in turn, increased child problem
behaviors. However, children see religiousness as related to
parental rejection, whereas parents see religiousness as
related to parental efficacy and warmth, which have
different associations with child functioning. Studying both
parent and child views of religiousness and parenting are
important to understand the effects of parental
religiousness on parents and children.},
Doi = {10.1111/jcpp.12705},
Key = {fds325210}
}
@article{fds272177,
Author = {Crick, NR and Dodge, KA},
Title = {'Superiority' is in the eye of the beholder: A comment on
Sutton, Smith, and Swettenham},
Journal = {Social Development},
Volume = {8},
Number = {1},
Pages = {128-131},
Publisher = {WILEY},
Year = {1999},
Month = {January},
Doi = {10.1111/1467-9507.00084},
Key = {fds272177}
}
@article{fds271986,
Author = {Dodge, KA},
Title = {6. Practice and public policy in the era of gene-environment
interactions},
Journal = {Novartis Foundation Symposium},
Volume = {293},
Pages = {87-97},
Year = {2008},
Month = {November},
ISSN = {1528-2511},
Abstract = {This chapter argues that implications of the
gene-environment interaction revolution for public policy
and practice are contingent on how the findings get framed
in public discourse. Frame analysis is used to identify the
implications of the ways in which findings are cast. The
frame of 'defective group' perpetuates racial and class
stereotypes and limits policy efforts to redress health
disparities. Furthermore, empirical evidence finds it
inaccurate. The frame of 'defective gene' precludes the
adaptive genetic significance of genes. The frame of
'individual genetic profile' offers individualized health
care but risks misapplication in policies that place
responsibility for disease prevention on the individual to
the policy relief of industry and toxic environments.
Framing the interaction in terms of 'defective environments'
promotes the identification of harmful environments that can
be regulated through policy. The 'therapeutic environment'
frame offers hope of discovering interventions that have
greater precision and effectiveness but risks
dis-incentivizing the pharmaceutical industry from
discovering drug treatments for 'obscure' gene-environment
match groups. Can a more accurate and helpful framing of the
gene-environment interaction be identified? Findings that
genes shape environments and that environments alter the
gene pool suggest a more textured and symbiotic relationship
that is still in search of an apt public framing. Copyright
© Novartis Foundation 2008.},
Key = {fds271986}
}
@article{fds272102,
Author = {Lansford, JE and Malone, PS and Dodge, KA and Crozier, JC and Pettit,
GS and Bates, JE},
Title = {A 12-year prospective study of patterns of social
information processing problems and externalizing
behaviors.},
Journal = {Journal of abnormal child psychology},
Volume = {34},
Number = {5},
Pages = {715-724},
Publisher = {Springer Nature},
Year = {2006},
Month = {October},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/17053997},
Abstract = {This study investigated how discrete social information
processing (SIP) steps may combine with one another to
create distinct groups of youth who are characterized by
particular patterns of SIP. SIP assessments were conducted
on a community sample of 576 children in kindergarten, with
follow-up assessments in grades 3, 8, and 11. At each age,
four profiles were created, representing youth with no SIP
problems, with early step SIP problems (encoding or making
hostile attributions), with later step SIP problems
(selecting instrumental goals, generating aggressive
responses, or evaluating aggression positively), and with
pervasive SIP problems. Although patterns of SIP problems
were related to concurrent externalizing during elementary
school, the consistency between cognition and future
externalizing behavior was not as strong in elementary
school as it was between grades 8 and 11. In some cases,
youth characterized by the co-occurrence of problems in
early and later SIP steps had higher externalizing scores
than did youth characterized by problems in just one or the
other.},
Doi = {10.1007/s10802-006-9057-4},
Key = {fds272102}
}
@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{fds272143,
Author = {Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE and Crozier, J and Kaplow, J},
Title = {A 12-year prospective study of the long-term effects of
early child physical maltreatment on psychological,
behavioral, and academic problems in adolescence.},
Journal = {Archives of pediatrics & adolescent medicine},
Volume = {156},
Number = {8},
Pages = {824-830},
Year = {2002},
Month = {August},
ISSN = {1072-4710},
url = {http://www.ncbi.nlm.nih.gov/pubmed/12144375},
Abstract = {<h4>Objective</h4>To determine whether child physical
maltreatment early in life has long-term effects on
psychological, behavioral, and academic problems independent
of other characteristics associated with
maltreatment.<h4>Design</h4>Prospective longitudinal study
with data collected annually from 1987 through
1999.<h4>Setting and participants</h4>Randomly selected,
community-based samples of 585 children from the ongoing
Child Development Project were recruited the summer before
children entered kindergarten in 3 geographic sites.
Seventy-nine percent continued to participate in grade 11.
The initial in-home interviews revealed that 69 children
(11.8%) had experienced physical maltreatment prior to
kindergarten matriculation.<h4>Main outcome
measures</h4>Adolescent assessment of school grades,
standardized test scores, absences, suspensions, aggression,
anxiety/depression, other psychological problems, drug use,
trouble with police, pregnancy, running away, gang
membership, and educational aspirations.<h4>Results</h4>Adolescents
maltreated early in life were absent from school more than
1.5 as many days, were less likely to anticipate attending
college compared with nonmaltreated adolescents, and had
levels of aggression, anxiety/depression, dissociation,
posttraumatic stress disorder symptoms, social problems,
thought problems, and social withdrawal that were on average
more than three quarters of an SD higher than those of their
nonmaltreated counterparts. The findings held after
controlling for family and child characteristics correlated
with maltreatment.<h4>Conclusions</h4>Early physical
maltreatment predicts adolescent psychological and
behavioral problems, beyond the effects of other factors
associated with maltreatment. Undetected early physical
maltreatment in community populations represents a major
problem worthy of prevention.},
Doi = {10.1001/archpedi.156.8.824},
Key = {fds272143}
}
@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{fds272163,
Author = {Keiley, MK and Bates, JE and Dodge, KA and Pettit,
GS},
Title = {A cross-domain growth analysis: externalizing and
internalizing behaviors during 8 years of
childhood.},
Journal = {Journal of abnormal child psychology},
Volume = {28},
Number = {2},
Pages = {161-179},
Year = {2000},
Month = {April},
Abstract = {In a sample of 405 children assessed in kindergarten through
the seventh grade, we determined the basic developmental
trajectories of mother-reported and teacher-reported
externalizing and internalizing behaviors using cross-domain
latent growth modeling techniques. We also investigated the
effects of race, socioeconomic level, gender, and
sociometric peer-rejection status in kindergarten on these
trajectories. The results indicated that, on average, the
development of these behaviors was different depending upon
the source of the data. We found evidence of the
codevelopment of externalizing and internalizing behaviors
within and across reporters. In addition, we found that
African-American children had lower levels of externalizing
behavior in kindergarten as reported by mothers than did
European-American children but they had greater increases in
these behaviors when reported by teachers. Children from
homes with lower SES levels had higher initial levels of
externalizing behaviors and teacher-reported internalizing
behaviors. Males showed greater increases in
teacher-reported externalizing behavior over time than did
the females. Rejected children had trajectories of
mother-reported externalizing and internalizing behavior
that began at higher levels and either remained stable or
increased more rapidly than did the trajectories for
non-rejected children which decreased over
time.},
Doi = {10.1023/a:1005122814723},
Key = {fds272163}
}
@article{fds333726,
Author = {Duell, N and Icenogle, G and Silva, K and Chein, J and Steinberg, L and Banich, MT and Di Guinta and L and Dodge, KA and Fanti, KA and Lansford,
JE and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D and Chang, L and Chaudhary,
N},
Title = {A cross-sectional examination of response inhibition and
working memory on the Stroop task},
Journal = {Cognitive Development},
Volume = {47},
Pages = {19-31},
Publisher = {Elsevier BV},
Year = {2018},
Month = {July},
Abstract = {The authors examined the association between working memory
and response inhibition on the Stroop task using a
cross-sectional, international sample of 5099 individuals
(49.3% male) ages 10–30 (M = 17.04 years; SD = 5.9).
Response inhibition was measured using a Stroop task that
included “equal” and “unequal” blocks, during which
the relative frequency of neutral and incongruent trials was
manipulated. Competing stimuli in incongruent trials evinced
inhibitory functioning, and having a lower proportion of
incongruent trials (as in unequal blocks) placed higher
demands on working memory. Results for accuracy indicated
that age and working memory were independently associated
with response inhibition. Age differences in response
inhibition followed a curvilinear trajectory, with
performance improving into early adulthood. Response
inhibition was greatest among individuals with high working
memory. For response time, age uniquely predicted response
inhibition in unequal blocks. In equal blocks, age
differences in response inhibition varied as a function of
working memory, with age differences being least pronounced
among individuals with high working memory. The implications
of considering the association between response inhibition
and working memory in the context of development are
discussed.},
Doi = {10.1016/j.cogdev.2018.02.003},
Key = {fds333726}
}
@article{fds362960,
Author = {Dodge, KA and Bai, Y and Godwin, J and Lansford, JE and Bates, JE and Pettit, GS and Jones, D},
Title = {A defensive mindset: A pattern of social information
processing that develops early and predicts life course
outcomes.},
Journal = {Child development},
Volume = {93},
Number = {4},
Pages = {e357-e378},
Year = {2022},
Month = {July},
Abstract = {The hypothesis was tested that some children develop a
defensive mindset that subsumes individual social
information processing (SIP) steps, grows from early
experiences, and guides long-term outcomes. In Study 1 (Fast
Track [FT]), 463 age-5 children (45% girls; 43% Black) were
first assessed in 1991 and followed through age 32 (83%
retention). In Study 2 (Child Development Project [CDP]),
585 age-5 children (48% girls, 17% Black) were first
assessed in 1987 and followed through age 34 (78%
retention). In both studies, measures were collected of
early adverse experiences, defensive mindset and SIP, and
adult outcomes. Across both studies, a robust latent
construct of school-age defensive mindset was validated
empirically (comparative fit index = .99 in each study)
and found to mediate the impact of early child abuse (38% in
FT and 29% in CDP of total effect) and peer social rejection
(14% in FT and 7% in CDP of total effect) on adult
incarceration.},
Doi = {10.1111/cdev.13751},
Key = {fds362960}
}
@article{fds272258,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and Mcmahon, RJ},
Title = {A developmental and clinical model for the prevention of
conduct disorder: The FAST Track Program},
Journal = {Development and Psychopathology},
Volume = {4},
Number = {4},
Pages = {509-527},
Publisher = {Cambridge University Press (CUP)},
Year = {1992},
Month = {October},
ISSN = {0954-5794},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1992KG60800003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper presents a developmental and a clinical model for
the treatment of conduct disorder through the strategy of
preventive intervention. The theoretical principles and
clinical strategies utilized in the FAST Track (Families and
Schools Together) Program are described. We indicate how the
clinical model is derived from both our developmental model
and previous findings from prevention trials. The FAST Track
Program integrates five intervention components designed to
promote competence in the family, child, and school and thus
prevent conduct problems, poor social relations, and school
failure. It is our belief that testing the effects of such a
comprehensive approach is a necessary step in developing new
intervention models for this population. © 1992, Cambridge
University Press. All rights reserved.},
Doi = {10.1017/S0954579400004855},
Key = {fds272258}
}
@article{fds272057,
Author = {Pettit, GS and Yu, T and Dodge, KA and Bates, JE},
Title = {A Developmental Process Analysis of Cross-Generational
Continuity in Educational Attainment.},
Journal = {Merrill-Palmer quarterly (Wayne State University.
Press)},
Volume = {55},
Number = {3},
Pages = {250-284},
Year = {2009},
Month = {July},
ISSN = {0272-930X},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000266748400004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {In this prospective longitudinal study (N = 585) we examined
intergenerational links in level of educational attainment.
Of particular interest was whether family background
characteristics, parenting in early childhood and early
adolescence, and school adjustment and performance in middle
childhood accounted for (i.e., mediated) continuity and
amplified or attenuated (i.e., moderated) continuity. Family
background data, including mother education level, were
collected when the children were age 5 years; parenting was
assessed at ages 5 and 12; and school adjustment data
(behavior problems, peer acceptance, academic performance)
were collected in the first four years of elementary school.
Cross-generational continuity in educational attainment was
moderate (r = .38) and largely indirect via children's
academic performance in elementary school and mothers'
academic involvement in early adolescence. Moderator
analyses indicated greater cross-generational continuity in
single-parent families; in families low in proactive
teaching, monitoring, and academic involvement; and in
families with lower-IQ children who performed poorly in
school and were disliked by peers, These findings suggest
that distal and proximal family and child characteristics
may serve as crucial processes in the intergenerational
transmission of low educational attainment.},
Doi = {10.1353/mpq.0.0022},
Key = {fds272057}
}
@article{fds271992,
Author = {Dodge, KA and Malone, PS and Lansford, JE and Miller, S and Pettit, GS and Bates, JE},
Title = {A dynamic cascade model of the development of substance-use
onset.},
Journal = {Monographs of the Society for Research in Child
Development},
Volume = {74},
Number = {3},
Pages = {vii-119},
Year = {2009},
Month = {January},
ISSN = {0037-976X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19930521},
Abstract = {Although the onset of illicit substance use during
adolescence can hit parents abruptly like a raging flood,
its origins likely start as a trickle in early childhood.
Understanding antecedent factors and how they grow into a
stream that leads to adolescent drug use is important for
theories of social development as well as policy
formulations to prevent onset. Based on a review of the
extant literature, we posited a dynamic cascade model of the
development of adolescent substance-use onset, specifying
that (1) temporally distinct domains of biological factors,
social ecology, early parenting, early conduct problems,
early peer relations, adolescent parenting, and adolescent
peer relations would predict early substance-use onset; (2)
each domain would predict the temporally next domain; (3)
each domain would mediate the impact of the immediately
preceding domain on substance use; and (4) each domain would
increment the previous domain in predicting substance use.
The model was tested with a longitudinal sample of 585 boys
and girls from the Child Development Project, who were
followed from prekindergarten through Grade 12. Multiple
variables in each of the seven predictor domains were
assessed annually through direct observations, testing, peer
nominations, school records, and parent-, teacher-, and
self-report. Partial least-squares analyses tested
hypotheses. Of the sample, 5.2% had engaged in substance use
by Grade 7, and 51.3% of the sample had engaged in substance
use by Grade 12. Five major empirical findings emerged: (1)
Most variables significantly predicted early substance-use
onset; (2) predictor variables were significantly related to
each other in a web of correlations; (3) variables in each
domain were significantly predicted by variables in the
temporally prior domain; (4) each domain's variables
significantly mediated the impact of the variables in the
temporally prior domain on substance-use outcomes; and (5)
variables in each domain significantly incremented variables
in the previous domain in predicting substance-use onset. A
dynamic cascade represented the most parsimonious model of
how substance use develops. The findings are consistent with
six features of social development theories: (1) multiple
modest effects; (2) primacy of early influences; (3)
continuity in adaptation; (4) reciprocal transactional
development; (5) nonlinear growth in problem behaviors
during sensitive periods; and (6) opportunities for change
with each new domain. The findings suggest points for
interventions, public policies, and economics of
substance-use and future inquiry.},
Doi = {10.1111/j.1540-5834.2009.00528.x},
Key = {fds271992}
}
@article{fds272103,
Author = {Yechiam, E and Goodnight, J and Bates, JE and Busemeyer, JR and Dodge,
KA and Pettit, GS and Newman, JP},
Title = {A formal cognitive model of the go/no-go discrimination
task: evaluation and implications.},
Journal = {Psychological assessment},
Volume = {18},
Number = {3},
Pages = {239-249},
Year = {2006},
Month = {September},
ISSN = {1040-3590},
Abstract = {This article proposes and tests a formal cognitive model for
the go/no-go discrimination task. In this task, the
performer chooses whether to respond to stimuli and receives
rewards for responding to certain stimuli and punishments
for responding to others. Three cognitive models were
evaluated on the basis of data from a longitudinal study
involving 400 adolescents. The results show that a
cue-dependent model presupposing that participants can
differentiate between cues was the most accurate and
parsimonious. This model has 3 parameters denoting the
relative impact of rewards and punishments on evaluations,
the rate that contingent payoffs are learned, and the
consistency between learning and responding. Commission
errors were associated with increased attention to rewards;
omission errors were associated with increased attention to
punishments. Both error types were associated with low
choice consistency. The parameters were also shown to have
external validity: Attention to rewards was associated with
externalizing behavior problems on the Achenbach scale, and
choice consistency was associated with low Welsh anxiety.
The present model can thus potentially improve the
sensitivity of the task to differences between clinical
populations.},
Doi = {10.1037/1040-3590.18.3.239},
Key = {fds272103}
}
@article{fds271924,
Author = {Lansford, JE and Woodlief, D and Malone, PS and Oburu, P and Pastorelli,
C and Skinner, AT and Sorbring, E 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 and Deater-Deckard, K and Di Giunta and L and Dodge, KA},
Title = {A longitudinal examination of mothers' and fathers' social
information processing biases and harsh discipline in nine
countries.},
Journal = {Development and psychopathology},
Volume = {26},
Number = {3},
Pages = {561-573},
Year = {2014},
Month = {August},
ISSN = {0954-5794},
Abstract = {This study examined whether parents' social information
processing was related to their subsequent reports of their
harsh discipline. Interviews were conducted with mothers (n
= 1,277) and fathers (n = 1,030) of children in 1,297
families in nine countries (China, Colombia, Italy, Jordan,
Kenya, the Philippines, Sweden, Thailand, and the United
States), initially when children were 7 to 9 years old and
again 1 year later. Structural equation models showed that
parents' positive evaluations of aggressive responses to
hypothetical childrearing vignettes at Time 1 predicted
parents' self-reported harsh physical and nonphysical
discipline at Time 2. This link was consistent across
mothers and fathers, and across the nine countries,
providing support for the universality of the link between
positive evaluations of harsh discipline and parents'
aggressive behavior toward children. The results suggest
that international efforts to eliminate violence toward
children could target parents' beliefs about the
acceptability and advisability of using harsh physical and
nonphysical forms of discipline.},
Doi = {10.1017/s0954579414000236},
Key = {fds271924}
}
@article{fds367203,
Author = {Zietz, S and Lansford, JE and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Skinner, AT and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal,
S},
Title = {A Longitudinal Examination of the Family Stress Model of
Economic Hardship in Seven Countries.},
Journal = {Children and youth services review},
Volume = {143},
Pages = {106661},
Year = {2022},
Month = {December},
Abstract = {The Family Stress Model of Economic Hardship (FSM) posits
that economic situations create differences in psychosocial
outcomes for parents and developmental outcomes for their
adolescent children. However, prior studies guided by the
FSM have been mostly in high-income countries and have
included only mother report or have not disaggregated mother
and father report. Our focal research questions were whether
the indirect effect of economic hardship on adolescent
mental health was mediated by economic pressure, parental
depression, dysfunctional dyadic coping, and parenting, and
whether these relations differed by culture and mother
versus father report. We conducted multiple group serial
mediation path models using longitudinal data from
adolescents ages 12-15 in 2008-2012 from 1,082 families in
10 cultural groups in seven countries (Colombia, Italy,
Jordan, Kenya, the Philippines, Thailand, and the United
States). Taken together, the indirect effect findings
suggest partial support for the FSM in most cultural groups
across study countries. We found associations among economic
hardship, parental depression, parenting, and adolescent
internalizing and externalizing. Findings support polices
and interventions aimed at disrupting each path in the model
to mitigate the effects of economic hardship on parental
depression, harsh parenting, and adolescents' externalizing
and internalizing problems.},
Doi = {10.1016/j.childyouth.2022.106661},
Key = {fds367203}
}
@article{fds330175,
Author = {Cook, PJ and Dodge, KA and Gifford, EJ and Schulting,
AB},
Title = {A new program to prevent primary school absenteeism: Results
of a pilot study in five schools},
Journal = {Children and Youth Services Review},
Volume = {82},
Pages = {262-270},
Publisher = {Elsevier BV},
Year = {2017},
Month = {November},
Abstract = {Frequent absences in the primary grades are associated with
school disengagement, academic failure, and eventual
dropout. The Early Truancy Prevention Project (ETPP) was
designed to improve attendance of primary-grade children by
facilitating communication between teachers and parents and
giving the teachers the lead role in intervening with
students when attendance problems emerge. In 2013–14, the
current version of ETPP was implemented in 20 classrooms in
five high-poverty public elementary schools, with 21 other
classrooms in the same schools serving as controls. Our
analysis of attendance data indicated that ETPP
significantly reduced the prevalence of absenteeism without
excessively burdening teachers. Teachers reported improved
communication between parents and teachers and had a
positive assessment of the effects of specific program
elements.},
Doi = {10.1016/j.childyouth.2017.09.017},
Key = {fds330175}
}
@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},
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{fds315891,
Author = {Lansford, JE and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {A Public Health Perspective on School Dropout and Adult
Outcomes: A Prospective Study of Risk and Protective Factors
From Age 5 to 27 Years.},
Journal = {The Journal of adolescent health : official publication of
the Society for Adolescent Medicine},
Volume = {58},
Number = {6},
Pages = {652-658},
Year = {2016},
Month = {June},
ISSN = {1054-139X},
Abstract = {<h4>Purpose</h4>This study aimed to advance a public health
perspective on links between education and health by
examining risk and protective factors that might alter the
relation between dropping out of high school and subsequent
negative outcomes.<h4>Methods</h4>A community sample (N =
585) was followed from age 5 to 27 years. Data included self
and parent reports, peer sociometric nominations, and
observed mother-teen interactions.<h4>Results</h4>High
school dropouts were up to four times more likely to
experience individual negative outcomes (being arrested,
fired, or on government assistance, using illicit
substances, having poor health) by age 27 years and 24 times
more likely compared to graduates to experience as many as
four or more negative outcomes. Links between dropout and
negative outcomes were more pronounced for individuals who
were in low socioeconomic status families at age 5 years,
rejected by elementary school peers, and became parents at a
younger age; the dropout effect was decreased for
individuals who had been treated for a behavioral,
emotional, or drug problem by age 24 years.<h4>Conclusions</h4>Addressing
school dropout as a public health problem has the potential
to improve the lives of dropouts and reduce societal costs
of dropping out.},
Doi = {10.1016/j.jadohealth.2016.01.014},
Key = {fds315891}
}
@article{fds272277,
Author = {Crick, NR and Dodge, KA},
Title = {A review and reformulation of social information-processing
mechanisms in children's social adjustment},
Journal = {Psychological Bulletin},
Volume = {115},
Number = {1},
Pages = {74-101},
Publisher = {American Psychological Association (APA)},
Year = {1994},
Month = {January},
Abstract = {Research on the relation between social information
processing and social adjustment in childhood is reviewed
and interpreted within the framework of a reformulated model
of human performance and social exchange. This reformulation
proves to assimilate almost all previous studies and is a
useful heuristic device for organizing the field. The review
suggests that overwhelming evidence supports the empirical
relation between characteristic processing styles and
children's social adjustment, with some aspects of
processing (e.g., hostile attributional biases, intention
cue detection accuracy, response access patterns, and
evaluation of response outcomes) likely to be causal of
behaviors that lead to social status and other aspects
(e.g., perceived self-competence) likely to be responsive to
peer status.},
Doi = {10.1037/0033-2909.115.1.74},
Key = {fds272277}
}
@article{fds38973,
Author = {Crick, N.R. and Dodge, K.A.},
Title = {A review and reformulation of social information-processing
mechanisms in children's social adjustment(Reprint)},
Booktitle = {Children and their Development},
Publisher = {Prentice-Hall},
Editor = {R. Kail},
Year = {1994},
Key = {fds38973}
}
@article{fds38906,
Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
E.},
Title = {A situational approach to the assessment of social
competence in children (Reprint)},
Booktitle = {Psychology in Education Portfolio},
Publisher = {Berkshire UK: NFRF/Nelson},
Editor = {N. Frederickson and R.J. Cameron},
Year = {1999},
Key = {fds38906}
}
@article{fds38895,
Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
E.},
Title = {A situational approach to the assessment of social
competence in children (Reprint)},
Series = {Child Psychology Portfolio, I. Sclare (Series
Ed.)},
Booktitle = {Children's social relationships},
Publisher = {London: NFRE-Nelson},
Editor = {K. Sylva},
Year = {1997},
Key = {fds38895}
}
@article{fds38894,
Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
E.},
Title = {A situational approach to the assessment of social
competence in children (Reprint)},
Booktitle = {Clinical assessment of children's personality and
behavior},
Publisher = {Allyn and Bacon},
Editor = {P.J. Frick and R.W. Kamphaus},
Year = {1994},
Key = {fds38894}
}
@article{fds272295,
Author = {Orpinas, and P, and Horne, and M, A and Dodge, TMVPPKA and member},
Title = {A teacher-focused approach to prevent and reduce students'
aggressive behavior: The GREAT Teacher Program},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {29-38},
Year = {2004},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2753434/},
Key = {fds272295}
}
@article{fds272092,
Author = {Kenny, DA and West, TV and Cillessen, AHN and Coie, JD and Dodge, KA and Hubbard, JA and Schwartz, D},
Title = {Accuracy in judgments of aggressiveness.},
Journal = {Personality & social psychology bulletin},
Volume = {33},
Number = {9},
Pages = {1225-1236},
Year = {2007},
Month = {September},
ISSN = {0146-1672},
url = {http://www.ncbi.nlm.nih.gov/pubmed/17575243},
Abstract = {Perceivers are both accurate and biased in their
understanding of others. Past research has distinguished
between three types of accuracy: generalized accuracy, a
perceiver's accuracy about how a target interacts with
others in general; perceiver accuracy, a perceiver's view of
others corresponding with how the perceiver is treated by
others in general; and dyadic accuracy, a perceiver's
accuracy about a target when interacting with that target.
Researchers have proposed that there should be more dyadic
than other forms of accuracy among well-acquainted
individuals because of the pragmatic utility of forecasting
the behavior of interaction partners. We examined behavioral
aggression among well-acquainted peers. A total of 116
9-year-old boys rated how aggressive their classmates were
toward other classmates. Subsequently, 11 groups of 6 boys
each interacted in play groups, during which observations of
aggression were made. Analyses indicated strong generalized
accuracy yet little dyadic and perceiver
accuracy.},
Doi = {10.1177/0146167207303026},
Key = {fds272092}
}
@article{fds272018,
Author = {Glennie, E and Bonneau, K and Vandellen, M and Dodge,
KA},
Title = {Addition by Subtraction: The Relation Between Dropout Rates
and School-Level Academic Achievement.},
Journal = {Teachers College record (1970)},
Volume = {114},
Number = {8},
Pages = {1-26},
Year = {2012},
Month = {January},
ISSN = {0161-4681},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000308594300004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {<h4>Background/context</h4>Efforts to improve student
achievement should increase graduation rates. However, work
investigating the effects of student-level accountability
has consistently demonstrated that increases in the
standards for high school graduation are correlated with
increases in dropout rates. The most favored explanation for
this finding is that high-stakes testing policies that
mandate grade repetition and high school exit exams may be
the tipping point for students who are already struggling
academically. These extra demands may, in fact, push
students out of school.<h4>Purpose/objective/focus</h4>This
article examines two hypotheses regarding the relation
between school-level accountability and dropout rates. The
first posits that improvements in school performance lead to
improved success for everyone. If school-level
accountability systems improve a school for all students,
then the proportion of students performing at grade level
increases, and the dropout rate decreases. The second
hypothesis posits that schools facing pressure to improve
their overall accountability score may pursue this increase
at the cost of other student outcomes, including dropout
rate.<h4>Research design</h4>Our approach focuses on the
dynamic relation between school-level academic achievement
and dropout rates over time-that is, between one year's
achievement and the subsequent year's dropout rate, and vice
versa. This article employs longitudinal data of records on
all students in North Carolina public schools over an 8-year
period. Analyses employ fixed-effects models clustering
schools and districts within years and controls each year
for school size, percentage of students who were
free/reduced-price lunch eligible, percentage of students
who are ethnic minorities, and locale.<h4>Findings/results</h4>This
study finds partial evidence that improvements in
school-level academic performance will lead to improvements
(i.e., decreases) in school-level dropout rates. Schools
with improved performance saw decreased dropout rates
following these successes. However, we find more evidence of
a negative side of the quest for improved academic
performance. When dropout rates increase, the performance
composites in subsequent years increase.<h4>Conclusions/recommendations</h4>Accountability
systems need to remove any indirect benefit a school may
receive from increasing its dropout rate. Schools should be
held accountable for those who drop out of school. Given the
personal and social costs of dropping out, accountability
systems need to place more emphasis on dropout prevention.
Such an emphasis could encompass increasing the dropout age
and having the school's performance composite include scores
of zero on end-of-grade tests for those who leave
school.},
Key = {fds272018}
}
@article{fds272077,
Author = {Fite, JE and Goodnight, JA and Bates, JE and Dodge, KA and Pettit,
GS},
Title = {Adolescent aggression and social cognition in the context of
personality: impulsivity as a moderator of predictions from
social information processing.},
Journal = {Aggressive behavior},
Volume = {34},
Number = {5},
Pages = {511-520},
Year = {2008},
Month = {September},
ISSN = {0096-140X},
Abstract = {This study asked how individual differences in social
cognition and personality interact in predicting later
aggressive behavior. It was hypothesized that the
relationship between immediate response evaluations in
social information processing (SIP) and later aggressive
behavior would be moderated by impulsivity. In particular,
the immediate positive evaluations of aggressive responses
would be more strongly related to later aggressive behavior
for high-impulsive than for low-impulsive individuals,
because high-impulsive children would be less likely to
integrate peripheral information and consider long-term
future consequences of their actions. Participants were 585
adolescents (52% male) and their mothers and teachers from
the longitudinal Child Development Project. Structural
equation modeling indicated that teacher-reported
impulsivity at ages 11-13 moderated the association between
adolescents' endorsement of aggressive responses in
hypothetical, ambiguous situations and subsequent
mother-reported aggressive behavior. Specifically, positive
endorsement of aggressive responses at age 13 was
significantly related to later aggressive behavior (age
14-17) for participants with high and medium levels of
impulsivity, but this association was not significant for
participants with low levels of impulsivity. This study
provides evidence of personality variables as potential
moderators of the link between SIP and behavior.},
Doi = {10.1002/ab.20263},
Key = {fds272077}
}
@article{fds362333,
Author = {Skinner, AT and Çiftçi, L and Jones, S and Klotz, E and Ondrušková,
T and Lansford, JE and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli,
C and Sorbring, E and Tapanya, S and Steinberg, L and Uribe Tirado and LM and Yotanyamaneewong, S},
Title = {Adolescent Positivity and Future Orientation, Parental
Psychological Control, and Young Adult Internalising
Behaviours during COVID-19 in Nine Countries.},
Journal = {Social sciences (Basel, Switzerland)},
Volume = {11},
Number = {2},
Pages = {75},
Year = {2022},
Month = {February},
Abstract = {The COVID-19 pandemic disrupted many young adults' lives
educationally, economically, and personally. This study
investigated associations between COVID-19-related
disruption and perception of increases in internalising
symptoms among young adults and whether these associations
were moderated by earlier measures of adolescent positivity
and future orientation and parental psychological control.
Participants included 1329 adolescents at Time 1, and 810 of
those participants as young adults (<i>M</i> age = 20, 50.4%
female) at Time 2 from 9 countries (China, Colombia, Italy,
Jordan, Kenya, the Philippines, Sweden, Thailand, and the
United States). Drawing from a larger longitudinal study of
adolescent risk taking and young adult competence, this
study controlled for earlier levels of internalising
symptoms during adolescence in examining these associations.
Higher levels of adolescent positivity and future
orientation as well as parent psychological control during
late adolescence helped protect young adults from sharper
perceived increases in anxiety and depression during the
first nine months of widespread pandemic lockdowns in all
nine countries. Findings are discussed in terms of how
families in the 21st century can foster greater resilience
during and after adolescence when faced with community-wide
stressors, and the results provide new information about how
psychological control may play a protective role during
times of significant community-wide threats to personal
health and welfare.},
Doi = {10.3390/socsci11020075},
Key = {fds362333}
}
@article{fds349725,
Author = {Lin, H and Harrist, AW and Lansford, JE and Pettit, GS and Bates, JE and Dodge, KA},
Title = {Adolescent social withdrawal, parental psychological
control, and parental knowledge across seven years: A
developmental cascade model.},
Journal = {Journal of adolescence},
Volume = {81},
Pages = {124-134},
Year = {2020},
Month = {June},
Abstract = {<h4>Introduction</h4>Social withdrawal can be problematic
for adolescents, increasing the risk of poor self-efficacy,
self-esteem, and academic achievement, and increased levels
of depression and anxiety. This prospective study follows
students across adolescence, investigating links between
social withdrawal and two types of parenting hypothesized to
impact or be reactive to changes in social
withdrawal.<h4>Methods</h4>Adolescent social withdrawal and
parenting were assessed across seven years in a U.S. sample,
beginning when students were in 6th grade and ending in 12th
grade. The sample consisted of 534 adolescents (260 girls
and 274 boys, 82% Euro- and 16% African-American). Social
withdrawal was assessed in four grades using at least two
informants (teachers, mothers, and/or adolescents). Mothers'
and fathers' psychological control and monitoring-related
knowledge were assessed by adolescents at two time points. A
developmental cascade analysis was conducted using
structural equation modeling to assess how withdrawal and
control-related parenting impact each other transactionally
over time. Analyses included a test for gender differences
in the model.<h4>Results</h4>The cascade model revealed
that, controlling for previous levels of social withdrawal
and parenting, earlier social withdrawal positively
predicted psychological control and negatively predicted
monitoring knowledge, and earlier parental psychological
control-but not monitoring knowledge-predicted later social
withdrawal. No adolescent gender differences were identified
in the associations between social withdrawal and parental
knowledge.<h4>Conclusions</h4>This study offers insight into
the mechanisms by which adolescents become more or less
withdrawn over time, and suggests psychological control as a
point of psychoeducation or intervention for
parents.},
Doi = {10.1016/j.adolescence.2020.04.007},
Key = {fds349725}
}
@article{fds342713,
Author = {Icenogle, G and Steinberg, L and Duell, N and Chein, J and Chang, L and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford,
JE and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D},
Title = {Adolescents' cognitive capacity reaches adult levels prior
to their psychosocial maturity: Evidence for a "maturity
gap" in a multinational, cross-sectional
sample.},
Journal = {Law and human behavior},
Volume = {43},
Number = {1},
Pages = {69-85},
Year = {2019},
Month = {February},
Abstract = {All countries distinguish between minors and adults for
various legal purposes. Recent U.S. Supreme Court cases
concerning the legal status of juveniles have consulted
psychological science to decide where to draw these
boundaries. However, little is known about the robustness of
the relevant research, because it has been conducted largely
in the U.S. and other Western countries. To the extent that
lawmakers look to research to guide their decisions, it is
important to know how generalizable the scientific
conclusions are. The present study examines 2 psychological
phenomena relevant to legal questions about adolescent
maturity: cognitive capacity, which undergirds logical
thinking, and psychosocial maturity, which comprises
individuals' ability to restrain themselves in the face of
emotional, exciting, or risky stimuli. Age patterns of these
constructs were assessed in 5,227 individuals (50.7%
female), ages 10-30 (M = 17.05, SD = 5.91) from 11
countries. Importantly, whereas cognitive capacity reached
adult levels around age 16, psychosocial maturity reached
adult levels beyond age 18, creating a "maturity gap"
between cognitive and psychosocial development. Juveniles
may be capable of deliberative decision making by age 16,
but even young adults may demonstrate "immature" decision
making in arousing situations. We argue it is therefore
reasonable to have different age boundaries for different
legal purposes: 1 for matters in which cognitive capacity
predominates, and a later 1 for matters in which
psychosocial maturity plays a substantial role. (PsycINFO
Database Record (c) 2019 APA, all rights
reserved).},
Doi = {10.1037/lhb0000315},
Key = {fds342713}
}
@article{fds376107,
Author = {Gorla, L and Rothenberg, WA and Lansford, JE and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Junla, D and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan,
SM},
Title = {Adolescents' relationships with parents and romantic
partners in eight countries.},
Journal = {Journal of adolescence},
Year = {2024},
Month = {February},
Abstract = {<h4>Introduction</h4>Creating romantic relationships
characterized by high-quality, satisfaction, few conflicts,
and reasoning strategies to handle conflicts is an important
developmental task for adolescents connected to the
relational models they receive from their parents. This
study examines how parent-adolescent conflicts, attachment,
positive parenting, and communication are related to
adolescents' romantic relationship quality, satisfaction,
conflicts, and management.<h4>Method</h4>We interviewed 311
adolescents at two time points (females = 52%, ages 15
and 17) in eight countries (China, Colombia, Italy, Kenya,
the Philippines, Sweden, Thailand, and the United States).
Generalized and linear mixed models were run considering the
participants' nesting within countries.<h4>Results</h4>Adolescents
with negative conflicts with their parents reported low
romantic relationship quality and satisfaction and high
conflicts with their romantic partners. Adolescents
experiencing an anxious attachment to their parents reported
low romantic relationship quality, while adolescents with
positive parenting showed high romantic relationship
satisfaction. However, no association between
parent-adolescent relationships and conflict management
skills involving reasoning with the partner was found. No
associations of parent-adolescent communication with
romantic relationship dimensions emerged, nor was there any
effect of the country on romantic relationship quality or
satisfaction.<h4>Conclusion</h4>These results stress the
relevance of parent-adolescent conflicts and attachment as
factors connected to how adolescents experience romantic
relationships.},
Doi = {10.1002/jad.12306},
Key = {fds376107}
}
@article{fds272202,
Author = {Gurwitz, SB and Dodge, KA},
Title = {Adults' evaluations of a child as a function of sex of adult
and sex of child.},
Journal = {Journal of personality and social psychology},
Volume = {32},
Number = {5},
Pages = {822-828},
Year = {1975},
Month = {November},
ISSN = {0022-3514},
Abstract = {Male and female college students watched a videotape of a
3-year-old child who was identified as either a girl or a
boy; they then rated the child on a number of personaltiy
and ability measures. Males' ratings on many of the measures
were more favorable for the "girl" than for the "boy,"
whereas females' ratings were more favorable for the "boy"
than for the "girl." In addition to these interactions,
there was also a main effect for sex of subject, with
females rating the child more favorably than
males.},
Doi = {10.1037//0022-3514.32.5.822},
Key = {fds272202}
}
@article{fds329395,
Author = {Duell, N and Steinberg, L and Icenogle, G and Chein, J and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe
Tirado, LM and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D and Chang, L},
Title = {Age Patterns in Risk Taking Across the World.},
Journal = {Journal of youth and adolescence},
Volume = {47},
Number = {5},
Pages = {1052-1072},
Year = {2018},
Month = {May},
Abstract = {Epidemiological data indicate that risk behaviors are among
the leading causes of adolescent morbidity and mortality
worldwide. Consistent with this, laboratory-based studies of
age differences in risk behavior allude to a peak in
adolescence, suggesting that adolescents demonstrate a
heightened propensity, or inherent inclination, to take
risks. Unlike epidemiological reports, studies of risk
taking propensity have been limited to Western samples,
leaving questions about the extent to which heightened risk
taking propensity is an inherent or culturally constructed
aspect of adolescence. In the present study, age patterns in
risk-taking propensity (using two laboratory tasks: the
Stoplight and the BART) and real-world risk taking (using
self-reports of health and antisocial risk taking) were
examined in a sample of 5227 individuals (50.7% female) ages
10-30 (M = 17.05 years, SD = 5.91) from 11 Western
and non-Western countries (China, Colombia, Cyprus, India,
Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and
the US). Two hypotheses were tested: (1) risk taking follows
an inverted-U pattern across age groups, peaking earlier on
measures of risk taking propensity than on measures of
real-world risk taking, and (2) age patterns in risk taking
propensity are more consistent across countries than age
patterns in real-world risk taking. Overall, risk taking
followed the hypothesized inverted-U pattern across age
groups, with health risk taking evincing the latest peak.
Age patterns in risk taking propensity were more consistent
across countries than age patterns in real-world risk
taking. Results suggest that although the association
between age and risk taking is sensitive to measurement and
culture, around the world, risk taking is generally highest
among late adolescents.},
Doi = {10.1007/s10964-017-0752-y},
Key = {fds329395}
}
@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{fds272096,
Author = {Erath, and A, S and Bierman, and L, K and Group, TCPPR},
Title = {Aggressive marital conflict, maternal harsh punishment, and
child aggressive-disruptive behavior: Evidence for direct
and mediated relations},
Journal = {Journal of Family Psychology},
Volume = {20},
Number = {2},
Pages = {217-226},
Publisher = {American Psychological Association (APA)},
Year = {2006},
Abstract = {Direct associations between aggressive marital conflict and
child aggressive-disruptive behavior at home and school were
explored in this cross-sectional study of 360 kindergarten
children. In addition, mediated pathways linking aggressive
marital conflict to maternal harsh punishment to child
aggressive-disruptive behavior were examined. Moderation
analyses explored how the overall frequency of marital
disagreement might buffer or exacerbate the impact of
aggressive marital conflict on maternal harsh punishment and
child aggressive-disruptive behavior. Hierarchical
regressions revealed direct pathways linking aggressive
marital conflict to child aggressive-disruptive behavior at
home and school and a partially mediated pathway linking
aggressive marital conflict to child aggressive-disruptive
behavior at home. Further analyses revealed that rates of
marital disagreement moderated the association between
aggressive marital conflict and child aggressive-disruptive
behavior at home, with an attenuated association at high
rates of marital disagreement as compared with low rates of
marital disagreement. Copyright 2006 by the American
Psychological Association.},
Doi = {10.1037/0893-3200.20.2.217},
Key = {fds272096}
}
@article{fds272021,
Author = {Putnick, DL and Bornstein, MH and Lansford, JE and Chang, L and Deater-Deckard, K and Di Giunta and L and Gurdal, S and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
E and Tapanya, S and Uribe Tirado and LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi, AS},
Title = {Agreement in Mother and Father Acceptance-Rejection, Warmth,
and Hostility/Rejection/Neglect of Children across Nine
Countries.},
Journal = {Cross-cultural research : official journal of the Society
for Cross-Cultural Research},
Volume = {46},
Number = {3},
Pages = {191-223},
Year = {2012},
Month = {August},
ISSN = {1069-3971},
Abstract = {We assessed whether mothers' and fathers' self-reports of
acceptance-rejection, warmth, and hostility/rejection/neglect
(HRN) of their pre-adolescent children differ
cross-nationally and relative to the gender of the parent
and child in 10 communities in 9 countries, including China,
Colombia, Italy, Jordan, Kenya, the Philippines, Sweden,
Thailand, and the United States (N = 998 families). Mothers
and fathers in all countries reported a high degree of
acceptance and warmth, and a low degree of HRN, but
countries also varied. Mothers reported greater acceptance
of children than fathers in China, Italy, Sweden, and the
United States, and these effects were accounted for by
greater self-reported warmth in mothers than fathers in
China, Italy, the Philippines, Sweden, and Thailand and less
HRN in mothers than fathers in Sweden. Fathers reported
greater warmth than mothers in Kenya. Mother and father
acceptance-rejection were moderately correlated. Relative
levels of mother and father acceptance and rejection appear
to be country specific.},
Doi = {10.1177/1069397112440931},
Key = {fds272021}
}
@article{fds38992,
Author = {Conduct Problems Prevention Research Group},
Title = {An initial evaluation of the FAST Track Program},
Pages = {54-56},
Booktitle = {Proceedings of the Fifth National Prevention Research
Conference},
Publisher = {Washington, DC: National Institute of Mental
Health},
Editor = {J.A. Linney},
Year = {1996},
Key = {fds38992}
}
@article{fds346821,
Author = {Dodge, KA},
Title = {Annual Research Review: Universal and targeted strategies
for assigning interventions to achieve population
impact.},
Journal = {Journal of child psychology and psychiatry, and allied
disciplines},
Volume = {61},
Number = {3},
Pages = {255-267},
Year = {2020},
Month = {March},
Abstract = {This article proposes that universal and targeted preventive
interventions should be compared and evaluated in terms of
their benefit-cost ratio in achieving population-wide impact
on mental disorders and related outcomes. Universal
approaches attempt to affect every individual in a
population, whereas targeted approaches select candidates
for intervention based on screening of demographic or
behavioral characteristics. Unique assets and challenges of
each approach in achieving population impact in a
cost-efficient way are discussed, along with spillover
effects, sensitivity and specificity, developmental
processes, timing of intervention, and the relation between
severity of risk and plasticity. A general
targeted-efficiency framework is proposed as a heuristic to
evaluate the collective merits of universal and targeted
approaches in specific cases. A tiered approach that
combines universal and targeted identification strategies is
proposed, and examples are described. Issues for
high-priority research are identified.},
Doi = {10.1111/jcpp.13141},
Key = {fds346821}
}
@article{fds272154,
Author = {Pettit, GS and Laird, RD and Dodge, KA and Bates, JE and Criss,
MM},
Title = {Antecedents and behavior-problem outcomes of parental
monitoring and psychological control in early
adolescence.},
Journal = {Child development},
Volume = {72},
Number = {2},
Pages = {583-598},
Year = {2001},
Month = {March},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2766099/},
Abstract = {The early childhood antecedents and behavior-problem
correlates of monitoring and psychological control were
examined in this prospective, longitudinal, multi-informant
study. Parenting data were collected during home visit
interviews with 440 mothers and their 13-year-old children.
Behavior problems (anxiety/depression and delinquent
behavior) were assessed via mother, teacher, and/or
adolescent reports at ages 8 through 10 years and again at
ages 13 through 14. Home-interview data collected at age 5
years were used to measure antecedent parenting
(harsh/reactive, positive/proactive), family background
(e.g., socioeconomic status), and mother-rated child
behavior problems. Consistent with expectation, monitoring
was anteceded by a proactive parenting style and by
advantageous family-ecological characteristics, and
psychological control was anteceded by harsh parenting and
by mothers' earlier reports of child externalizing problems.
Consistent with prior research, monitoring was associated
with fewer delinquent behavior problems. Links between
psychological control and adjustment were more complex: High
levels of psychological control were associated with more
delinquent problems for girls and for teens who were low in
preadolescent delinquent problems, and with more
anxiety/depression for girls and for teens who were high in
preadolescent anxiety/depression.},
Doi = {10.1111/1467-8624.00298},
Key = {fds272154}
}
@article{fds323764,
Author = {Steinberg, L and Icenogle, G and Shulman, EP and Breiner, K and Chein,
J and Bacchini, D and Chang, L and Chaudhary, N and Giunta, LD and Dodge,
KA and Fanti, KA and Lansford, JE and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Tirado,
LMU and Alampay, LP and Al-Hassan, SM and Takash,
HMS},
Title = {Around the world, adolescence is a time of heightened
sensation seeking and immature self-regulation.},
Journal = {Developmental science},
Volume = {21},
Number = {2},
Year = {2018},
Month = {March},
Abstract = {The dual systems model of adolescent risk-taking portrays
the period as one characterized by a combination of
heightened sensation seeking and still-maturing
self-regulation, but most tests of this model have been
conducted in the United States or Western Europe. In the
present study, these propositions are tested in an
international sample of more than 5000 individuals between
ages 10 and 30 years from 11 countries in Africa, Asia,
Europe and the Americas, using a multi-method test battery
that includes both self-report and performance-based
measures of both constructs. Consistent with the dual
systems model, sensation seeking increased between
preadolescence and late adolescence, peaked at age 19, and
declined thereafter, whereas self-regulation increased
steadily from preadolescence into young adulthood, reaching
a plateau between ages 23 and 26. Although there were some
variations in the magnitude of the observed age trends, the
developmental patterns were largely similar across
countries.},
Doi = {10.1111/desc.12532},
Key = {fds323764}
}
@article{fds271953,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, EE},
Title = {Assessing findings from the fast track study},
Journal = {Journal of Experimental Criminology},
Volume = {9},
Number = {1},
Pages = {119-126},
Publisher = {Springer Nature},
Year = {2013},
Month = {March},
ISSN = {1573-3750},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000315092500007&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {Objectives The aim of this paper is to respond to the
Commentary, “Reassessing Findings from the Fast Track
Study: Problems of Methods and Analysis” provided by E.
Michael Foster (Foster, this issue) to our article “Fast
Track Intervention Effects on Youth Arrests and
Delinquency” (Conduct Problems Prevention Research Group
2010, Journal of Experimental Criminology, 6, 131-157). Our
response begins with a description of the mission and goals
of the Fast Track project, and how they guided the original
design of the study and continue to inform outcome analyses.
Then, we respond to the Commentary’s five points in the
order they were raised. Conclusions We agree with the
Commentary that efforts to prevent crime and delinquency are
of high public health significance because the costs of
crime anddelinquency to society are indeed enormous. We
believe that rigorous, careful intervention research is
needed to accumulate evidence that informs prevention
programs and activities. We have appreciated the opportunity
to respond to the Commentary and to clarify the procedures
and results that we presented in our paper on Fast Track
effects on youth arrests and delinquency. Our response has
clarified the framework for the number of statistical tests
made, has reiterated the randomization process, has
supported our tests for site-by-intervention effects, has
provided our rationale for assuming missing at random, and
has clarified that the incarceration variable was not
included as a covariate in the hazard analyses. We stand by
our conclusion that random assignment to Fast Track had a
positive impact in preventing juvenile arrests, and we echo
our additional caveat that it will be essential to determine
whether intervention produces any longer-term effects on
adult arrests as the sample transitions into young
adulthood. We also appreciate the opportunity for open
scientific debate on the values and risks associated with
multiple analyses in long-term prevention program designs
such as Fast Track. We believe that, once collected,
completed longitudinal intervention datasets should be fully
used to understand the impact, process, strengths, and
weaknesses of the intervention approach. We agree with the
Commentary that efforts to prevent crime and delinquency are
of high public health significance because the costs of
crime and delinquency to society are indeed enormous. As a
result, we argue that it is important to balance the need to
maintain awareness and caution regarding potential risks in
the design or approach that may confound interpretation of
findings, in the manner raised by the Commentator, with the
need for extended analyses of the available data so we can
better understand over time how antisocial behavior and
violence can be effectively reduced.},
Doi = {10.1007/s11292-013-9173-4},
Key = {fds271953}
}
@article{fds218551,
Author = {Conduct Problems Prevention Research Group},
Title = {Assessing findings from the Fast Track Study},
Journal = {. Journal of Experimental Criminology},
Volume = {9},
Pages = {119-126},
Year = {2013},
url = {http://link.springer.com/article/10.1007%2Fs11292-013-9173-4#page-1},
Key = {fds218551}
}
@article{fds373882,
Author = {Synergy for the Influence of the Month of Birth in ADHD
(SIMBA) study group},
Title = {Association between relative age at school and persistence
of ADHD in prospective studies: an individual participant
data meta-analysis.},
Journal = {Lancet Psychiatry},
Volume = {10},
Number = {12},
Pages = {922-933},
Year = {2023},
Month = {December},
Abstract = {BACKGROUND: The youngest children in a school class are more
likely than the oldest to be diagnosed with ADHD, but this
relative age effect is less frequent in older than in
younger school-grade children. However, no study has
explored the association between relative age and the
persistence of ADHD diagnosis at older ages. We aimed to
quantify the association between relative age and
persistence of ADHD at older ages. METHODS: For this
meta-analysis, we searched MEDLINE, Embase, CINAHL,
PsycINFO, and PubPsych up to April 1, 2022, with terms
related to "cohort" and "ADHD" with no date, publication
type, or language restrictions. We gathered individual
participant data from prospective cohorts that included at
least ten children identified with ADHD before age 10 years.
ADHD was defined by either a clinical diagnosis or symptoms
exceeding clinical cutoffs. Relative age was recorded as the
month of birth in relation to the school-entry cutoff date.
Study authors were invited to share raw data or to apply a
script to analyse data locally and generate anonymised
results. Our outcome was ADHD status at a diagnostic
reassessment, conducted at least 4 years after the initial
assessment and after age 10 years. No information on sex,
gender, or ethnicity was collected. We did a two-stage
random-effects individual participant data meta-analysis to
assess the association of relative age with persistence of
ADHD at follow-up. This study was registered with PROSPERO,
CRD42020212650. FINDINGS: Of 33 119 studies generated by
our search, we identified 130 eligible unique studies and
were able to gather individual participant data from 57
prospective studies following up 6504 children with ADHD.
After exclusion of 16 studies in regions with a flexible
school entry system that did not allow confident linkage of
birthdate to relative age, the primary analysis included 41
studies in 15 countries following up 4708 children for a
period of 4 to 33 years. We found that younger relative age
was not statistically significantly associated with ADHD
persistence at follow-up (odds ratio 1·02, 95% CI
0·99-1·06; p=0·19). We observed statistically significant
heterogeneity in our model (Q=75·82, p=0·0011, I2=45%).
Participant-level sensitivity analyses showed similar
results in cohorts with a robust relative age effect at
baseline and when restricting to cohorts involving children
with a clinical diagnosis of ADHD or with a follow-up
duration of more than 10 years. INTERPRETATION: The
diagnosis of ADHD in younger children in a class is no more
likely to be disconfirmed over time than that of older
children in the class. One interpretation is that the
relative age effect decreases the likelihood of children of
older relative age receiving a diagnosis of ADHD, and
another is that assigning a diagnostic label of ADHD leads
to unexplored carryover effects of the initial diagnosis
that persist over time. Future studies should be conducted
to explore these interpretations further. FUNDING:
None.},
Doi = {10.1016/S2215-0366(23)00272-9},
Key = {fds373882}
}
@article{fds339381,
Author = {Schenck-Fontaine, A and Lansford, JE and Skinner, AT and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Oburu, P and Pastorelli, C and Sorbring, E and Steinberg, L and Malone, PS and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L},
Title = {Associations Between Perceived Material Deprivation,
Parents' Discipline Practices, and Children's Behavior
Problems: An International Perspective.},
Journal = {Child development},
Volume = {91},
Number = {1},
Pages = {307-326},
Year = {2020},
Month = {January},
Abstract = {This study investigated the association between perceived
material deprivation, children's behavior problems, and
parents' disciplinary practices. The sample included 1,418
8- to 12-year-old children and their parents in China,
Colombia, Italy, Jordan, Kenya, the Philippines, Sweden,
Thailand, and the United States. Multilevel mixed- and
fixed-effects regression models found that, even when income
remained stable, perceived material deprivation was
associated with children's externalizing behavior problems
and parents' psychological aggression. Parents' disciplinary
practices mediated a small share of the association between
perceived material deprivation and children's behavior
problems. There were no differences in these associations
between mothers and fathers or between high- and low- and
middle-income countries. These results suggest that material
deprivation likely influences children's outcomes at any
income level.},
Doi = {10.1111/cdev.13151},
Key = {fds339381}
}
@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},
Doi = {10.1177/1087054713507974},
Key = {fds218849}
}
@article{fds320117,
Author = {Rabiner, DL and Carrig, MM and Dodge, KA},
Title = {Attention Problems and Academic Achievement: Do Persistent
and Earlier-Emerging Problems Have More Adverse Long-Term
Effects?},
Journal = {Journal of attention disorders},
Volume = {20},
Number = {11},
Pages = {946-957},
Year = {2016},
Month = {November},
Abstract = {<h4>Objective</h4>This study examined whether the negative
association between children's attention difficulties and
their academic functioning is largely confined to children
whose attention problems persist across early grades and
whether it depends on when attention problems emerge in
children's schooling.<h4>Method</h4>Children from the
normative sample of the Fast Track study were classified
into four attention problem groups based on the presence
versus absence of attention problems in first and second
grade.<h4>Results</h4>Those with attention problems in both
grades showed a decline in reading and math achievement
during the K-5 interval relative to children with attention
problems in first grade only. Both groups of inattentive
first graders also performed worse than comparison children.
In contrast, children whose attention problems emerged in
second grade did not differ from comparison children on any
achievement outcome performed significantly better than
inattentive first graders.<h4>Conclusion</h4>The
implications of these findings are discussed.},
Doi = {10.1177/1087054713507974},
Key = {fds320117}
}
@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{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}
}
@article{fds272023,
Author = {Lansford, JE and Bornstein, MH and Dodge, KA and Skinner, AT and Putnick, DL and Deater-Deckard, K},
Title = {Attributions and Attitudes of Mothers and Fathers in the
United States.},
Journal = {Parenting, science and practice},
Volume = {11},
Number = {2-3},
Pages = {199-213},
Year = {2011},
Month = {January},
ISSN = {1529-5192},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21822402},
Abstract = {OBJECTIVE.: The present study examined mean level
similarities and differences as well as correlations between
U.S. mothers' and fathers' attributions regarding successes
and failures in caregiving situations and progressive versus
authoritarian attitudes. DESIGN.: Interviews were conducted
with both mothers and fathers in 139 European American,
Latin American, and African American families. RESULTS.:
Interactions between parent gender and ethnicity emerged for
adult-controlled failure and perceived control over failure.
Fathers reported higher adult-controlled failure and
child-controlled failure attributions than did mothers,
whereas mothers reported attitudes that were more
progressive and modern than did fathers; these differences
remained significant after controlling for parents' age,
education, and possible social desirability bias. Ethnic
differences emerged for five of the seven attributions and
attitudes examined; four remained significant after
controlling for parents' age, education, and possible social
desirability bias. Medium effect sizes were found for
concordance between parents in the same family for
attributions regarding uncontrollable success,
child-controlled failure, progressive attitudes,
authoritarian attitudes, and modernity of attitudes after
controlling for parents' age, education, and possible social
desirability bias. CONCLUSIONS.: This work elucidates ways
that parent gender and ethnicity relate to attributions
regarding U.S. parents' successes and failures in caregiving
situations and to their progressive versus authoritarian
parenting attitudes.},
Doi = {10.1080/15295192.2011.585567},
Key = {fds272023}
}
@article{fds272197,
Author = {Dodge, KA and Coie, JD and Brakke, NP},
Title = {Behavior patterns of socially rejected and neglected
preadolescents: the roles of social approach and
aggression.},
Journal = {Journal of abnormal child psychology},
Volume = {10},
Number = {3},
Pages = {389-409},
Year = {1982},
Month = {September},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/7175045},
Abstract = {Sociometric nominations were used to select groups of
popular, average, rejected, and neglected third- and
fifth-grade children. In two studies, the peer interactive
behaviors of these children were naturalistically observed
in their classrooms and on the playground. In contrast to
popular children, rejected children displayed fewer
task-appropriate behaviors and more task-inappropriate and
aggressive behaviors. Whereas rejected children prosocially
approached peers as frequently as did popular children, peer
responses to the approaches of rejected children were more
likely to be negative. Neglected children, on the other
hand, displayed relatively few task-inappropriate and
aggressive behaviors, and socially approached peers
infrequently. Their approaches also met with frequent rebuff
by peers. The findings were discussed in terms of the
behavioral bases of sociometric status. Suggestions were
made for clinical researchers interested in behavioral
change with rejected and neglected children.},
Doi = {10.1007/bf00912329},
Key = {fds272197}
}
@article{fds272205,
Author = {Dodge, KA},
Title = {Behavioral antecedents of peer social status},
Journal = {Child Development},
Volume = {54},
Pages = {1386-1389},
Year = {1983},
Key = {fds272205}
}
@article{fds272009,
Author = {Shapiro, DN and Kaplow, JB and Amaya-Jackson, L and Dodge,
KA},
Title = {Behavioral markers of coping and psychiatric symptoms among
sexually abused children.},
Journal = {J Trauma Stress},
Volume = {25},
Number = {2},
Pages = {157-163},
Year = {2012},
Month = {April},
ISSN = {0894-9867},
Abstract = {The current study examined coping and psychiatric symptoms
in a longitudinal sample of sexually abused children. Coping
was behaviorally coded from children's forensic interviews
in the aftermath of sexual abuse. Using principal components
analysis, coping behaviors were found to cluster into 3
categories: avoidant, expressive, and positive affective
coping. Avoidant coping had predictive utility for a range
of psychiatric symptoms, including depressive, posttraumatic
stress, anxiety, and dissociative symptoms as well as
aggression and attention problems measured 8-36 months
following the forensic interview. Specific behaviors, namely
fidgetiness and distractibility, were also found to be
associated with future symptoms. These findings suggest the
predictive utility of avoidant behaviors in general, and
fidgetiness and distractibility in particular, among
sexually abused children.},
Doi = {10.1002/jts.21674},
Key = {fds272009}
}
@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},
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{fds272173,
Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {Best Friendships, Group Relationships, and Antisocial
Behavior in Early Adolescence.},
Journal = {The Journal of early adolescence},
Volume = {19},
Number = {4},
Pages = {413-437},
Year = {1999},
Month = {November},
ISSN = {0272-4316},
Abstract = {Correlations between adolescents' own antisocial behavior
and adolescents' perceptions of the antisocial behavior of
their best friends and friendship groups were examined in
this study. The strength of those correlations was expected
to vary as a function of the qualities of the dyadic
friendships and group relationships. Perceptions of peers'
antisocial behavior and dyadic friendship and group
relationship qualities were collected through interviews
with 431, 12- through 13-year-old adolescents. Measures of
adolescents' concurrent and subsequent antisocial behaviors
were obtained from the adolescents and their teachers.
Adolescents who perceived their friends and groups as
participating in antisocial behavior had higher
self-reported and teacher-reported antisocial behavior
ratings. Perceptions of best friend antisocial behavior were
correlated more strongly with adolescents' own concurrent,
but not subsequent, antisocial behavior when high levels of
help, companionship, and security characterized dyadic
friendships. The results are discussed in terms of peer
influence and friendship selection processes.},
Doi = {10.1177/0272431699019004001},
Key = {fds272173}
}
@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},
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{fds337498,
Author = {Lansford, JE and Rothenberg, WA and Jensen, TM and Lippold, MA and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di
Giunta, L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe
Tirado, LM and Alampay, LP and Al-Hassan, SM},
Title = {Bidirectional Relations Between Parenting and Behavior
Problems From Age 8 to 13 in Nine Countries.},
Journal = {Journal of research on adolescence : the official journal of
the Society for Research on Adolescence},
Volume = {28},
Number = {3},
Pages = {571-590},
Year = {2018},
Month = {September},
Abstract = {This study used data from 12 cultural groups in nine
countries (China, Colombia, Italy, Jordan, Kenya,
Philippines, Sweden, Thailand, and the United States;
N = 1,298) to understand the cross-cultural
generalizability of how parental warmth and control are
bidirectionally related to externalizing and internalizing
behaviors from childhood to early adolescence. Mothers,
fathers, and children completed measures when children were
ages 8-13. Multiple-group autoregressive, cross-lagged
structural equation models revealed that child effects
rather than parent effects may better characterize how
warmth and control are related to child externalizing and
internalizing behaviors over time, and that parent effects
may be more characteristic of relations between parental
warmth and control and child externalizing and internalizing
behavior during childhood than early adolescence.},
Doi = {10.1111/jora.12381},
Key = {fds337498}
}
@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{fds371490,
Author = {Rybińska, A and Bai, Y and Goodman, WB and Dodge,
KA},
Title = {Birth Spacing and Child Maltreatment: Population-Level
Estimates for North Carolina.},
Journal = {Child maltreatment},
Pages = {10775595231171879},
Year = {2023},
Month = {April},
Abstract = {We examine population-level associations between birth
spacing and child maltreatment using birth records and child
welfare records for 1,099,230 second or higher parity
children born in North Carolina between 1997 and 2013.
Building upon previous research, administrative data
linkages were used to address out-of-state migration and
family-level heterogeneity in birth spacing and child
maltreatment risk factors. Findings provide the strongest
evidence to date that very short birth spacing of zero
through 6 months from last birth to the index child's
conception is a prenatal predictor of child maltreatment
(indexed as child welfare involvement) throughout early
childhood. Consequently, information about optimal family
planning during the postpartum period should become a
standard component of universal and targeted child
maltreatment prevention programs. However, challenging
previous empirical evidence, this study reports inconsistent
results for benefits of additional spacing delay beyond
6 months with regard to child maltreatment risk reduction,
especially for children of racial and ethnic minorities.
These findings call for further inquiry about the mechanisms
driving the connections between birth spacing and Child
Protective Services assessments.},
Doi = {10.1177/10775595231171879},
Key = {fds371490}
}
@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},
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{fds271952,
Author = {Dodge, KA and Mandel, AD},
Title = {Building Evidence for Evidence-Based Policy
Making.},
Journal = {Criminology & public policy},
Volume = {11},
Number = {3},
Pages = {525-534},
Year = {2012},
Month = {August},
ISSN = {1538-6473},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000313554100008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Doi = {10.1111/j.1745-9133.2012.00828.x},
Key = {fds271952}
}
@article{fds272104,
Author = {Foster, and M, E and Jones, and E, D and Dodge, TCPPRGKA and member},
Title = {Can a costly intervention be cost-effective? An analysis of
violence prevention},
Journal = {Archives of General Psychiatry},
Volume = {63},
Number = {11},
Pages = {1284-1291},
Year = {2006},
ISSN = {0003-990X},
Abstract = {<h4>Objectives</h4>To examine the cost-effectiveness of the
Fast Track intervention, a multi-year, multi-component
intervention designed to reduce violence among at-risk
children. A previous report documented the favorable effect
of intervention on the highest-risk group of ninth-graders
diagnosed with conduct disorder, as well as self-reported
delinquency. The current report addressed the
cost-effectiveness of the intervention for these measures of
program impact.<h4>Design</h4>Costs of the intervention were
estimated using program budgets. Incremental
cost-effectiveness ratios were computed to determine the
cost per unit of improvement in the 3 outcomes measured in
the 10th year of the study.<h4>Results</h4>Examination of
the total sample showed that the intervention was not
cost-effective at likely levels of policymakers' willingness
to pay for the key outcomes. Subsequent analysis of those
most at risk, however, showed that the intervention likely
was cost-effective given specified willingness-to-pay
criteria.<h4>Conclusions</h4>Results indicate that the
intervention is cost-effective for the children at highest
risk. From a policy standpoint, this finding is encouraging
because such children are likely to generate higher costs
for society over their lifetimes. However, substantial
barriers to cost-effectiveness remain, such as the ability
to effectively identify and recruit such higher-risk
children in future implementations.},
Doi = {10.1001/archpsyc.63.11.1284},
Key = {fds272104}
}
@article{fds271902,
Author = {Albert, D and Belsky, DW and Crowley, DM and Latendresse, SJ and Aliev,
F and Riley, B and Group, CPPR and Dick, DM and Dodge,
KA},
Title = {Can Genetics Predict Response to Complex Behavioral
Interventions? Evidence from a Genetic Analysis of the Fast
Track Randomized Control Trial},
Journal = {Journal of Policy Analysis and Management},
Volume = {34},
Number = {3},
Pages = {n/a-n/a},
Year = {2015},
ISSN = {0276-8739},
url = {http://hdl.handle.net/10161/9365 Duke open access
repository},
Abstract = {Early interventions are a preferred method for addressing
behavioral problems in high-risk children, but often have
only modest effects. Identifying sources of variation in
intervention effects can suggest means to improve
efficiency. One potential source of such variation is the
genome. We conducted a genetic analysis of the Fast Track
randomized control trial, a 10-year-long intervention to
prevent high-risk kindergarteners from developing adult
externalizing problems including substance abuse and
antisocial behavior. We tested whether variants of the
glucocorticoid receptor gene NR3C1 were associated with
differences in response to the Fast Track intervention. We
found that in European-American children, a variant of NR3C1
identified by the single-nucleotide polymorphism rs10482672
was associated with increased risk for externalizing
psychopathology in control group children and decreased risk
for externalizing psychopathology in intervention group
children. Variation in NR3C1 measured in this study was not
associated with differential intervention response in
African-American children. We discuss implications for
efforts to prevent externalizing problems in high-risk
children and for public policy in the genomic
era.},
Doi = {10.1002/pam.21811},
Key = {fds271902}
}
@article{fds375349,
Author = {Botvin, C and Jenkins, JM and Carr, RC and Dodge, KA and Clements, D and Sarama, J and Watts, TW},
Title = {Can Peers Help Sustain the Positive Effects of an Early
Childhood Mathematics Intervention?},
Journal = {Early childhood research quarterly},
Volume = {67},
Pages = {159-169},
Year = {2024},
Month = {January},
Abstract = {Our study assessed whether the peer environment in
kindergarten and first grade affected student learning
following an early mathematics intervention. We leveraged
longitudinal data from a cluster-RCT to examine whether math
achievement in kindergarten (<i>n</i> = 1,218) and first
grade (<i>n</i> = 1,126) was affected by either the share of
high-achieving classmates or the proportion of classroom
peers who received a preschool math curriculum intervention.
Analyses indicated that exposure to treated peers in first
grade, but not kindergarten, was significantly associated
with small gains in end-of-year achievement. Some analyses
also suggested that average peer math achievement was
generally positively related to children's kindergarten and
first-grade achievement across conditions, though these
results were less robust. We did not find consistent
evidence to suggest that the proportion of treated peers
coincided with better teaching practices. Taken together,
these findings suggest that classroom peer effects may play
only a limited role in sustaining early intervention
effects.},
Doi = {10.1016/j.ecresq.2023.11.001},
Key = {fds375349}
}
@article{fds327289,
Author = {Berlin, LJ and Martoccio, TL and Appleyard Carmody and K and Goodman,
WB and O'Donnell, K and Williams, J and Murphy, RA and Dodge,
KA},
Title = {Can typical US home visits affect infant attachment?
Preliminary findings from a randomized trial of Healthy
Families Durham.},
Journal = {Attach Hum Dev},
Volume = {19},
Number = {6},
Pages = {559-579},
Year = {2017},
Month = {December},
Abstract = {US government-funded early home visiting services are
expanding significantly. The most widely implemented home
visiting models target at-risk new mothers and their
infants. Such home visiting programs typically aim to
support infant-parent relationships; yet, such programs'
effects on infant attachment quality per se are as yet
untested. Given these programs' aims, and the crucial role
of early attachments in human development, it is important
to understand attachment processes in home visited families.
The current, preliminary study examined 94 high-risk
mother-infant dyads participating in a randomized evaluation
of the Healthy Families Durham (HFD) home visiting program.
We tested (a) infant attachment security and disorganization
as predictors of toddler behavior problems and (b) program
effects on attachment security and disorganization. We found
that (a) infant attachment disorganization (but not
security) predicted toddler behavior problems and (b)
participation in HFD did not significantly affect infant
attachment security or disorganization. Findings are
discussed in terms of the potential for attachment-specific
interventions to enhance the typical array of home visiting
services.},
Doi = {10.1080/14616734.2017.1339359},
Key = {fds327289}
}
@article{fds358474,
Author = {Alampay, LP and Godwin, J and Lansford, JE and Oburu, P and Bornstein,
MH and Chang, L and Deater-Deckard, K and Rothenberg, WA and Malone, PS and Skinner, AT and Pastorelli, C and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Al-Hassan, SM and Bacchini, D and Di Giunta and L and Dodge, KA and Gurdal,
S},
Title = {Change in Caregivers' Attitudes and Use of Corporal
Punishment Following a Legal Ban: A Multi-Country
Longitudinal Comparison.},
Journal = {Child maltreatment},
Volume = {27},
Number = {4},
Pages = {561-571},
Year = {2022},
Month = {November},
Abstract = {We examined whether a policy banning corporal punishment
enacted in Kenya in 2010 is associated with changes in
Kenyan caregivers' use of corporal punishment and beliefs in
its effectiveness and normativeness, and compared to
caregivers in six countries without bans in the same period.
Using a longitudinal study with six waves of panel data
(2008-2016), mothers (<i>N</i> = 1086) in Colombia, Italy,
Jordan, Kenya, Philippines, Thailand, and United States
reported household use of corporal punishment and beliefs
about its effectiveness and normativeness. Random intercept
models and multi-group piecewise growth curve models
indicated that the proportion of corporal punishment
behaviors used by the Kenyan caregivers decreased post-ban
at a significantly different rate compared to the caregivers
in other countries in the same period. Beliefs of
effectiveness of corporal punishment were declining among
the caregivers in all sites, whereas the Kenyan mothers
reported increasing perceptions of normativeness of corporal
punishment post-ban, different from the other sites. While
other contributing factors cannot be ruled out, our natural
experiment suggests that corporal punishment decreased after
a national ban, a shift that was not evident in sites
without bans in the same period.},
Doi = {10.1177/10775595211036401},
Key = {fds358474}
}
@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},
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{fds343562,
Author = {Deater-Deckard, K and Godwin, J and Lansford, JE and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini,
D and Bornstein, MH and Chang, L and Di Giunta and L and Dodge, KA and Oburu,
P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S},
Title = {Chaos, danger, and maternal parenting in families: Links
with adolescent adjustment in low- and middle-income
countries.},
Journal = {Developmental science},
Volume = {22},
Number = {5},
Pages = {e12855},
Year = {2019},
Month = {September},
Abstract = {The current longitudinal study is the first comparative
investigation across low- and middle-income countries
(LMICs) to test the hypothesis that harsher and less
affectionate maternal parenting (child age 14 years, on
average) statistically mediates the prediction from prior
household chaos and neighborhood danger (at 13 years) to
subsequent adolescent maladjustment (externalizing,
internalizing, and school performance problems at
15 years). The sample included 511 urban families in six
LMICs: China, Colombia, Jordan, Kenya, the Philippines, and
Thailand. Multigroup structural equation modeling showed
consistent associations between chaos, danger, affectionate
and harsh parenting, and adolescent adjustment problems.
There was some support for the hypothesis, with nearly all
countries showing a modest indirect effect of maternal
hostility (but not affection) for adolescent externalizing,
internalizing, and scholastic problems. Results provide
further evidence that chaotic home and dangerous
neighborhood environments increase risk for adolescent
maladjustment in LMIC contexts, via harsher maternal
parenting.},
Doi = {10.1111/desc.12855},
Key = {fds343562}
}
@article{fds315897,
Author = {Rosanbalm, KD and Snyder-Fickler, and Lawrence, and Coleman, K and Frey, J and van den Ende, J and Dodge, K},
Title = {Child wellbeing assessment in child welfare: A review of
four measures},
Journal = {Children and Youth Services Review},
Volume = {68},
Pages = {1-16},
Publisher = {Elsevier BV},
Year = {2016},
ISSN = {0190-7409},
Abstract = {Child wellbeing is identified as one of the three primary
goals for child welfare outcomes, thus strong wellbeing
assessment tools are crucial to the monitoring of child
welfare success. Data from wellbeing measures can serve to
identify child needs, inform case planning, monitor change
over time, and evaluate intervention impact at the
individual, local, state, and national levels. This paper
examines the goals, strengths, and challenges of four
wellbeing measures currently used with child welfare
populations, namely: the Child and Adolescent Functional
Assessment Scale (CAFAS), the Child and Adolescent Needs and
Strengths Assessment Tool (CANS), the Child Behavior
Checklist and related tools from the Achenbach System of
Empirically Based Assessment (CBCL/ASEBA), and the Treatment
Outcomes Package (TOP). For each measure, we describe the
content, practical attributes, clinical applications, and
evidence of reliability and validity. We explore
implementation considerations and provide recommendations
for system changes to ensure the optimal use of each
instrument. Agencies are encouraged to carefully consider
their needs, goals, capacities, and implementation
infrastructure to inform selection of tools that will aid
them in successfully supporting and monitoring child
wellbeing over time.},
Doi = {10.1016/j.childyouth.2016.06.023},
Key = {fds315897}
}
@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{fds272274,
Author = {Bates, JE and Marvinney, D and Kelly, T and Dodge, KA and Bennett, DS and Pettit, GS},
Title = {Child-Care History and Kindergarten Adjustment},
Journal = {Developmental Psychology},
Volume = {30},
Number = {5},
Pages = {690-700},
Publisher = {American Psychological Association (APA)},
Year = {1994},
Month = {January},
ISSN = {0012-1649},
Abstract = {Parents gave histories of 589 children just before
kindergarten. Children were later assessed with teacher,
peer, and observer measures of social adjustment in school.
Children with higher day-care amounts in each of 3 eras
(0-1, 1-4, and 4-5 years) scored higher on the composite
negative adjustment and lower on positive adjustment
(however, they also scored lower on teacher-rated
internalizing problems). Day care predicted even after
statistical control for measures representing alternative
explanations, such as family stress and socioeconomic
status, accounting for 2.7% of variance in negative
adjustment and 2.9% of positive adjustment. Interactions
between day care and other variables did not add to
predictions of the molar adjustment composites. Extensive
infancy care did not in itself predict adjustment, according
to planned contrasts that controlled for total amount of day
care received across the 3 eras of the child's
life.},
Doi = {10.1037/0012-1649.30.5.690},
Key = {fds272274}
}
@article{fds347126,
Author = {Su, S and Pettit, GS and Lansford, JE and Dodge, KA and Bates,
JE},
Title = {Children's competent social-problem solving across the
preschool-to-school transition: Developmental changes and
links with early parenting},
Journal = {Social Development},
Volume = {29},
Number = {3},
Pages = {750-766},
Year = {2020},
Month = {August},
Abstract = {What is the developmental course of competent social-problem
solving (CSPS) across childhood? In this study, we sought to
answer this question by tracing the development of multiple
components of CSPS across 4 years spanning pre-kindergarten
to early grade 3. We also examined whether early positive
parenting and sociodemographic factors predicted initial
level and growth in CSPS in a sample of 585 children (52%
female, 26% lower socioeconomic status, and 17% ethnic
minority) and their families. CSPS components (response
generation, evaluation, and efficacy) were assessed the
summers prior to kindergarten and grades 1, 2, and 3.
Positive parenting (warmth, involvement, and guidance) was
measured the summer before kindergarten. Multilevel growth
models revealed significant linear increases for CSPS, and
there was some evidence that these increases were modestly
related to early positive parenting and sociodemographic
factors. Results underscore the importance of examining CSPS
within a developmental perspective.},
Doi = {10.1111/sode.12426},
Key = {fds347126}
}
@article{fds304165,
Author = {Poulin, F and Cillessen, AHN and Hubbard, JA and Coie, JD and Dodge, KA and Schwartz, D},
Title = {Children's friends and behavioral similarity in two social
contexts},
Journal = {Social Development},
Volume = {6},
Number = {2},
Pages = {224-236},
Publisher = {WILEY},
Year = {1997},
Month = {January},
Abstract = {The general purpose of this study was to examine similarity
between friends with respect to behavior. The specific goals
were to consider; 1) different sources of evaluation (peer
ratings and direct observations); 2) different social
contexts (classroom and play group); and 3) different
subtypes of aggressive behavior (proactive and reactive
aggression). In the first phase of the study, sociometric
assessments and peer evaluations of behavior were conducted
in the school setting with third-grade boys and girls (n =
268). In the second phase, a subsample of boys participated
in a series of play group sessions (n = 66). Direct
observations and peer ratings of children's behavior were
conducted in those sessions. Results showed in both social
contexts a tendency towards similarity among friends,
especially with respect to aggressive behavior. Separate
analyses for subtypes of aggressive behavior revealed that
the similarity hypothesis applied for proactive aggression
but not for reactive aggression.},
Doi = {10.1111/j.1467-9507.1997.tb00103.x},
Key = {fds304165}
}
@article{fds272186,
Author = {Tolan, PH and Dodge, KA},
Title = {Children's mental health as a primary care and concern: a
system for comprehensive support and service.},
Journal = {The American psychologist},
Volume = {60},
Number = {6},
Pages = {601-614},
Year = {2005},
Month = {September},
ISSN = {0003-066X},
Abstract = {In response to the serious crisis in mental health care for
children in the United States, this article proposes as a
priority for psychology a comprehensive approach that treats
mental health as a primary issue in child health and
welfare. Consistent with the principles of a system of care
and applying epidemiological, risk-development, and
intervention-research findings, this approach emphasizes 4
components: easy access to effective professional clinical
services for children exhibiting disorders; further
development and application of sound prevention principles
for high-risk youths; support for and access to short-term
intervention in primary care settings; and greater
recognition and promotion of mental health issues in common
developmental settings and other influential systems.
Integral to this approach is the need to implement these
components simultaneously and to incorporate family-focused,
culturally competent, evidence-based, and developmentally
appropriate services. This comprehensive, simultaneous, and
integrated approach is needed to achieve real progress in
children's mental health in this country.},
Doi = {10.1037/0003-066x.60.6.601},
Key = {fds272186}
}
@article{fds272044,
Author = {Lansford, JE and Malone, PS and Dodge, KA and Chang, L and Chaudhary, N and Tapanya, S and Oburu, P and Deater-Deckard, K},
Title = {Children's Perceptions of Maternal Hostility as a Mediator
of the Link between Discipline and Children's Adjustment in
Four Countries.},
Journal = {International journal of behavioral development},
Volume = {34},
Number = {5},
Pages = {452-461},
Year = {2010},
Month = {September},
ISSN = {0165-0254},
Abstract = {Using data from 195 dyads of mothers and children (age range
= 8-12 years; M = 10.63) in four countries (China, India,
the Philippines, and Thailand), this study examined
children's perceptions of maternal hostility as a mediator
of the links between physical discipline and harsh verbal
discipline and children's adjustment. Both physical
discipline and harsh verbal discipline had direct effects on
mothers' reports of children's anxiety and aggression; three
of these four links were mediated by children's perceptions
of maternal hostility. In contrast, there were no
significant direct effects of physical discipline and harsh
verbal discipline on children's reports of their own anxiety
and aggression. Instead, both physical discipline and harsh
verbal discipline had indirect effects on the outcomes
through children's perceptions of maternal hostility. We
identified a significant interaction between perceived
normativeness and use of harsh verbal discipline on
children's perception of maternal hostility, but children's
perception of the normativeness of physical discipline did
not moderate the relation between physical discipline and
perceived maternal hostility. The effects of harsh verbal
discipline were more adverse when children perceived that
form of discipline as being nonnormative than when children
perceived that form of discipline as being normative.
Results are largely consistent with a theoretical model
positing that the meaning children attach to parents'
discipline strategies is important in understanding
associations between discipline and children's adjustment,
and that cultural context is associated with children's
interpretations of their parents' behavior.},
Doi = {10.1177/0165025409354933},
Key = {fds272044}
}
@article{fds272223,
Author = {Poulin, F and Cillessen, AHN and Hubbard, JA and Coie, JD and Dodge, KA and Schwartz, D},
Title = {Children’s friends and behavioral similarity in two social
contexts},
Journal = {Social Development},
Volume = {6},
Number = {2},
Pages = {225-237},
Year = {1997},
Abstract = {The general purpose of this study was to examine similarity
between friends with respect to behavior. The specific goals
were to consider; 1) different sources of evaluation (peer
ratings and direct observations); 2) different social
contexts (classroom and play group); and 3) different
subtypes of aggressive behavior (proactive and reactive
aggression). In the first phase of the study, sociometric
assessments and peer evaluations of behavior were conducted
in the school setting with third-grade boys and girls (n =
268). In the second phase, a subsample of boys participated
in a series of play group sessions (n = 66). Direct
observations and peer ratings of children's behavior were
conducted in those sessions. Results showed in both social
contexts a tendency towards similarity among friends,
especially with respect to aggressive behavior. Separate
analyses for subtypes of aggressive behavior revealed that
the similarity hypothesis applied for proactive aggression
but not for reactive aggression.},
Doi = {10.1111/j.1467-9507.1997.tb00103.x},
Key = {fds272223}
}
@article{fds272299,
Author = {Meyer, and L, A and Allison, and W, K and Reese, and E, L and Gay, and N, F and Dodge, TMVPPKA and member},
Title = {Choosing to be violence free in middle school: The student
component of the GREAT Schools and Families Universal
Program.},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {20-28},
Year = {2004},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791963/},
Key = {fds272299}
}
@article{fds272022,
Author = {Dick, DM and Meyers, JL and Latendresse, SJ and Creemers, HE and Lansford, JE and Pettit, GS and Bates, JE and Dodge, KA and Budde, J and Goate, A and Buitelaar, JK and Ormel, J and Verhulst, FC and Huizink,
AC},
Title = {CHRM2, parental monitoring, and adolescent externalizing
behavior: evidence for gene-environment interaction.},
Journal = {Psychological science},
Volume = {22},
Number = {4},
Pages = {481-489},
Year = {2011},
Month = {April},
ISSN = {0956-7976},
Abstract = {Psychologists, with their long-standing tradition of
studying mechanistic processes, can make important
contributions to further characterizing the risk associated
with genes identified as influencing risk for psychiatric
disorders. We report one such effort with respect to CHRM2,
which codes for the cholinergic muscarinic 2 receptor and
was of interest originally for its association with alcohol
dependence. We tested for association between CHRM2 and
prospectively measured externalizing behavior in a
longitudinal, community-based sample of adolescents, as well
as for moderation of this association by parental
monitoring. We found evidence for an interaction in which
the association between the genotype and externalizing
behavior was stronger in environments with lower parental
monitoring. There was also suggestion of a crossover effect,
in which the genotype associated with the highest levels of
externalizing behavior under low parental monitoring had the
lowest levels of externalizing behavior at the extreme high
end of parental monitoring. The difficulties involved in
distinguishing mechanisms of gene-environment interaction
are discussed.},
Doi = {10.1177/0956797611403318},
Key = {fds272022}
}
@article{fds332382,
Author = {Saint-Eloi Cadely and H and Pittman, JF and Pettit, GS and Lansford, JE and Bates, JE and Dodge, KA and Holtzworth-Munroe,
A},
Title = {Classes of Intimate Partner Violence From Late Adolescence
to Young Adulthood.},
Journal = {Journal of interpersonal violence},
Volume = {35},
Number = {21-22},
Pages = {4419-4443},
Year = {2020},
Month = {November},
Abstract = {Researchers do not agree on how intimate partner violence
(IPV) emerges and changes from adolescence to young
adulthood. This may be because change in these behaviors
varies across individuals. The present study uses a
longitudinal, person-centered approach to examine whether
there are multiple classes or patterns of change in the
perpetration of IPV during the transitional period from
adolescence (age 18) to young adulthood (age 25) using data
collected annually from a community sample of 484
participants. Latent class analysis was the analytic
approach used. Results revealed three patterns for
psychological IPV (Little-to-None, Minor/Increasing, and
Extensive/Increasing) and two patterns for physical IPV
(Little-to-None and Extensive). Patterns varied greatly in
number of representatives, although they were more balanced
in size for psychological than physical IPV. Variations in
IPV behaviors were also revealed across classes, although as
expected in a community sample, minor forms of IPV were more
common than severe forms. In addition, classes differed in
demographic and relationship status variables. These
findings suggest that IPV may occur in multiple distinct
patterns as opposed to one average pattern across a
population. This suggests that interventions for IPV may
need to be geared to differences in patterns to enhance
their efficacy.},
Doi = {10.1177/0886260517715601},
Key = {fds332382}
}
@article{fds272167,
Author = {van Eys, PP and Dodge, KA},
Title = {Closing the gaps: developmental psychopathology as a
training model for clinical child psychology.},
Journal = {Journal of clinical child psychology},
Volume = {28},
Number = {4},
Pages = {467-475},
Year = {1999},
Month = {December},
Abstract = {Espouses developmental psychopathology as a framework for
training our future leaders due to its emphasis on an
ecological, transactional lifespan perspective, as well as
interdisciplinary bridging and policy focus. This
perspective, used as a framework for questioning and
thinking about the complex interplay of psychological and
social phenomena, provides a method for closing the gaps in
training future psychologists as it allows for the
development of niche expertise under an umbrella of the
broader, ecological perspective. In an increasingly complex
world of shrinking mental health dollars and growing
severity of mental health problems for families and youth,
clinical psychologists are needed more than ever to solve
social problems. The current training paradigms in clinical
child psychology programs need redirection and clarification
for future psychologists to contribute meaningfully to
science, practice, and policy. This article provides
background in the history and influence of the developmental
psychopathology perspective, as well as future implications
for doctoral training programs in clinical
psychology.},
Doi = {10.1207/s15374424jccp2804_5},
Key = {fds272167}
}
@article{fds13041,
Author = {Dodge, K.A. and Putallaz, M. and Malone, D.},
Title = {Coming of Age: The Department of Education},
Journal = {Phi Delta Kappan},
Volume = {83},
Pages = {674-676},
Year = {2002},
url = {http://hdl.handle.net/10161/8002},
Key = {fds13041}
}
@article{fds272115,
Author = {Dodge, KA and Putallaz, M and Malone, D},
Title = {Coming of age: The department of education},
Journal = {Phi Delta Kappan},
Volume = {83},
Number = {9},
Pages = {674-676},
Publisher = {SAGE Publications},
Year = {1999},
Month = {January},
url = {http://hdl.handle.net/10161/8002 Duke open access
repository},
Abstract = {The Duke University Education Leadership Summit in February
2002 provided an opportunity to view the evolution of the
U.S. Department of Education through the eyes of those who
have served as secretaries of education. In this special
section, five of the participating secretaries reflect on
the chief issues of their respective tenures.},
Doi = {10.1177/003172170208300909},
Key = {fds272115}
}
@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}
}
@article{fds367707,
Author = {Goodman, B and Dodge, K},
Title = {Community Prevention of Child Maltreatment in the United
States: The Family Connects Program},
Journal = {Japanese Journal of Child Abuse and Neglect},
Volume = {21},
Number = {2},
Pages = {141-148},
Year = {2019},
Key = {fds367707}
}
@article{fds272294,
Author = {Smith, EP and Gorman-Smith, D and Quinn, WH and Rabiner, DL and Tolan,
PH and Winn, D-M and Multisite Violence Prevention
Project},
Title = {Community-Based multiple family groups to prevent and reduce
violent and aggressive behavior: the GREAT Families
Program.},
Journal = {American journal of preventive medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {39-47},
Year = {2004},
Month = {January},
Abstract = {This paper describes the targeted intervention component of
GREAT Schools and Families. The intervention-GREAT
Families-is composed of 15 weekly multiple family group
meetings (e.g., 4-6 families per group) and addresses
parenting practices (discipline, monitoring), family
relationship characteristics (communication, support,
cohesion), parental involvement and investment in their
child's schooling, parent and school relationship building,
and planning for the future. High-risk youth and their
families-students identified by teachers as aggressive and
socially influential among their peers-were targeted for
inclusion in the intervention. The paper describes the
theoretical model and development of the intervention.
Approaches to recruitment, engagement, staff training, and
sociocultural sensitivity in work with families in
predominantly poor and challenging settings are described.
The data being collected throughout the program will aid in
examining the theoretical and program processes that can
potentially mediate and moderate effects on families. This
work can inform us about necessary approaches and procedures
to engage and support families in efforts to reduce
individual and school grade-level violence and
aggression.},
Doi = {10.1016/j.amepre.2003.09.018},
Key = {fds272294}
}
@article{fds364192,
Author = {Lansford, JE and Rothenberg, WA and Yotanyamaneewong, S and Alampay,
LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu,
Q and Long, Q and Morgenstern, G and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L and Uribe
Tirado, LM},
Title = {Compliance with Health Recommendations and Vaccine Hesitancy
During the COVID Pandemic in Nine Countries.},
Journal = {Prevention science : the official journal of the Society for
Prevention Research},
Volume = {25},
Number = {2},
Pages = {230-244},
Year = {2024},
Month = {February},
Abstract = {Longitudinal data from the Parenting Across Cultures study
of children, mothers, and fathers in 12 cultural groups in
nine countries (China, Colombia, Italy, Jordan, Kenya, the
Philippines, Sweden, Thailand, and the USA; N = 1331
families) were used to understand predictors of compliance
with COVID-19 mitigation strategies and vaccine hesitancy.
Confidence in government responses to the COVID pandemic was
also examined as a potential moderator of links between
pre-COVID risk factors and compliance with COVID mitigation
strategies and vaccine hesitancy. Greater confidence in
government responses to the COVID pandemic was associated
with greater compliance with COVID mitigation strategies and
less vaccine hesitancy across cultures and reporters.
Pre-COVID financial strain and family stress were less
consistent predictors of compliance with COVID mitigation
strategies and vaccine hesitancy than confidence in
government responses to the pandemic. Findings suggest the
importance of bolstering confidence in government responses
to future human ecosystem disruptions, perhaps through
consistent, clear, non-partisan messaging and transparency
in acknowledging limitations and admitting mistakes to
inspire compliance with government and public health
recommendations.},
Doi = {10.1007/s11121-022-01399-9},
Key = {fds364192}
}
@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},
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{fds272032,
Author = {Dodge, KA},
Title = {Context matters in child and family policy.},
Journal = {Child development},
Volume = {82},
Number = {1},
Pages = {433-442},
Year = {2011},
Month = {January},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21291450},
Abstract = {The traditional model of translation from basic laboratory
science to efficacy trials to effectiveness trials to
community dissemination has flaws that arise from false
assumptions that context changes little or matters little.
One of the most important findings in developmental science
is that context matters, but this fact is not sufficiently
taken into account in many translation efforts. Studies
reported in this special issue highlight both the potential
of systematic interventions in parenting, peer relations,
and social-cognitive skills training, and the problems that
will be encountered in trying to bring these interventions
to a community context. It is advocated that developmental
scientists start from within the community context itself so
that translation to policy is only a small step. It is also
advocated that this research be conducted through rigorous
community randomized controlled trials.},
Doi = {10.1111/j.1467-8624.2010.01565.x},
Key = {fds272032}
}
@article{fds335173,
Author = {COIE, JD and DODGE, KA},
Title = {CONTINUITIES AND CHANGES IN CHILDRENS SOCIAL-STATUS - A
5-YEAR LONGITUDINAL-STUDY},
Journal = {MERRILL-PALMER QUARTERLY-JOURNAL OF DEVELOPMENTAL
PSYCHOLOGY},
Volume = {29},
Number = {3},
Pages = {261-282},
Publisher = {WAYNE STATE UNIV PRESS},
Year = {1983},
Month = {January},
Key = {fds335173}
}
@article{fds272212,
Author = {Coie, JD and Dodge, KA},
Title = {Continuity of children's social status: A five-year
longitudinal study},
Journal = {Merrill-Palmer Quarterly},
Volume = {29},
Number = {3},
Pages = {261-282},
Year = {1983},
Key = {fds272212}
}
@article{fds304162,
Author = {Dodge, KA},
Title = {Coordinating Responses to Aversive Stimuli: Introduction to
a Special Section on the Development of Emotion
Regulation},
Journal = {Developmental Psychology},
Volume = {25},
Number = {3},
Pages = {339-342},
Publisher = {American Psychological Association (APA)},
Year = {1989},
Month = {January},
ISSN = {0012-1649},
Abstract = {Introduces special section and provides an overview of
research on infant and child emotion regulation, beginning
with consideration of emotion as a set of responses to
particular stimuli, such as aversive events. Emotional
responding is noted as occurring simultaneously within each
of three response systems, including neurophysiological-biochemical,
motor-expressive, and experiential-cognitive domains.
Emotion regulation is the process through which activation
in one response domain serves to alter, titrate, or modulate
activation in another response domain. During the course of
development, the child acquires skill not only in responding
within domains, but also in coordinating and regulating
responses across domains. Mechanisms of development include
fortuitous learning, repetition, and active socialization by
a caregiver. Individual differences can be observed in the
child's capacity for regulation, and major life events can
intrude on development, the latter leading to dysregulation
of emotional responding.},
Doi = {10.1037/0012-1649.25.3.339},
Key = {fds304162}
}
@article{fds272253,
Author = {Dodge, KA},
Title = {Coordinating responses to aversive stimuli: The development
of emotion regulation},
Journal = {Developmental Psychology},
Volume = {25},
Number = {3},
Pages = {339-342},
Year = {1989},
ISSN = {0012-1649},
Abstract = {Introduces special section and provides an overview of
research on infant and child emotion regulation, beginning
with consideration of emotion as a set of responses to
particular stimuli, such as aversive events. Emotional
responding is noted as occurring simultaneously within each
of three response systems, including neurophysiological-biochemical,
motor-expressive, and experiential-cognitive domains.
Emotion regulation is the process through which activation
in one response domain serves to alter, titrate, or modulate
activation in another response domain. During the course of
development, the child acquires skill not only in responding
within domains, but also in coordinating and regulating
responses across domains. Mechanisms of development include
fortuitous learning, repetition, and active socialization by
a caregiver. Individual differences can be observed in the
child's capacity for regulation, and major life events can
intrude on development, the latter leading to dysregulation
of emotional responding.},
Key = {fds272253}
}
@article{fds272013,
Author = {Lansford, JE and Alampay, LP and Al-Hassan, S and Bacchini, D and Bombi,
AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta,
L and Dodge, KA and Oburu, P and Pastorelli, C and Runyan, DK and Skinner,
AT and Sorbring, E and Tapanya, S and Tirado, LMU and Zelli,
A},
Title = {Corporal punishment of children in nine countries as a
function of child gender and parent gender.},
Journal = {International journal of pediatrics},
Volume = {2010},
Pages = {672780},
Year = {2010},
Month = {January},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20976255},
Abstract = {Background. The purpose of this paper is to contribute to a
global perspective on corporal punishment by examining
differences between mothers' and fathers' use of corporal
punishment with daughters and sons in nine countries.
Methods. Interviews were conducted with 1398 mothers, 1146
fathers, and 1417 children (age range = 7 to 10 years) in
China, Colombia, Italy, Jordan, Kenya, the Philippines,
Sweden, Thailand, and the United States. Results. Across the
entire sample, 54% of girls and 58% of boys had experienced
mild corporal punishment, and 13% of girls and 14% of boys
had experienced severe corporal punishment by their parents
or someone in their household in the last month. Seventeen
percent of parents believed that the use of corporal
punishment was necessary to rear the target child. Overall,
boys were more frequently punished corporally than were
girls, and mothers used corporal punishment more frequently
than did fathers. There were significant differences across
countries, with reports of corporal punishment use lowest in
Sweden and highest in Kenya. Conclusion. This work
establishes that the use of corporal punishment is
widespread, and efforts to prevent corporal punishment from
escalating into physical abuse should be commensurately
widespread.},
Doi = {10.1155/2010/672780},
Key = {fds272013}
}
@article{fds317255,
Author = {Lansford, JE and Sharma, C and Malone, PS and Woodlief, D and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E 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 and Deater-Deckard, K and Di Giunta and L},
Title = {Corporal punishment, maternal warmth, and child adjustment:
a longitudinal study in eight countries.},
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 = {43},
Number = {4},
Pages = {670-685},
Year = {2014},
Month = {January},
ISSN = {1537-4416},
Abstract = {Two key tasks facing parents across cultures are managing
children's behaviors (and misbehaviors) and conveying love
and affection. Previous research has found that corporal
punishment generally is related to worse child adjustment,
whereas parental warmth is related to better child
adjustment. This study examined whether the association
between corporal punishment and child adjustment problems
(anxiety and aggression) is moderated by maternal warmth in
a diverse set of countries that vary in a number of
sociodemographic and psychological ways. Interviews were
conducted with 7- to 10-year-old children (N = 1,196; 51%
girls) and their mothers in 8 countries: China, Colombia,
Italy, Jordan, Kenya, the Philippines, Thailand, and the
United States. Follow-up interviews were conducted 1 and 2
years later. Corporal punishment was related to increases,
and maternal warmth was related to decreases, in children's
anxiety and aggression over time; however, these
associations varied somewhat across groups. Maternal warmth
moderated the effect of corporal punishment in some
countries, with increases in anxiety over time for children
whose mothers were high in both warmth and corporal
punishment. The findings illustrate the overall association
between corporal punishment and child anxiety and aggression
as well as patterns specific to particular countries.
Results suggest that clinicians across countries should
advise parents against using corporal punishment, even in
the context of parent-child relationships that are otherwise
warm, and should assist parents in finding other ways to
manage children's behaviors.},
Doi = {10.1080/15374416.2014.893518},
Key = {fds317255}
}
@article{fds342712,
Author = {Duell, N and Steinberg, L and Icenogle, G and Chein, J and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Tirado,
LMU and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D and Chang, L},
Title = {Correction to: Age Patterns in Risk Taking Across the
World.},
Journal = {Journal of youth and adolescence},
Volume = {48},
Number = {4},
Pages = {835-836},
Year = {2019},
Month = {April},
Abstract = {In the original publication, the legends for Figs 4 and 5
were incorrect, such that each regression line was
mislabeled with the incorrect country. Below are the
correctly labeled countries. The authors apologize for any
confusion or misinformation this error may have
caused.},
Doi = {10.1007/s10964-019-00999-z},
Key = {fds342712}
}
@article{fds359864,
Author = {Rothenberg, WA and Ali, S and Rohner, RP and Lansford, JE and Britner,
PA and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K},
Title = {Correction to: Effects of Parental Acceptance-Rejection on
Children’s Internalizing and Externalizing Behaviors: A
Longitudinal, Multicultural Study (Journal of Child and
Family Studies, (2022), 31, 1, (29-47), 10.1007/s10826-021-02072-5)},
Journal = {Journal of Child and Family Studies},
Volume = {31},
Number = {1},
Pages = {335},
Year = {2022},
Month = {January},
Abstract = {for author Sumbleen Ali should have been. “The State
University of New York College at Oneonta, Oneonta, USA”
and “University of Connecticut, Storrs, USA”; authors
Ronald P. Rohner and Preston A. Britner “University of
Connecticut, Storrs, USA”. The original article has been
corrected.},
Doi = {10.1007/s10826-021-02152-6},
Key = {fds359864}
}
@article{fds271977,
Author = {Dodge, KA},
Title = {Cost-effectiveness of psychotherapy for child aggression:
First, is there effectiveness? Comment on Shechtman and
Ben-David (1999)},
Journal = {Group Dynamics},
Volume = {3},
Number = {4},
Pages = {275-278},
Publisher = {American Psychological Association (APA)},
Year = {1999},
Month = {December},
ISSN = {1089-2699},
Abstract = {Prevention programs and interventions to reduce aggression
in children can be evaluated in terms of costs of treatment
versus long-term economic and social benefits. The group
psychotherapy approach by Shechtman and Ben-David is quite
brief and seems to demonstrate short-term reductions in
aggressive behavior. If effective, this approach could be
cost-beneficial. But its enduring efficacy is unclear, and
the potential iatrogenic effects of placing aggressive
children with other aggressive children make this approach
risky. Copyright 1999 by the Educational Publishing
Foundation.},
Doi = {10.1037/1089-2699.3.4.275},
Key = {fds271977}
}
@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},
Doi = {10.1037/1089-2699.3.4.275},
Key = {fds272176}
}
@article{fds271918,
Author = {Kokko, K and Simonton, S and Dubow, E and Lansford, JE and Olson, SL and Huesmann, LR and Boxer, P and Pulkkinen, L and Bates, JE and Dodge, KA and Pettit, GS},
Title = {Country, sex, and parent occupational status: moderators of
the continuity of aggression from childhood to
adulthood.},
Journal = {Aggressive behavior},
Volume = {40},
Number = {6},
Pages = {552-567},
Year = {2014},
Month = {November},
ISSN = {0096-140X},
Abstract = {Using data from two American and one Finnish long-term
longitudinal studies, we examined continuity of general
aggression from age 8 to physical aggression in early
adulthood (age 21-30) and whether continuity of aggression
differed by country, sex, and parent occupational status. In
all samples, childhood aggression was assessed via peer
nominations and early adulthood aggression via self-reports.
Multi-group structural equation models revealed significant
continuity in aggression in the American samples but not in
the Finnish sample. These relations did not differ by sex
but did differ by parent occupational status: whereas there
was no significant continuity among American children from
professional family-of-origin backgrounds, there was
significant continuity among American children from
non-professional backgrounds.},
Doi = {10.1002/ab.21546},
Key = {fds271918}
}
@article{fds272062,
Author = {Daro, D and Dodge, KA},
Title = {Creating community responsibility for child protection:
possibilities and challenges.},
Journal = {The Future of children},
Volume = {19},
Number = {2},
Pages = {67-93},
Year = {2009},
Month = {January},
ISSN = {1054-8289},
Abstract = {Deborah Daro and Kenneth Dodge observe that efforts to
prevent child abuse have historically focused on directly
improving the skills of parents who are at risk for or
engaged in maltreatment. But, as experts increasingly
recognize that negative forces within a community can
overwhelm even well-intentioned parents, attention is
shifting toward creating environments that facilitate a
parent's ability to do the right thing. The most
sophisticated and widely used community prevention programs,
say Daro and Dodge, emphasize the reciprocal interplay
between individual-family behavior and broader neighborhood,
community, and cultural contexts. The authors examine five
different community prevention efforts, summarizing for each
both the theory of change and the empirical evidence
concerning its efficacy. Each program aims to enhance
community capacity by expanding formal and informal
resources and establishing a normative cultural context
capable of fostering collective responsibility for positive
child development. Over the past ten years, researchers have
explored how neighborhoods influence child development and
support parenting. Scholars are still searching for
agreement on the most salient contextual factors and on how
to manipulate these factors to increase the likelihood
parents will seek out, find, and effectively use necessary
and appropriate support. The current evidence base for
community child abuse prevention, observe Daro and Dodge,
offers both encouragement and reason for caution. Although
theory and empirical research suggest that intervention at
the neighborhood level is likely to prevent child
maltreatment, designing and implementing a high-quality,
multifaceted community prevention initiative is expensive.
Policy makers must consider the trade-offs in investing in
strategies to alter community context and those that expand
services for known high-risk individuals. The authors
conclude that if the concept of community prevention is to
move beyond the isolated examples examined in their article,
additional conceptual and empirical work is needed to garner
support from public institutions, community-based
stakeholders, and local residents.},
Doi = {10.1353/foc.0.0030},
Key = {fds272062}
}
@article{fds359938,
Author = {Rothenberg, WA and Lansford, JE and Bornstein, MH and Uribe Tirado,
LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L},
Title = {Cross-Cultural Associations of Four Parenting Behaviors With
Child Flourishing: Examining Cultural Specificity and
Commonality in Cultural Normativeness and Intergenerational
Transmission Processes.},
Journal = {Child development},
Volume = {92},
Number = {6},
Pages = {e1138-e1153},
Year = {2021},
Month = {November},
Abstract = {Families from nine countries (N = 1,338) were
interviewed annually seven times (M<sub>age</sub>
child = 7-15) to test specificity and commonality in
parenting behaviors associated with child flourishing and
moderation of associations by normativeness of parenting.
Participants included 1,338 children (M = 8.59 years,
SD = 0.68, range = 7-11 years; 50% girls), their
mothers (N = 1,283, M = 37.04 years,
SD = 6.51, range = 19-70 years), and their fathers
(N = 1,170, M = 40.19 years, SD = 6.75,
range = 22-76 years) at Wave 1 of 7 annual waves
collected between 2008 and 2017. Families were recruited
from 12 ethnocultural groups in nine countries including:
Shanghai, China (n = 123); Medellín, Colombia
(n = 108); Naples (n = 102) and Rome (n = 111),
Italy; Zarqa, Jordan (n = 114); Kisumu, Kenya
(n = 100); Manila, Philippines (n = 120);
Trollhättan & Vänersborg, Sweden (n = 129); Chiang
Mai, Thailand (n = 120); and Durham, NC, United States
(n = 110 White, n = 102 Black, n = 99 Latinx).
Intergenerational parenting (parenting passed from
Generation 1 to Generation 2) demonstrated specificity.
Children from cultures with above-average G2 parent warmth
experienced the most benefit from the intergenerational
transmission of warmth, whereas children from cultures with
below-average G2 hostility, neglect, and rejection were best
protected from deleterious intergenerational effects of
parenting behaviors on flourishing. Single-generation
parenting (Generation 2 parenting directly associated with
Generation 3 flourishing) demonstrated commonality. Parent
warmth promoted, and parent hostility, neglect, and
rejection impeded the development of child flourishing
largely regardless of parenting norms.},
Doi = {10.1111/cdev.13634},
Key = {fds359938}
}
@article{fds349321,
Author = {Rothenberg, WA and Lansford, JE and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong,
S and Alampay, LP and Al-Hassan, SM},
Title = {Cross-cultural effects of parent warmth and control on
aggression and rule-breaking from ages 8 to
13.},
Journal = {Aggressive behavior},
Volume = {46},
Number = {4},
Pages = {327-340},
Year = {2020},
Month = {July},
Abstract = {We investigated whether bidirectional associations between
parental warmth and behavioral control and child aggression
and rule-breaking behavior emerged in 12 cultural groups.
Study participants included 1,298 children (M = 8.29
years, standard deviation [SD] = 0.66, 51% girls) from
Shanghai, China (n = 121); Medellín, Colombia
(n = 108); Naples (n = 100) and Rome (n = 103),
Italy; Zarqa, Jordan (n = 114); Kisumu, Kenya
(n = 100); Manila, Philippines (n = 120);
Trollhättan/Vänersborg, Sweden (n = 101); Chiang Mai,
Thailand (n = 120); and Durham, NC, United States
(n = 111 White, n = 103 Black, n = 97 Latino)
followed over 5 years (i.e., ages 8-13). Warmth and control
were measured using the Parental Acceptance-Rejection/Control
Questionnaire, child aggression and rule-breaking were
measured using the Achenbach System of Empirically-Based
Assessment. Multiple-group structural equation modeling was
conducted. Associations between parent warmth and subsequent
rule-breaking behavior were found to be more common across
ontogeny and demonstrate greater variability across
different cultures than associations between warmth and
subsequent aggressive behavior. In contrast, the evocative
effects of child aggressive behavior on subsequent parent
warmth and behavioral control were more common, especially
before age 10, than those of rule-breaking behavior.
Considering the type of externalizing behavior,
developmental time point, and cultural context is essential
to understanding how parenting and child behavior
reciprocally affect one another.},
Doi = {10.1002/ab.21892},
Key = {fds349321}
}
@article{fds348884,
Author = {Kapetanovic, S and Rothenberg, WA and Lansford, JE and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Peña Alampay and L and Al-Hassan, SM and Bacchini, D},
Title = {Cross-Cultural Examination of Links between
Parent-Adolescent Communication and Adolescent Psychological
Problems in 12 Cultural Groups.},
Journal = {Journal of youth and adolescence},
Volume = {49},
Number = {6},
Pages = {1225-1244},
Year = {2020},
Month = {June},
Abstract = {Internalizing and externalizing problems increase during
adolescence. However, these problems may be mitigated by
adequate parenting, including effective parent-adolescent
communication. The ways in which parent-driven (i.e., parent
behavior control and solicitation) and adolescent-driven
(i.e., disclosure and secrecy) communication efforts are
linked to adolescent psychological problems universally and
cross-culturally is a question that needs more empirical
investigation. The current study used a sample of 1087
adolescents (M = 13.19 years, SD = 0.90, 50% girls)
from 12 cultural groups in nine countries including China,
Colombia, Italy, Jordan, Kenya, Philippines, Sweden,
Thailand, and the United States to test the cultural
moderation of links between parent solicitation, parent
behavior control, adolescent disclosure, and adolescent
secrecy with adolescent internalizing and externalizing
problems. The results indicate that adolescent-driven
communication, and secrecy in particular, is intertwined
with adolescents' externalizing problems across all
cultures, and intertwined with internalizing problems in
specific cultural contexts. Moreover, parent-driven
communication efforts were predicted by adolescent
disclosure in all cultures. Overall, the findings suggest
that adolescent-driven communication efforts, and adolescent
secrecy in particular, are important predictors of
adolescent psychological problems as well as facilitators of
parent-adolescent communication.},
Doi = {10.1007/s10964-020-01212-2},
Key = {fds348884}
}
@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}
}
@article{fds272081,
Author = {Lansford, JE and Dodge, KA},
Title = {Cultural Norms for Adult Corporal Punishment of Children and
Societal Rates of Endorsement and Use of
Violence.},
Journal = {Parenting, science and practice},
Volume = {8},
Number = {3},
Pages = {257-270},
Year = {2008},
Month = {July},
ISSN = {1529-5192},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19898651},
Abstract = {OBJECTIVE: To test the hypothesis that societal rates of
corporal punishment of children predict societal levels of
violence, using "culture" as the unit of analysis. DESIGN:
Data were retrieved from the Standard Cross-Cultural Sample
of anthropological records, which includes 186 cultural
groups, to represent the world's 200 provinces based on
diversity of language, economy, political organization,
descent, and historical time. Independent coders rated the
frequency and harshness of corporal punishment of children,
inculcation of aggression in children, warfare,
interpersonal violence among adults, and demographic,
socioeconomic, and parenting covariates. RESULTS: More
frequent use of corporal punishment was related to higher
rates of inculcation of aggression in children, warfare, and
interpersonal violence. These relations held for inculcation
of aggression in children and warfare after controlling for
demographic, socioeconomic, and parenting confounds.
CONCLUSION: More frequent use of corporal punishment is
related to higher prevalence of violence and endorsement of
violence at a societal level. The findings are consistent
with theories that adult violence becomes more prevalent in
contexts in which corporal punishment is frequent, that the
use of corporal punishment increases the probability that
children will engage in violent behaviors during adulthood,
and that violence in one social domain tends to influence
behavior in other domains. If corporal punishment leads to
higher levels of societal violence, then reducing parents'
use of corporal punishment should lead to reductions in
societal violence manifested in other ways.},
Doi = {10.1080/15295190802204843},
Key = {fds272081}
}
@article{fds361177,
Author = {Lansford, JE and Zietz, S and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli,
C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L and Uribe
Tirado, LM and Yotanyamaneewong, S and Alampay,
LP},
Title = {Culture and Social Change in Mothers' and Fathers'
Individualism, Collectivism and Parenting
Attitudes.},
Journal = {Social sciences},
Volume = {10},
Number = {12},
Pages = {459},
Year = {2021},
Month = {December},
Abstract = {Cultures and families are not static over time but evolve in
response to social transformations, such as changing gender
roles, urbanization, globalization, and technology uptake.
Historically, individualism and collectivism have been
widely used heuristics guiding cross-cultural comparisons,
yet these orientations may evolve over time, and individuals
within cultures and cultures themselves can have both
individualist and collectivist orientations. Historical
shifts in parents' attitudes also have occurred within
families in several cultures. As a way of understanding
mothers' and fathers' individualism, collectivism, and
parenting attitudes at this point in history, we examined
parents in nine countries that varied widely in
country-level individualism rankings. Data included mothers'
and fathers' reports (<i>N</i> = 1338 families) at three
time points in China, Colombia, Italy, Jordan, Kenya,
Philippines, Sweden, Thailand, and the United States. More
variance was accounted for by within-culture than
between-culture factors for parents' individualism,
collectivism, progressive parenting attitudes, and
authoritarian parenting attitudes, which were predicted by a
range of sociodemographic factors that were largely similar
for mothers and fathers and across cultural groups. Social
changes from the 20th to the 21st century may have
contributed to some of the similarities between mothers and
fathers and across the nine countries.},
Doi = {10.3390/socsci10120459},
Key = {fds361177}
}
@article{fds362429,
Author = {Yazgan, I and Hanson, JL and Bates, JE and Lansford, JE and Pettit, GS and Dodge, KA},
Title = {Cumulative early childhood adversity and later antisocial
behavior: The mediating role of passive avoidance -
ERRATUM.},
Journal = {Development and psychopathology},
Volume = {34},
Number = {3},
Pages = {1203},
Year = {2022},
Month = {August},
Doi = {10.1017/s0954579422000086},
Key = {fds362429}
}
@article{fds348944,
Author = {Yazgan, I and Hanson, JL and Bates, JE and Lansford, JE and Pettit, GS and Dodge, KA},
Title = {Cumulative early childhood adversity and later antisocial
behavior: The mediating role of passive avoidance.},
Journal = {Development and psychopathology},
Volume = {33},
Number = {1},
Pages = {340-350},
Year = {2021},
Month = {February},
Abstract = {Twenty-six percent of children experience a traumatic event
by the age of 4. Negative events during childhood have
deleterious correlates later in life, including antisocial
behavior. However, the mechanisms that play into this
relation are unclear. We explored deficits in neurocognitive
functioning, specifically problems in passive avoidance, a
construct with elements of inhibitory control and learning
as a potential acquired mediator for the pathway between
cumulative early childhood adversity from birth to age 7 and
later antisocial behavior through age 18, using prospective
longitudinal data from 585 participants. Path analyses
showed that cumulative early childhood adversity predicted
impaired passive avoidance during adolescence and increased
antisocial behavior during late adolescence. Furthermore,
poor neurocognition, namely, passive avoidance, predicted
later antisocial behavior and significantly mediated the
relation between cumulative early childhood adversity and
later antisocial behavior. This research has implications
for understanding the development of later antisocial
behavior and points to a potential target for neurocognitive
intervention within the pathway from cumulative early
childhood adversity to later antisocial behavior.},
Doi = {10.1017/s0954579419001809},
Key = {fds348944}
}
@article{fds272158,
Author = {Colwell, MJ and Pettit, GS and Meece, D and Bates, JE and Dodge,
KA},
Title = {Cumulative Risk and Continuity in Nonparental Care from
Infancy to Early Adolescence.},
Journal = {Merrill-Palmer quarterly (Wayne State University.
Press)},
Volume = {47},
Number = {2},
Pages = {207-234},
Year = {2001},
Month = {April},
Abstract = {Variations in amounts of nonparental care across infancy,
preschool, early elementary school, and early adolescence
were examined in a longitudinal sample (N = 438). Of
interest was (a) continuity in use of the different
arrangements, (b) whether the arrangements were additively
and cumulatively associated with children's externalizing
behavior problems, and (c) whether predictive relations were
accounted for by social-ecological (socioeconomic status,
mothers' employment status, marital status) and
social-experiential (parenting quality, exposure to
aggressive peers) factors. Correlations among overall
amounts of care provided little evidence of cross-time
continuity. Consistent with the cumulative risk perspective,
Grade 1 self-care and Grade 6 unsupervised peer contact
incrementally predicted Grade 6 externalizing problems. Most
of the predictive associations were accounted for by family
background and social relationship factors.},
Doi = {10.1353/mpq.2001.0009},
Key = {fds272158}
}
@article{fds271899,
Author = {Hanson, JL and Albert, WD and Iselin, AR and Carré, JM and Dodge, KA and Hariri, AR},
Title = {Cumulative Stress In Childhood is Associated with Blunted
Reward-Related Brain Activity In Adulthood},
Journal = {Social Cognitive and Affective Neuroscience},
Volume = {11},
Number = {3},
Pages = {405-412},
Year = {2015},
Month = {October},
ISSN = {1749-5016},
url = {http://hdl.handle.net/10161/10777 Duke open access
repository},
Abstract = {Early life stress (ELS) is strongly associated with negative
outcomes in adulthood, including reduced motivation and
increased negative mood. The mechanisms mediating these
relations, however, are poorly understood. We examined the
relation between exposure to ELS and reward-related brain
activity, which is known to predict motivation and mood, at
age 26, in a sample followed since kindergarten with annual
assessments. Using functional neuroimaging, we assayed
individual differences in the activity of the ventral
striatum (VS) during the processing of monetary rewards
associated with a simple card-guessing task, in a sample of
72 male participants. We examined associations between a
cumulative measure of ELS exposure and VS activity in
adulthood. We found that greater levels of cumulative stress
during childhood and adolescence predicted lower
reward-related VS activity in adulthood. Extending this
general developmental pattern, we found that exposure to
stress early in development (between kindergarten and grade
3) was significantly associated with variability in adult VS
activity. Our results provide an important demonstration
that cumulative life stress, especially during this
childhood period, is associated with blunted reward-related
VS activity in adulthood. These differences suggest
neurobiological pathways through which a history of ELS may
contribute to reduced motivation and increased negative
mood.},
Doi = {10.1093/scan/nsv124},
Key = {fds271899}
}
@article{fds271943,
Author = {Olson, SL and Sameroff, AJ and Davis Kean and P and Lansford, JE and Sexton, H and Bates, JE and Pettit, GS and Dodge,
KA},
Title = {Deconstructing the externalizing spectrum: Growth patterns
of overt aggression, covert aggression, oppositional
behavior, impulsivity/inattention and emotion dysregulation
between school entry and early adolescence},
Journal = {Development and Psychopathology},
Volume = {25},
Number = {3},
Pages = {817-842},
Year = {2012},
Abstract = {The purpose of this study was to determine whether five
subcomponents of children's externalizing behavior showed
distinctive patterns of long-term growth and predictive
correlates. We examined growth in teachers' ratings of overt
aggression, covert aggression, oppositional defiance,
impulsivity/inattention, and emotion dysregulation across
three developmental periods spanning kindergarten through
Grade 8 (ages 5-13 years). We also determined whether three
salient background characteristics, family socioeconomic
status, child ethnicity, and child gender, differentially
predicted growth in discrete categories of child
externalizing symptoms across development. Participants were
543 kindergarten-age children (52% male, 81% European
American, 17% African American) whose problem behaviors were
rated by teachers each successive year of development
through Grade 8. Latent growth curve analyses were performed
for each component scale, contrasting with overall
externalizing, in a piecewise fashion encompassing three
developmental periods: kindergarten-Grade 2, Grades 3-5, and
Grades 6-8. We found that most subconstructs of
externalizing behavior increased significantly across the
early school age period relative to middle childhood and
early adolescence. However, overt aggression did not show
early positive growth, and emotion dysregulation
significantly increased across middle childhood. Advantages
of using subscales were most clear in relation to
illustrating different growth functions between the discrete
developmental periods. Moreover, growth in some discrete
subcomponents was differentially associated with variations
in family socioeconomic status and ethnicity. Our findings
strongly affirmed the necessity of adopting a developmental
approach to the analysis of growth in children's
externalizing behavior and provided unique data concerning
similarities and differences in growth between subconstructs
of child and adolescent externalizing behavior.},
Doi = {10.1017/s0954579413000199},
Key = {fds271943}
}
@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},
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{fds272111,
Author = {Vitale, JE and Newman, JP and Bates, JE and Goodnight, J and Dodge, KA and Pettit, GS},
Title = {Deficient behavioral inhibition and anomalous selective
attention in a community sample of adolescents with
psychopathic traits and low-anxiety traits.},
Journal = {Journal of abnormal child psychology},
Volume = {33},
Number = {4},
Pages = {461-470},
Year = {2005},
Month = {August},
ISSN = {0091-0627},
Abstract = {Socialization is the important process by which individuals
learn and then effectively apply the rules of appropriate
societal behavior. Response modulation is a psychobiological
process theorized to aid in socialization by allowing
individuals to utilize contextual information to modify
ongoing behavior appropriately. Using Hare's (1991)
Psychopathy Checklist and the Welsh (1956) anxiety scale,
researchers have identified a relatively specific form of a
response modulation deficit in low-anxious, Caucasian
psychopaths. Preliminary evidence suggests that the
Antisocial Process Screening Device (APSD; Frick & Hare,
2001) may be used to identify children with a similar
vulnerability. Using a representative community sample of
308 16-year-olds from the Child Development Project (Dodge,
Bates, & Pettit, 1990), we tested and corroborated the
hypotheses that participants with relatively low anxiety and
high APSD scores would display poorer passive avoidance
learning and less interference on a spatially separated,
picture-word Stroop task than controls. Consistent with
hypotheses, the expected group differences in picture-word
Stroop interference were found with male and female
participants, whereas predicted differences in passive
avoidance were specific to male participants. To the extent
that response modulation deficits contributing to poor
socialization among psychopathic adult offenders also
characterize a subgroup of adolescents with mild conduct
problems, clarification of the developmental processes that
moderate the expression of this vulnerability could inform
early interventions.},
Doi = {10.1007/s10802-005-5727-x},
Key = {fds272111}
}
@article{fds271914,
Author = {Petersen, IT and Bates, JE and Dodge, KA and Lansford, JE and Pettit,
GS},
Title = {Describing and predicting developmental profiles of
externalizing problems from childhood to
adulthood.},
Journal = {Development and psychopathology},
Volume = {27},
Number = {3},
Pages = {791-818},
Year = {2015},
Month = {August},
ISSN = {0954-5794},
Abstract = {This longitudinal study considers externalizing behavior
problems from ages 5 to 27 (N = 585). Externalizing problem
ratings by mothers, fathers, teachers, peers, and
self-report were modeled with growth curves. Risk and
protective factors across many different domains and time
frames were included as predictors of the trajectories. A
major contribution of the study is in demonstrating how
heterotypic continuity and changing measures can be handled
in modeling changes in externalizing behavior over long
developmental periods. On average, externalizing problems
decreased from early childhood to preadolescence, increased
during adolescence, and decreased from late adolescence to
adulthood. There was strong nonlinear continuity in
externalizing problems over time. Family process, peer
process, stress, and individual characteristics predicted
externalizing problems beyond the strong continuity of
externalizing problems. The model accounted for 70% of the
variability in the development of externalizing problems.
The model's predicted values showed moderate sensitivity and
specificity in prediction of arrests, illegal drug use, and
drunk driving. Overall, the study showed that by using
changing, developmentally relevant measures and
simultaneously taking into account numerous characteristics
of children and their living situations, research can model
lengthy spans of development and improve predictions of the
development of later, severe externalizing
problems.},
Doi = {10.1017/s0954579414000789},
Key = {fds271914}
}
@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{fds356108,
Author = {Lansford, JE and Goulter, N and Godwin, J and Crowley, M and McMahon,
RJ and Bates, JE and Pettit, GS and Greenberg, M and Lochman, JE and Dodge,
KA},
Title = {Development of individuals' own and perceptions of peers'
substance use from early adolescence to adulthood.},
Journal = {Addictive behaviors},
Volume = {120},
Pages = {106958},
Year = {2021},
Month = {September},
Abstract = {This study evaluated how individuals' own substance use and
their perception of peers' substance use predict each other
across development from early adolescence to middle
adulthood. Participants were from two longitudinal studies:
Fast Track (FT; N = 463) and Child Development Project
(CDP; N = 585). Participants reported on their own and
peers' substance use during early and middle adolescence and
early adulthood, and their own substance use in middle
adulthood. From adolescence to early adulthood, individuals'
reports of their own substance use in a given developmental
period predicted reports of their peers' substance use in
the next developmental period more than peers' substance use
in a given developmental period predicted individuals' own
substance use in the next. In the higher-risk FT sample,
individuals' own substance use in early adulthood predicted
alcohol, cannabis, and other substance use in middle
adulthood, and peers' substance use in early adulthood
predicted cannabis use in middle adulthood. In the
lower-risk CDP sample, participants' own substance use in
early adulthood predicted only their own cannabis use in
middle adulthood, whereas peers' substance use in early
adulthood predicted participants' alcohol, cannabis, opioid,
and other substance use in middle adulthood. The findings
suggest that peer substance use in early adulthood may
indicate a greater propensity for subsequent substance use
in lower-risk groups, whereas those in higher-risk groups
may remain more stable in substance use, with less
variability explained by peer contexts.},
Doi = {10.1016/j.addbeh.2021.106958},
Key = {fds356108}
}
@article{fds330823,
Author = {Petersen, IT and Lindhiem, O and LeBeau, B and Bates, JE and Pettit, GS and Lansford, JE and Dodge, KA},
Title = {Development of internalizing problems from adolescence to
emerging adulthood: Accounting for heterotypic continuity
with vertical scaling.},
Journal = {Developmental psychology},
Volume = {54},
Number = {3},
Pages = {586-599},
Year = {2018},
Month = {March},
Abstract = {Manifestations of internalizing problems, such as specific
symptoms of anxiety and depression, can change across
development, even if individuals show strong continuity in
rank-order levels of internalizing problems. This
illustrates the concept of heterotypic continuity, and
raises the question of whether common measures might be
construct-valid for one age but not another. This study
examines mean-level changes in internalizing problems across
a long span of development at the same time as accounting
for heterotypic continuity by using age-appropriate,
changing measures. Internalizing problems from age 14-24
were studied longitudinally in a community sample (N = 585),
using Achenbach's Youth Self-Report (YSR) and Young Adult
Self-Report (YASR). Heterotypic continuity was evaluated
with an item response theory (IRT) approach to vertical
scaling, linking different measures over time to be on the
same scale, as well as with a Thurstone scaling approach.
With vertical scaling, internalizing problems peaked in
mid-to-late adolescence and showed a group-level decrease
from adolescence to early adulthood, a change that would not
have been seen with the approach of using only age-common
items. Individuals' trajectories were sometimes different
than would have been seen with the common-items approach.
Findings support the importance of considering heterotypic
continuity when examining development and vertical scaling
to account for heterotypic continuity with changing
measures. (PsycINFO Database Record},
Doi = {10.1037/dev0000449},
Key = {fds330823}
}
@article{fds375375,
Author = {Lansford, JE and Kerry, N and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Junla, D and Oburu, P and Pastorelli, C and Rothenberg, WA and Skinner, AT and Sorbring, E and Steinberg, L and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay,
LP},
Title = {Development of Primal World Beliefs},
Journal = {Human Development},
Pages = {1-10},
Publisher = {S. Karger AG},
Year = {2023},
Month = {November},
Abstract = {<jats:p>Primal world beliefs (“primals”) capture
individuals’ basic understanding of what sort of world
this is. How do children develop beliefs about the nature of
the world? Is the world a good place? Safe or dangerous?
Enticing or dull? Primals were initially introduced in
social and personality psychology to understand beliefs
about the world as a whole that may influence well-being and
personality. This article introduces the concept of primals
to developmental scientists and reviews preliminary research
examining how primals relate to sociodemographic and
well-being indicators. The article then situates the concept
of primals in some classic developmental theories to
illustrate testable hypotheses these theories suggest
regarding how primals develop. Understanding how individuals
develop basic beliefs about the nature of the world deepens
insights into the human experience, including how malleable
these beliefs might be and how they may be influenced by,
and in turn influence, other domains of development.
</jats:p>},
Doi = {10.1159/000534964},
Key = {fds375375}
}
@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},
Doi = {10.1037/a0014142},
Key = {fds272047}
}
@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},
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{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{fds362959,
Author = {Barry, KR and Hanson, JL and Calma-Birling, D and Lansford, JE and Bates, JE and Dodge, KA},
Title = {Developmental connections between socioeconomic status,
self-regulation, and adult externalizing
problems.},
Journal = {Developmental science},
Volume = {25},
Number = {6},
Pages = {e13260},
Year = {2022},
Month = {November},
Abstract = {Children from low socioeconomic status (SES) backgrounds are
at particularly heightened risk for developing later
externalizing problems. A large body of research has
suggested an important role for self-regulation in this
developmental linkage. Self-regulation has been
conceptualized as a mediator as well as a moderator of these
connections. Using data from the Child Development Project
(CDP, N = 585), we probe these contrasting
(mediating/moderating) conceptualizations, using both
Frequentist and Bayesian statistical approaches, in the
linkage between early SES and later externalizing problems
in a multi-decade longitudinal study. Connecting early SES,
physiology (i.e., heart rate reactivity) and inhibitory
control (a Stroop task) in adolescence, and externalizing
symptomatology in early adulthood, we found the relation
between SES and externalizing problems was moderated by
multiple facets of self-regulation. Participants from lower
early SES backgrounds, who also had high heart rate
reactivity and lower inhibitory control, had elevated levels
of externalizing problems in adulthood relative to those
with low heart rate reactivity and better inhibitory
control. Such patterns persisted after controlling for
externalizing problems earlier in life. The present results
may aid in understanding the combinations of factors that
contribute to the development of externalizing
psychopathology in economically marginalized
youth.},
Doi = {10.1111/desc.13260},
Key = {fds362959}
}
@article{fds271907,
Author = {Albert, D and Belsky, DW and Crowley, DM and Bates, JE and Pettit, GS and Lansford, JE and Dick, D and Dodge, KA},
Title = {Developmental mediation of genetic variation in response to
the Fast Track prevention program.},
Journal = {Development and psychopathology},
Volume = {27},
Number = {1},
Pages = {81-95},
Year = {2015},
Month = {February},
ISSN = {0954-5794},
Abstract = {We conducted a developmental analysis of genetic moderation
of the effect of the Fast Track intervention on adult
externalizing psychopathology. The Fast Track intervention
enrolled 891 children at high risk to develop externalizing
behavior problems when they were in kindergarten. Half of
the enrolled children were randomly assigned to receive 10
years of treatment, with a range of services and resources
provided to the children and their families, and the other
half to usual care (controls). We previously showed that the
effect of the Fast Track intervention on participants' risk
of externalizing psychopathology at age 25 years was
moderated by a variant in the glucocorticoid receptor gene.
Children who carried copies of the A allele of the single
nucleotide polymorphism rs10482672 had the highest risk of
externalizing psychopathology if they were in the control
arm of the trial and the lowest risk of externalizing
psychopathology if they were in the treatment arm. In this
study, we test a developmental hypothesis about the origins
of this for better and for worse Gene × Intervention
interaction (G × I): that the observed G × I effect on
adult psychopathology is mediated by the proximal impact of
intervention on childhood externalizing problems and
adolescent substance use and delinquency. We analyzed
longitudinal data tracking the 270 European American
children in the Fast Track randomized control trial with
available genetic information (129 intervention children,
141 control group peers, 69% male) from kindergarten through
age 25 years. Results show that the same pattern of for
better and for worse susceptibility to intervention observed
at the age 25 follow-up was evident already during
childhood. At the elementary school follow-ups and at the
middle/high school follow-ups, rs10482672 predicted better
adjustment among children receiving the Fast Track
intervention and worse adjustment among children in the
control condition. In turn, these proximal G × I effects
early in development mediated the ultimate G × I effect on
externalizing psychopathology at age 25 years. We discuss
the contribution of these findings to the growing literature
on genetic susceptibility to environmental
intervention.},
Doi = {10.1017/s095457941400131x},
Key = {fds271907}
}
@article{fds272219,
Author = {Hope, and D, T and Bierman, and L, K and Dodge, TCPPRGKA and member},
Title = {Developmental patterns of home and school behavior in rural
and urban settings},
Journal = {Journal of School Psychology},
Volume = {36},
Pages = {45-58},
Year = {1998},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19834584},
Key = {fds272219}
}
@article{fds272048,
Author = {Lansford, JE and Yu, T and Erath, S and Pettit, GS and Bates, JE and Dodge,
KA},
Title = {Developmental Precursors of Number of Sexual Partners from
Age 16 to 22.},
Journal = {Journal of research on adolescence : the official journal of
the Society for Research on Adolescence},
Volume = {20},
Number = {3},
Pages = {651-677},
Year = {2010},
Month = {September},
ISSN = {1050-8392},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20823951},
Abstract = {This study examines family and child characteristics, parent
and peer relationships, and early adolescent behavior as
statistical predictors of trajectories of number of sexual
partners from mid-adolescence through early adulthood using
data from 527 participants in the Child Development Project.
Early adolescent developmental antecedents accounted for
modest variance in number of sexual partners. Latent growth
models revealed that African American race, more advanced
pubertal development, lower parental monitoring knowledge,
association with more deviant peers, and lower GPA in early
adolescence each predicted having more sexual partners at
age 16. In addition, non-African American race, lower child
IQ, higher parental monitoring knowledge, and lower early
adolescent internalizing problems each was associated with a
higher rate of growth in number of sexual partners over time
at the ages following 16. Latent growth mixture modeling
identified subgroups with distinct trajectories of
involvement with sexual partners that were associated with
family and child characteristics, parent and peer
relationships, and behavior in early adolescence.},
Doi = {10.1111/j.1532-7795.2010.00654.x},
Key = {fds272048}
}
@article{fds271968,
Author = {Dodge, KA},
Title = {Developmental Psychopathology in Children of Depressed
Mothers},
Journal = {Developmental Psychology},
Volume = {26},
Series = {Special section},
Number = {1},
Pages = {3-6},
Publisher = {American Psychological Association (APA)},
Editor = {K.A. Dodge},
Year = {1990},
Month = {January},
ISSN = {0012-1649},
Abstract = {It is suggested that the tripartite model by Parke,
MacDonald, Beitel, and Bhavnagri (1988) of the ways that
parents influence their child's social development might be
used to organize the study of abnormal development in
children of depressed mothers. Parents influence their child
through dyadic interaction, coaching and teaching practices,
and managing their child's social environment. Disruption in
each of these areas has been associated with parental
psychopathology and has been implicated in the development
of deviant child outcomes. The components of a theoretical
model of developmental psychopathology are outlined, as well
as theoretical and methodological problems that have yet to
be resolved. Issues of concern include the heterogeneity of
maternal diagnoses; distinguishing among genetic, parenting,
and environmental effects; matching the level of behavioral
analysis with the question being answered; the heterogeneity
of child outcomes; age-related effects; bidirectional
influences; and the role of paternal psychopathology.},
Doi = {10.1037/0012-1649.26.1.3},
Key = {fds271968}
}
@article{fds272020,
Author = {Laird, RD and Criss, MM and Pettit, GS and Bates, JE and Dodge,
KA},
Title = {Developmental Trajectories and Antecedents of Distal
Parental Supervision.},
Journal = {The Journal of early adolescence},
Volume = {29},
Number = {2},
Pages = {258-284},
Year = {2009},
Month = {April},
ISSN = {0272-4316},
Abstract = {Groups of adolescents were identified on the basis of
developmental trajectories of their families' rules and
their parents' knowledge of their activities.
Characteristics of the adolescent, peer antisociality, and
family context were tested as antecedents. In sum, 404
parent-adolescent dyads provided data for adolescents aged
10-16. Most adolescents were classified into groups
characterized by low levels and reductions in family rules
over time. However, low socioeconomic status and residence
in unsafe neighborhoods increased membership in the group
characterized by consistently high levels of family rules.
Most adolescents were assigned membership in groups
characterized by relatively stable moderate-to-high levels
of parental knowledge of their activities. However, greater
externalizing problems and peer antisociality, as well as
residence in an unsafe neighborhood, increased membership in
the group characterized by low and decreasing levels of
knowledge. Results suggest that personal and contextual risk
antecedes nonnormative decreases in parental knowledge,
whereas contextual risk inhibits normative reductions in
family rules.},
Doi = {10.1177/0272431608320123},
Key = {fds272020}
}
@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},
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{fds272140,
Author = {Broidy, LM and Nagin, DS and Tremblay, RE and Bates, JE and Brame, B and Dodge, KA and Fergusson, D and Horwood, JL and Loeber, R and Laird, R and Lynam, DR and Moffitt, TE and Pettit, GS and Vitaro,
F},
Title = {Developmental trajectories of childhood disruptive behaviors
and adolescent delinquency: a six-site, cross-national
study.},
Journal = {Developmental psychology},
Volume = {39},
Number = {2},
Pages = {222-245},
Year = {2003},
Month = {March},
Abstract = {This study used data from 6 sites and 3 countries to examine
the developmental course of physical aggression in childhood
and to analyze its linkage to violent and nonviolent
offending outcomes in adolescence. The results indicate that
among boys there is continuity in problem behavior from
childhood to adolescence and that such continuity is
especially acute when early problem behavior takes the form
of physical aggression. Chronic physical aggression during
the elementary school years specifically increases the risk
for continued physical violence as well as other nonviolent
forms of delinquency during adolescence. However, this
conclusion is reserved primarily for boys, because the
results indicate no clear linkage between childhood physical
aggression and adolescent offending among female samples
despite notable similarities across male and female samples
in the developmental course of physical aggression in
childhood.},
Doi = {10.1037//0012-1649.39.2.222},
Key = {fds272140}
}
@article{fds272125,
Author = {Lansford, JE and Malone, PS and Stevens, KI and Dodge, KA and Bates, JE and Pettit, GS},
Title = {Developmental trajectories of externalizing and
internalizing behaviors: factors underlying resilience in
physically abused children.},
Journal = {Development and psychopathology},
Volume = {18},
Number = {1},
Pages = {35-55},
Year = {2006},
Month = {January},
ISSN = {0954-5794},
url = {http://www.ncbi.nlm.nih.gov/pubmed/16478551},
Abstract = {Using a multisite community sample of 585 children, this
study examined how protective and vulnerability factors
alter trajectories of teacher-reported externalizing and
internalizing behavior from kindergarten through Grade 8 for
children who were and were not physically abused during the
first 5 years of life. Early lifetime history of physical
abuse (11.8% of sample) was determined through interviews
with mothers during the prekindergarten period; mothers and
children provided data on vulnerability and protective
factors. Regardless of whether the child was abused, being
African American; being male; having low early social
competence, low early socioeconomic status (SES), and low
adolescent SES; and experiencing adolescent harsh
discipline, low monitoring, and low parental knowledge were
related to higher levels of externalizing problems over
time. Having low early social competence, low early SES, low
adolescent SES, and low proactive parenting were related to
higher levels of internalizing problems over time.
Furthermore, resilience effects, defined as significant
interaction effects, were found for unilateral parental
decision making (lower levels are protective of
externalizing outcomes for abused children), early stress
(lower levels are protective of internalizing outcomes for
abused children), adolescent stress (lower levels are
protective of internalizing outcomes for abused children),
and hostile attributions (higher levels are protective of
internalizing outcomes for abused children). The findings
provide a great deal of support for an additive or main
effect perspective on vulnerability and protective factors
and some support for an interactive perspective. It appears
that some protective and vulnerability factors do not have
stronger effects for physically abused children, but instead
are equally beneficial or harmful to children regardless of
their abuse status.},
Doi = {10.1017/s0954579406060032},
Key = {fds272125}
}
@article{fds374184,
Author = {Buchanan, CM and Glatz, T and Selçuk, Ş and Skinner, AT and Lansford,
JE and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu,
Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Tapanya,
S and Steinberg, L and Tirado, LMU and Yotanyamaneewong, S and Alampay,
LP},
Title = {Developmental Trajectories of Parental Self-Efficacy as
Children Transition to Adolescence in Nine Countries: Latent
Growth Curve Analyses.},
Journal = {Journal of youth and adolescence},
Volume = {53},
Number = {5},
Pages = {1047-1065},
Year = {2024},
Month = {May},
Abstract = {Little is known about the developmental trajectories of
parental self-efficacy as children transition into
adolescence. This study examined parental self-efficacy
among mothers and fathers over 3 1/2 years representing this
transition, and whether the level and developmental
trajectory of parental self-efficacy varied by cultural
group. Data were drawn from three waves of the Parenting
Across Cultures (PAC) project, a large-scale longitudinal,
cross-cultural study, and included 1178 mothers and 1041
fathers of children who averaged 9.72 years of age at T1
(51.2% girls). Parents were from nine countries (12
ethnic/cultural groups), which were categorized into those
with a predominant collectivistic (i.e., China, Kenya,
Philippines, Thailand, Colombia, and Jordan) or
individualistic (i.e., Italy, Sweden, and USA) cultural
orientation based on Hofstede's Individualism Index
(Hofstede Insights, 2021). Latent growth curve analyses
supported the hypothesis that parental self-efficacy would
decline as children transition into adolescence only for
parents from more individualistic countries; parental
self-efficacy increased over the same years among parents
from more collectivistic countries. Secondary exploratory
analyses showed that some demographic characteristics
predicted the level and trajectory of parental self-efficacy
differently for parents in more individualistic and more
collectivistic countries. Results suggest that declines in
parental self-efficacy documented in previous research are
culturally influenced.},
Doi = {10.1007/s10964-023-01899-z},
Key = {fds374184}
}
@article{fds167316,
Author = {Lansford, J.E. and Dishion, T.J. and Dodge, K.A.},
Title = {Deviant peer clustering and influence within public school
settings: Inadvertent negative outcomes from traditional
professional practices},
Booktitle = {Interventions for achievement and behavior in a three-tier
model including response to intervention},
Publisher = {National Association for School Psychologists
Press},
Address = {Bethesda, MD},
Editor = {Shinn, M.R. and Walker, H.M. and Stoner, G.},
Year = {2009},
Key = {fds167316}
}
@article{fds272129,
Author = {Keiley, MK and Lofthouse, N and Bates, JE and Dodge, KA and Pettit,
GS},
Title = {Differential risks of covarying and pure components in
mother and teacher reports of externalizing and
internalizing behavior across ages 5 to 14.},
Journal = {Journal of abnormal child psychology},
Volume = {31},
Number = {3},
Pages = {267-283},
Year = {2003},
Month = {June},
Abstract = {In a sample of 585 children assessed in kindergarten through
8th grade, we fit a confirmatory factor model to both
mother- and teacher-reported symptoms on the Achenbach
checklists (CBCL, TRF) and determined that a covariation
factor of externalizing and internalizing behaviors existed,
in addition to the pure-form factors of externalizing and
internalizing for each reporter. In 3 structural equation
models, between 8 and 67% of the variance in these 6 latent
factors was accounted for by a set of antecedent child,
sociocultural, parenting, and peer risk variables. Each of
the 6 latent factors, taken 2 at a time, was predicted by a
unique set of risk variables; however, there were some
patterns that held for both mother- and teacher-report
symptom factors: Child temperamental unadaptability and
female gender were predictors of higher internalizing
symptoms; child temperamental resistance to control,
parental harsh punishment, male gender, low SES, and peer
rejection were related to higher externalizing symptoms
whereas child temperamental unadaptability was related to
lower externalizing symptoms; and peer rejection and family
stress were also related to the covarying,
externalizing-plus-internalizing component of both mother
and teacher reports.},
Doi = {10.1023/a:1023277413027},
Key = {fds272129}
}
@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},
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{fds272198,
Author = {Coie, JD and Dodge, KA and Coppotelli, H},
Title = {Dimensions and types of social status: A cross-age
perspective},
Journal = {Developmental Psychology},
Volume = {18},
Number = {4},
Pages = {557-570},
Publisher = {American Psychological Association (APA)},
Year = {1982},
Month = {July},
ISSN = {0012-1649},
Abstract = {In Exp I, peer perceptual correlates of social preference
(SP) and social impact (SI) were investigated with 311 3rd,
5th, and 8th graders. SP was highly positively related to
cooperativeness, supportiveness, and physical attractiveness
and negatively related to disruptiveness and aggression. SI
was related to active, salient behaviors of both positive
and negative valence. Whereas the correlates were found to
be similar at each grade level, greater proportions of the
variance in these dimensions could be predicted at younger
than older ages. In Exp II, these dimensions were used to
assign 531 Ss to 5 sociometric status groups: popular,
rejected, neglected, controversial, and average. Peer
perceptions of the behavioral correlates of these groups
were solicited and found to reveal distinct profiles. A
previously unidentified group of controversial children was
perceived as disruptive and aggressive (like the rejected
group), but also as social leaders (like popular Ss). It is
suggested that researchers consider controversial children
as a distinct group in future behavioral and epidemiological
studies. (32 ref) (PsycINFO Database Record (c) 2006 APA,
all rights reserved). © 1982 American Psychological
Association.},
Doi = {10.1037/0012-1649.18.4.557},
Key = {fds272198}
}
@article{fds333728,
Author = {Miller, AB and Sheridan, MA and Hanson, JL and McLaughlin, KA and Bates,
JE and Lansford, JE and Pettit, GS and Dodge, KA},
Title = {Dimensions of deprivation and threat, psychopathology, and
potential mediators: A multi-year longitudinal
analysis.},
Journal = {Journal of abnormal psychology},
Volume = {127},
Number = {2},
Pages = {160-170},
Year = {2018},
Month = {February},
Abstract = {Prior research demonstrates a link between exposure to
childhood adversity and psychopathology later in
development. However, work on mechanisms linking adversity
to psychopathology fails to account for specificity in these
pathways across different types of adversity. Here, we test
a conceptual model that distinguishes deprivation and threat
as distinct forms of childhood adversity with different
pathways to psychopathology. Deprivation involves an absence
of inputs from the environment, such as cognitive and social
stimulation, that influence psychopathology by altering
cognitive development, such as verbal abilities. Threat
includes experiences involving harm or threat of harm that
increase risk for psychopathology through disruptions in
social-emotional processing. We test the prediction that
deprivation, but not threat, increases risk for
psychopathology through altered verbal abilities. Data were
drawn from the Child Development Project (N = 585), which
followed children for over a decade. We analyze data from
assessment points at age 5, 6, 14, and 17 years. Mothers
completed interviews at age 5 and 6 on exposure to threat
and deprivation experiences. Youth verbal abilities were
assessed at age 14. At age 17, mothers reported on child
psychopathology. A path analysis model tested longitudinal
paths to internalizing and externalizing problems from
experiences of deprivation and threat. Consistent with
predictions, deprivation was associated with risk for
externalizing problems via effects on verbal abilities at
age 14. Threat was associated longitudinally with both
internalizing and externalizing problems, but these effects
were not mediated by verbal abilities. Results suggest that
unique developmental mechanisms link different forms of
adversity with psychopathology. (PsycINFO Database
Record},
Doi = {10.1037/abn0000331},
Key = {fds333728}
}
@article{fds272027,
Author = {Pettit, GS and Erath, SA and Lansford, JE and Dodge, KA and Bates,
JE},
Title = {Dimensions of social capital and life adjustment in the
transition to early adulthood.},
Journal = {International journal of behavioral development},
Volume = {35},
Number = {6},
Pages = {482-489},
Year = {2011},
Month = {November},
ISSN = {0165-0254},
Abstract = {The predictive relations between social capital depth
(high-quality relationships across contexts) and breadth
(friendship network extensivity) and early-adult, life
adjustment outcomes were examined using data from a
prospective longitudinal study. Interviews at age 22 yielded
(a) psychometrically sound indexes of relationship quality
with parents, peers, and romantic partners that served as
indicators of a latent construct of social capital depth,
and (b) a measure of number of close friends. In follow-up
interviews at age 24, participants reported on their
behavioral adjustment, educational attainment, and arrests
and illicit substance use. Early-adolescent assessments of
behavioral adjustment and academic performance served as
controls; data on what were construed as interpersonal
assets (teacher-rated social skills) and opportunities
(family income) were also collected at this time. Results
showed that depth was associated with overall better
young-adult adjustment, net of prior adjustment, and assets
and opportunities. Breadth was only modestly associated with
later outcomes, and when its overlap with depth was taken
into account, breadth predicted higher levels of subsequent
externalizing problems. These findings are consistent with
the notion that social capital is multidimensional and that
elements of it confer distinct benefits during an important
life transition.},
Doi = {10.1177/0165025411422995},
Key = {fds272027}
}
@article{fds272162,
Author = {Pinderhughes, EE and Zelli, A and Dodge, KA and Bates, JE and Pettit,
GS},
Title = {Discipline Responses: Direct and Mediated Influences of SES,
Ethnic Group Status, Parenting Beliefs, Stress, and Parent
Cognitive-Emotional Processes},
Journal = {Journal of Family Psychology},
Volume = {14},
Number = {3},
Pages = {380-400},
Year = {2000},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2759998/},
Abstract = {Direct and indirect precursors to parents' harsh discipline
responses to hypothetical vignettes about child misbehavior
were studied with data from 978 parents (59% mothers; 82%
European American and 16% African American) of 585
kindergarten-aged children. SEM analyses showed that
parents' beliefs about spanking and child aggression and
family stress mediated a negative relation between
socioeconomic status and discipline. In turn, perception of
the child and cognitive-emotional processes (hostile
attributions, emotional upset, worry about child's future,
available alternative disciplinary strategies, and available
preventive strategies) mediated the effect of stress on
discipline. Similar relations between ethnicity and
discipline were found (African Americans reported harsher
discipline), especially among low-income parents. Societally
based experiences may lead some parents to rely on
accessible and coherent goals in their discipline, whereas
others are more reactive.},
Key = {fds272162}
}
@article{fds304177,
Author = {Pinderhughes, EE and Dodge, KA and Bates, JE and Pettit, GS and Zelli,
A},
Title = {Discipline responses: influences of parents' socioeconomic
status, ethnicity, beliefs about parenting, stress, and
cognitive-emotional processes.},
Journal = {Journal of family psychology : JFP : journal of the Division
of Family Psychology of the American Psychological
Association (Division 43)},
Volume = {14},
Number = {3},
Pages = {380-400},
Year = {2000},
Month = {September},
Abstract = {Direct and indirect precursors to parents' harsh discipline
responses to hypothetical vignettes about child misbehavior
were studied with data from 978 parents (59% mothers; 82%
European American and 16% African American) of 585
kindergarten-aged children. SEM analyses showed that
parents' beliefs about spanking and child aggression and
family stress mediated a negative relation between
socioeconomic status and discipline. In turn, perception of
the child and cognitive-emotional processes (hostile
attributions, emotional upset, worry about child's future,
available alternative disciplinary strategies, and available
preventive strategies) mediated the effect of stress on
discipline. Similar relations between ethnicity and
discipline were found (African Americans reported harsher
discipline), especially among low-income parents. Societally
based experiences may lead some parents to rely on
accessible and coherent goals in their discipline, whereas
others are more reactive.},
Doi = {10.1037//0893-3200.14.3.380},
Key = {fds304177}
}
@article{fds271987,
Author = {Heath, A and Poulton, R and Martin, NG and Rutter, M and Martinez, FD and Kleeberger, SR and Dodge, KA},
Title = {Discussion},
Journal = {Novartis Foundation Symposium},
Volume = {293},
Pages = {138-142},
Year = {2008},
Month = {November},
ISSN = {1528-2511},
Key = {fds271987}
}
@article{fds271988,
Author = {Uher, R and Dodge, KA and Martinez, FD and Reeve, A and Martin, NG and Braithwaite, A and Rutter, M and Snieder, H and Battaglia, M and Tesson,
F and Kotb, M},
Title = {Discussion},
Journal = {Novartis Foundation Symposium},
Volume = {293},
Pages = {97-102},
Year = {2008},
Month = {November},
ISSN = {1528-2511},
Key = {fds271988}
}
@article{fds271990,
Author = {Heath, A and Uher, R and Rutter, M and Dodge, KA and Poulton,
R},
Title = {Discussion},
Journal = {Novartis Foundation Symposium},
Volume = {293},
Pages = {26-30},
Year = {2008},
Month = {November},
ISSN = {1528-2511},
Key = {fds271990}
}
@article{fds272069,
Author = {Hurley, S and The Conduct Problems Prevention Research Group, and Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, EE},
Title = {Disentangling Ethnic and Contextual Influences Among Parents
Raising Youth in High-Risk Communities.},
Journal = {Applied developmental science},
Volume = {12},
Number = {4},
Pages = {211-219},
Year = {2008},
Month = {October},
ISSN = {1088-8691},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19777084},
Abstract = {This article reports on analyses examining contextual
influences on parenting with an ethnically and
geographically diverse sample of parents (predominantly
mothers) raising 387 children (49% ethnic minority; 51%
male) in high-risk communities. Parents and children were
followed longitudinally from first through tenth grades.
Contextual influences included geographical location,
neighborhood risk, SES, and family stress. The cultural
variable was racial socialization. Parenting constructs
created through the consensus decision-making of the
Parenting Subgroup of the Study Group on Race, Culture, and
Ethnicity (see Le et al., 2008) included Monitoring,
Communication, Warmth, Behavioral Control and Parenting
Efficacy. Hierarchical regressions on each parenting
construct were conducted for each grade for which data were
available. Analyses tested for initial ethnic differences
and then for remaining ethnic differences once contextual
influences were controlled. For each construct, some ethnic
differences did remain (Monitoring, ninth grade; Warmth,
third grade; Communication, kindergarten; Behavioral
Control, eighth grade; and Parenting Efficacy, kindergarten
through fifth grade). Ethnic differences were explained by
contextual differences in the remaining years. Analyses
examining the impact of cultural influences revealed a
negative relation between racial socialization messages and
Communication or Monitoring.},
Doi = {10.1080/10888690802388151},
Key = {fds272069}
}
@article{fds375377,
Author = {Rothenberg, WA and Odgers, CL and Lansford, JE and Dodge, KA and Godwin,
J and Copeland, WE},
Title = {Disentangling the "who" and "when" of parents' depressive
symptoms: A daily diary study analysis.},
Journal = {J Psychopathol Clin Sci},
Volume = {131},
Number = {7},
Pages = {733-740},
Year = {2022},
Month = {October},
Abstract = {Parents' depressive symptoms vary across days, but factors
predicting this fluctuation are not well understood. The
present study utilized ecological momentary assessments to
capture 1620 days of parents' lived experience in a diverse
sample of 146 mothers and fathers from Appalachia who
reported on daily fluctuation in family chaos, family
financial hardship, and lack of social support, as well as
depressive symptoms every day for 14 consecutive days. Data
were analyzed using a multilevel modeling framework. Results
reveal that on days when parents experience higher family
chaos, higher family financial hardship, and lower social
support than they typically do, they also experience greater
depressive symptoms. Daily linkages between low social
support and depressive symptoms were uniform across
families. In contrast, daily linkages between depressive
symptoms and family financial hardship and chaos were
strongest among families who experienced chronic levels of
adversity. (PsycInfo Database Record (c) 2022 APA, all
rights reserved).},
Doi = {10.1037/abn0000766},
Key = {fds375377}
}
@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{fds327351,
Author = {Goodnight, JA and Bates, JE and Holtzworth-Munroe, A and Pettit, GS and Ballard, RH and Iskander, JM and Swanson, A and Dodge, KA and Lansford,
JE},
Title = {Dispositional, demographic, and social predictors of
trajectories of intimate partner aggression in early
adulthood.},
Journal = {Journal of consulting and clinical psychology},
Volume = {85},
Number = {10},
Pages = {950-965},
Year = {2017},
Month = {October},
Abstract = {<h4>Objective</h4>From a developmental systems perspective,
the origins of maladjusted behavior are multifaceted,
interdependent, and may differ at different points in
development. Personality traits influence developmental
outcomes, as do socialization environments, but the
influence of personality depends on the socialization
environment, and the influence of the socialization
environment varies according to personality. The present
study takes a developmental systems approach to investigate
pathways through which dispositional traits in childhood
might act in concert with peer and parental socialization
contexts to predict trajectories of intimate partner
aggression (IPA) during emerging adulthood.<h4>Method</h4>The
study included 466 participants (49% male, 81% European
American, 15% African American) from a longitudinal study of
social development. Measures of demographics, temperament,
personality, parent-child relations, romantic relationships,
peer relationships, and IPA were administered between 5 and
23 years of age. The study used latent growth curve analysis
to predict variations in trajectories of IPA during early
adulthood.<h4>Results</h4>Numerous variables predicted risk
for the perpetration of IPA, but different factors were
associated at the end of adolescence (e.g., psychopathic
traits) than with changes across early adulthood (e.g.,
friend antisociality). Males and individuals with a history
of resistance to control temperament showed enhanced
susceptibility to social risk factors, such as exposure to
antisocial peers and poor parent-adolescent
relations.<h4>Conclusions</h4>Consistent with a
developmental systems perspective, multiple factors,
including personality traits in early childhood and aspects
of the social environment in adolescence, predict
trajectories of IPA during early adulthood through additive,
mediated, and moderated pathways. Knowledge of these risk
factors and for whom they are most influential could help
inform efforts to prevent the emergence and persistence of
IPA. (PsycINFO Database Record},
Doi = {10.1037/ccp0000226},
Key = {fds327351}
}
@article{fds272089,
Author = {Kaplow, JB and Hall, E and Koenen, KC and Dodge, KA and Amaya-Jackson,
L},
Title = {Dissociation predicts later attention problems in sexually
abused children.},
Journal = {Child Abuse Negl},
Volume = {32},
Number = {2},
Pages = {261-275},
Year = {2008},
Month = {February},
ISSN = {0145-2134},
Abstract = {OBJECTIVE: The goals of this research are to develop and
test a prospective model of attention problems in sexually
abused children that includes fixed variables (e.g.,
gender), trauma, and disclosure-related pathways. METHODS:
At Time 1, fixed variables, trauma variables, and stress
reactions upon disclosure were assessed in 156 children aged
8-13 years. At the Time 2 follow-up (8-36 months following
the initial interview), 56 of the children were assessed for
attention problems. RESULTS: A path analysis involving a
series of hierarchically nested, ordinary least squares
multiple regression analyses indicated two direct paths to
attention problems including the child's relationship to the
perpetrator (beta=.23) and dissociation measured immediately
after disclosure (beta=.53), while controlling for
concurrent externalizing behavior (beta=.43). Post-traumatic
stress symptoms were only indirectly associated with
attention problems via dissociation. Taken together, these
pathways accounted for approximately 52% of the variance in
attention problems and provided an excellent fit to the
data. CONCLUSIONS: Children who report dissociative symptoms
upon disclosure of CSA and/or were sexually abused by
someone within their family are at an increased risk of
developing attention problems. PRACTICE IMPLICATIONS:
Findings from this study indicate that children who
experienced sexual abuse at an earlier age, by someone
within their family, and/or report symptoms of dissociation
during disclosure are especially likely to benefit from
intervention. Effective interventions should involve (1)
providing emotion regulation and coping skills; and (2)
helping children to process traumatic aspects of the abuse
to reduce the cyclic nature of traumatic reminders leading
to unmanageable stress and dissociation.},
Doi = {10.1016/j.chiabu.2007.07.005},
Key = {fds272089}
}
@article{fds272217,
Author = {Lochman, JE and Dodge, KA},
Title = {Distorted perceptions in dyadic interactions of aggressive
and nonaggressive boys: effects of prior expectations,
context, and boys' age.},
Journal = {Development and psychopathology},
Volume = {10},
Number = {3},
Pages = {495-512},
Year = {1998},
Month = {January},
ISSN = {0954-5794},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9741679},
Abstract = {This study examined distorted self- and peer perceptions in
aggressive and nonaggressive boys at preadolescent and early
adolescent age levels. Subjects completed semantic
differential ratings of themselves and of their peer
partners following two brief dyadic discussion tasks with
competitive inductions and a game-playing task with a
cooperative induction. Subjects also rated their
expectations for self- and peer behavior prior to the two
competitive interaction tasks. Research assistants later
rated videotapes of the interactions. Aggressive boys had
more distorted perceptions of dyadic behavior as they
overperceived aggression in their partners and
underperceived their own aggressiveness. These distorted
perceptions of aggression carried over for aggressive boys
into the third interaction task with a cooperative
induction, indicating these boys' difficulty in modulating
these perceptions when the overt demand for conflict is no
longer present in the situation. Results also indicated that
aggressive boys' perceptions of their own behavior after the
first interaction task is substantially affected by their
prior expectations, in comparison to nonaggressive boys who
rely more on their actual behavior to form their
perceptions.},
Doi = {10.1017/s0954579498001710},
Key = {fds272217}
}
@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}
}
@article{fds344587,
Author = {Shanahan, L and Hill, SN and Gaydosh, LM and Steinhoff, A and Costello,
EJ and Dodge, KA and Harris, KM and Copeland, WE},
Title = {Does Despair Really Kill? A Roadmap for an Evidence-Based
Answer.},
Journal = {Am J Public Health},
Volume = {109},
Number = {6},
Pages = {854-858},
Year = {2019},
Month = {June},
Abstract = {Two seemingly associated demographic trends have generated
considerable interest: income stagnation and rising
premature mortality from suicides, drug poisoning, and
alcoholic liver disease among US non-Hispanic Whites with
low education. Economists interpret these population-level
trends to indicate that despair induced by financial
stressors is a shared pathway to these causes of death.
Although we now have the catchy term "deaths of despair," we
have yet to study its central empirical claim: that
conceptually defined and empirically assessed "despair" is
indeed a common pathway to several causes of death. At the
level of the person, despair consists of cognitive,
emotional, behavioral, and biological domains. Despair can
also permeate social relationships, networks, institutions,
and communities. Extant longitudinal data sets feature
repeated measures of despair-before, during, and after the
Great Recession-offering resources to test the role that
despair induced by economic decline plays in premature
morbidity and mortality. Such tests must also focus on
protective factors that could shield individuals. Deaths of
despair is more than a phrase; it constitutes a hypothesis
that deserves conceptual mapping and empirical study with
longitudinal, multilevel data.},
Doi = {10.2105/AJPH.2019.305016},
Key = {fds344587}
}
@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},
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{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{fds271996,
Author = {Fontaine, RG and Tanha, M and Yang, C and Dodge, KA and Bates, JE and Pettit, GS},
Title = {Does response evaluation and decision (RED) mediate the
relation between hostile attributional style and antisocial
behavior in adolescence?},
Journal = {Journal of abnormal child psychology},
Volume = {38},
Number = {5},
Pages = {615-626},
Year = {2010},
Month = {July},
ISSN = {0091-0627},
Abstract = {The role of hostile attributional style (HAS) in antisocial
development has been well-documented. We analyzed
longitudinal data on 585 youths (48% female; 19% ethnic
minority) to test the hypothesis that response evaluation
and decision (RED) mediates the relation between HAS and
antisocial behavior in adolescence. In Grades 10 and 12,
adolescent participants and their parents reported
participants' antisocial conduct. In Grade 11, participants
were asked to imagine themselves in videotaped
ambiguous-provocation scenarios. Segment 1 of each scenario
presented an ambiguous provocation, after which participants
answered HAS questions. In segment 2, participants were
asked to imagine themselves responding aggressively to the
provocateur, after which RED was assessed. Structural
equation modeling indicated that RED mediates the relation
between HAS and subsequent antisocial conduct, controlling
for previous misconduct. Findings are consistent with
research on the development of executive function processes
in adolescence, and suggest that the relation between HAS
and RED changes after childhood.},
Doi = {10.1007/s10802-010-9397-y},
Key = {fds271996}
}
@article{fds346822,
Author = {Goulter, N and McMahon, RJ and Dodge, KA and Conduct Problems
Prevention Research Group},
Title = {Does the Fast Track Intervention Prevent Later Psychosis
Symptoms?},
Journal = {Prevention science : the official journal of the Society for
Prevention Research},
Volume = {20},
Number = {8},
Pages = {1255-1264},
Year = {2019},
Month = {November},
Abstract = {The Fast Track (FT) intervention was a multimodal preventive
intervention addressing antisocial development across
10 years of childhood and early adolescence. The
intervention included parent management training, child
social-cognitive skills training, peer coaching and
mentoring, academic skills tutoring, and a classroom
social-emotional learning program. While not specifically
designed to target psychosis symptoms (e.g., social
withdrawal, thought abnormalities), the present study aimed
to examine whether the FT intervention prevented psychosis
symptoms through childhood and adolescence and into
adulthood. Participants included the FT intervention and
high-risk control samples (N = 891; 69% male; M
age = 6.58 years, SD = .48). Psychosis symptoms were
assessed using the "thought problems" subscale of the
parent-report Child Behavior Checklist during grades 1, 2,
4, 5, and 7, and the self-report Adult Behavior Checklist at
age 25 years, in line with prior research using this
measure. Growth models included the FT condition and
covariates (i.e., initial risk screen score, cohort,
socioeconomic status, rural/urban status, race, and sex) as
predictors; and child, adolescent, and adult psychosis
symptoms as outcomes. Intervention status was not
significantly associated with the slope of psychosis
symptoms; however, after controlling for concurrent cannabis
use, intervention participants reported lower levels of
psychosis symptoms over time. Findings suggest that
interventions targeting antisocial behavior may prevent
psychosis symptoms in the long term.},
Doi = {10.1007/s11121-019-01041-1},
Key = {fds346822}
}
@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},
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}
}
@article{fds272282,
Author = {McCarty, and C, and McMahon, and J, R and Dodge, TCPPRGKA and member},
Title = {Domains of risk in the developmental continuity of fire
setting},
Journal = {Behavior Therapy},
Volume = {36},
Pages = {185-195},
Year = {2004},
Doi = {10.1016/S0005-7894(05)80067-X},
Key = {fds272282}
}
@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
repository},
Key = {fds272040}
}
@article{fds272248,
Author = {Harrist, AW and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {Dyadic synchrony in mother-child interaction: Relations with
children's subsequent kindergarten adjustment},
Journal = {Family Relations},
Volume = {43},
Pages = {417-424},
Year = {1994},
url = {http://www.jstor.org/stable/585373},
Key = {fds272248}
}
@article{fds330212,
Author = {McQuillan, ME and Kultur, EC and Bates, JE and O'Reilly, LM and Dodge,
KA and Lansford, JE and Pettit, GS},
Title = {Dysregulation in children: Origins and implications from age
5 to age 28.},
Journal = {Development and psychopathology},
Volume = {30},
Number = {2},
Pages = {695-713},
Year = {2018},
Month = {May},
Abstract = {Research shows that childhood dysregulation is associated
with later psychiatric disorders. It does not yet resolve
discrepancies in the operationalization of dysregulation. It
is also far from settled on the origins and implications of
individual differences in dysregulation. This study tested
several operational definitions of dysregulation using
Achenbach attention, anxious/depressed, and aggression
subscales. Individual growth curves of dysregulation were
computed, and predictors of growth differences were
considered. The study also compared the predictive utility
of the dysregulation indexes to standard externalizing and
internalizing indexes. Dysregulation was indexed annually
for 24 years in a community sample (n = 585). Hierarchical
linear models considered changes in dysregulation in
relation to possible influences from parenting, family
stress, child temperament, language, and peer relations. In
a test of the meaning of dysregulation, it was related to
functional and psychiatric outcomes in adulthood.
Dysregulation predictions were further compared to those of
the more standard internalizing and externalizing indexes.
Growth curve analyses showed strong stability of
dysregulation. Initial levels of dysregulation were
predicted by temperamental resistance to control, and change
in dysregulation was predicted by poor language ability and
peer relations. Dysregulation and externalizing problems
were associated with negative adult outcomes to a similar
extent.},
Doi = {10.1017/s0954579417001572},
Key = {fds330212}
}
@article{fds317736,
Author = {Jager, J and Mahler, A and An, D and Putnick, DL and Bornstein, MH and Lansford, JE and Dodge, KA and Skinner, AT and Deater-Deckard,
K},
Title = {Early Adolescents' Unique Perspectives of Maternal and
Paternal Rejection: Examining Their Across-Dyad
Generalizability and Relations with Adjustment 1 Year
Later.},
Journal = {Journal of youth and adolescence},
Volume = {45},
Number = {10},
Pages = {2108-2124},
Year = {2016},
Month = {October},
Abstract = {Parental rejection is linked to deep and enduring adjustment
problems during adolescence. This study aims to further
clarify this relation by demonstrating what has long been
posited by parental acceptance/rejection theory but never
validated empirically-namely that adolescents' unique or
subjective experience of parental rejection independently
informs their future adjustment. Among a longitudinal,
multi-informant sample of 161 families (early adolescents
were 47 % female and 40 % European American) this study
utilized a multitrait-multimethod confirmatory factor
analysis to isolate for each early adolescent-parent dyad,
the adolescent's distinct view of parental rejection (i.e.,
the adolescent unique perspective) from the portion of his
or her view that overlaps with his or her parent's view. The
findings indicated that adolescents' unique perspectives of
maternal rejection were not differentiated from their unique
perspectives of paternal rejection. Also, consistent with
parental acceptance-rejection theory, early adolescents'
unique perspectives of parental rejection were associated
with worse adjustment (internalizing and externalizing)
1 year later. This study further demonstrates the utility
and validity of the multitrait-multimethod confirmatory
factor analysis approach for identifying and examining
adolescent unique perspectives. Both conceptually and
analytically, this study also integrates research focused on
unique perspectives with a distinct but related line of
research focused on discrepancies in perspectives.},
Doi = {10.1007/s10964-016-0509-z},
Key = {fds317736}
}
@article{fds272161,
Author = {Rabiner, and L, D and Coie, and D, J and CPPRG},
Title = {Early attention problems and children's reading achievement:
A longitudinal investigation},
Journal = {Journal of the American Academy of Child and Adolescent
Psychiatry},
Volume = {39},
Number = {7},
Pages = {859-867},
Year = {2000},
ISSN = {0890-8567},
Abstract = {<h4>Objectives</h4>To determine whether attention problems
predict the development of reading difficulties and examine
whether screening for attention problems could be of
practical value in identifying children at risk for reading
underachievement.<h4>Method</h4>Three hundred eighty-seven
children were monitored from kindergarten through fifth
grade. Standardized assessments of attention problems and
reading achievement were conducted at multiple time
points.<h4>Results</h4>Attention problems predicted reading
achievement even after controlling for prior reading
achievement, IQ, and other behavioral difficulties.
Inattentive first graders with normal reading scores after
kindergarten were at risk for poor reading
outcomes.<h4>Conclusions</h4>Attention problems play an
important role in the development of reading difficulties
for some children, and screening for attention problems may
help identify children at risk for reading
difficulties.},
Doi = {10.1097/00004583-200007000-00014},
Key = {fds272161}
}
@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},
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{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},
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{fds272190,
Author = {Pettit, GS and Dodge, KA and Brown, MM},
Title = {Early family experience, social problem solving patterns,
and children's social competence},
Journal = {Child Development},
Volume = {59},
Pages = {107-120},
Year = {1988},
Key = {fds272190}
}
@article{fds272145,
Author = {Jones, and D, and Dodge, and A, K and Foster, and M, E and Nix, and R, and Group, TCPPR},
Title = {Early Identification of Children at Risk for Costly Mental
Health Service Use},
Journal = {Prevention Science},
Volume = {3},
Number = {4},
Pages = {247-256},
Year = {2002},
ISSN = {1389-4986},
Abstract = {Children and adolescents with serious and persistent conduct
problems often require large public expenditures.
Successfully diverting one high risk child from unfortunate
outcomes may result in a net savings to society of nearly $2
million, not to mention improving the life of that child and
his or her family. This figure highlights the potential of
prevention, which often rests on the ability to identify
these children at a young age. This study examined the
ability of a short conduct-problems screening procedure to
predict future need for mental health assistance, special
education services, and the juvenile justice system during
elementary school ages. The screen was based on teacher and
parent report of child behavioral habits in kindergarten,
and was used to identify children as either at risk or not
at risk for behavioral problems. Service outcomes were
derived from a service-use assessment administered to
parents at the end of the sixth grade, while special
education information was gathered through a survey of
school records. Study participants (463 kindergarten
children; 54% male, 44% African American) were from
economically disadvantaged neighborhoods in four diverse
communities across the United States. Results indicated
that, while controlling for demographic background
variables, the risk indicator strongly predicted which
children would require services related to conduct disorder
or behavioral/emotional problems. Additional analyses
revealed that the dichotomous high risk indicator was nearly
as strong as the continuous screening variable in predicting
the service-use outcomes, and that the screening of both
parents and teachers may not be necessary for determining
risk status.},
Doi = {10.1023/a:1020896607298},
Key = {fds272145}
}
@article{fds39004,
Author = {Brown, J. and Dodge, K.A.},
Title = {Early peer relations and child psychiatry},
Pages = {305-320},
Booktitle = {The basic handbook of child and adolescent
psychiatry},
Publisher = {New York: John Wiley & Sons},
Editor = {S.I. Greenspan and J. Osofsky and K. Pruett},
Year = {1997},
Key = {fds39004}
}
@article{fds355527,
Author = {Lansford, JE and Godwin, J and McMahon, RJ and Crowley, M and Pettit,
GS and Bates, JE and Coie, JD and Dodge, KA},
Title = {Early Physical Abuse and Adult Outcomes.},
Journal = {Pediatrics},
Volume = {147},
Number = {1},
Pages = {e20200873},
Year = {2021},
Month = {January},
Abstract = {<h4>Background</h4>Because most physical abuse goes
unreported and researchers largely rely on retrospective
reports of childhood abuse or prospective samples with
substantiated maltreatment, long-term outcomes of physical
abuse in US community samples are unknown. We hypothesized
that early childhood physical abuse would prospectively
predict adult outcomes in education and economic stability,
physical health, mental health, substance use, and criminal
behavior.<h4>Methods</h4>Researchers in two multisite
studies recruited children at kindergarten entry and
followed them into adulthood. Parents completed interviews
about responses to the child's problem behaviors during the
kindergarten interview. Interviewers rated the probability
that the child was physically abused in the first 5 years of
life. Adult outcomes were measured by using 23 indicators of
education and economic stability, physical health, mental
health, substance use, and criminal convictions reported by
participants and their peers and in school and court
records.<h4>Results</h4>Controlling for potential confounds,
relative to participants who were not physically abused,
adults who had been abused were more likely to have received
special education services, repeated a grade, be receiving
government assistance, score in the clinical range on
externalizing or internalizing disorders, and have been
convicted of a crime in the past year (3.20, 2.14, 2.00,
2.42, 2.10, and 2.61 times more likely, respectively) and
reported levels of physical health that were 0.10 SDs lower.
No differences were found in substance use.<h4>Conclusions</h4>Unreported
physical abuse in community samples has long-term
detrimental effects into adulthood. Pediatricians should
talk with parents about using only nonviolent discipline and
support early interventions to prevent child
abuse.},
Doi = {10.1542/peds.2020-0873},
Key = {fds355527}
}
@article{fds272007,
Author = {Lansford, JE and Miller-Johnson, S and Berlin, LJ and Dodge, KA and Bates, JE and Pettit, GS},
Title = {Early physical abuse and later violent delinquency: a
prospective longitudinal study.},
Journal = {Child maltreatment},
Volume = {12},
Number = {3},
Pages = {233-245},
Year = {2007},
Month = {August},
ISSN = {1077-5595},
url = {http://www.ncbi.nlm.nih.gov/pubmed/17631623},
Abstract = {In this prospective longitudinal study of 574 children
followed from age 5 to age 21, the authors examine the links
between early physical abuse and violent delinquency and
other socially relevant outcomes during late adolescence or
early adulthood and the extent to which the child's race and
gender moderate these links. Analyses of covariance
indicated that individuals who had been physically abused in
the first 5 years of life were at greater risk for being
arrested as juveniles for violent, nonviolent, and status
offenses. Moreover, physically abused youth were less likely
to have graduated from high school and more likely to have
been fired in the past year, to have been a teen parent, and
to have been pregnant or impregnated someone in the past
year while not married. These effects were more pronounced
for African American than for European American youth and
somewhat more pronounced for females than for
males.},
Doi = {10.1177/1077559507301841},
Key = {fds272007}
}
@article{fds346832,
Author = {Dodge, KA and Goodman, WB and Bai, Y and O'Donnell, K and Murphy,
RA},
Title = {Effect of a Community Agency-Administered Nurse Home
Visitation Program on Program Use and Maternal and Infant
Health Outcomes: A Randomized Clinical Trial.},
Journal = {JAMA Netw Open},
Volume = {2},
Number = {11},
Pages = {e1914522},
Year = {2019},
Month = {November},
Abstract = {IMPORTANCE: Postnatal home visitation to support parenting
and infant healthy development is becoming increasingly
common based on university efficacy studies, but
effectiveness when disseminated by communities is not clear.
OBJECTIVE: To test implementation and impact of the Family
Connects (FC) program when administered by a community
agency. DESIGN, SETTING, AND PARTICIPANTS: In this
randomized clinical trial, births were randomly assigned to
receive FC or treatment as usual. Independent evaluation was
conducted through parent interviews and review of health and
child protective services records. Interviewers were blind
to the experimental condition of participants, and
participants were blind about the purpose of the interview
as an intervention evaluation. A total of 936 consecutive
residential births at Duke University Hospital from January
1, 2014, through June 30, 2014, were included. Data were
analyzed preliminarily for reporting to funders in early
2015 before all birth-record covariates were scored and were
analyzed more comprehensively in mid-2019 after
administrative birth and child protective service records
became available. INTERVENTIONS: The goals of the FC brief
universal program were to assess family-specific needs,
complete brief interventions, and connect families with
community resources. Community agencies and families were
aligned through an electronic data system. MAIN OUTCOMES AND
MEASURES: Case records documented program penetration and
quality. The primary outcome was child protective services
investigations for maltreatment. Secondary outcomes were the
number of sustained community connections, maternal mental
health, parenting behavior, infant well-child care visits
and maternal postpartum care compliance, and emergency
health care utilization. RESULTS: Of 936 births, 451 infants
(48.2%) were female and 433 (46.3%) were from racial/ethnic
minority groups. In all, 456 births (46.5%) were randomized
to the intervention and 480 (53.5%) were randomized to the
control. All analyses were based on intention to treat. The
impact analysis included 158 intervention families and 158
control families. Intervention penetration was 76%,
adherence to the protocol was 90%, and independent agreement
in scoring (κ) was 0.75. Nurses identified and addressed
minor problems for 52% of families and connected an
additional 42% to community resources. Analysis of the
primary outcome of child abuse investigations revealed a
mean (SD) of 0.10 (0.30) investigations for the intervention
group vs 0.18 (0.56) investigations for the control group
(b = -0.09; 90% CI, -0.01 to -0.12; 95% CI, -0.18 to
0.01; P = .07). The intervention group's rate of
possible maternal anxiety or depression was 18.2% vs 25.9%
for the control group (b = -7.70; 90% CI, -15.2 to -0.1;
95% CI, -16.6 to 1.3; P = .09). CONCLUSIONS AND
RELEVANCE: This study indicates that a nurse home visitation
program for families of newborns can be implemented by a
community agency with high penetration and quality. Other
communities could benefit from wider dissemination of the
program provided that quality remains strong and evaluation
continues. TRIAL REGISTRATION: ClinicalTrials.gov
identifier: NCT01843036.},
Doi = {10.1001/jamanetworkopen.2019.14522},
Key = {fds346832}
}
@article{fds357976,
Author = {Goodman, WB and Dodge, KA and Bai, Y and Murphy, RA and O'Donnell,
K},
Title = {Effect of a Universal Postpartum Nurse Home Visiting Program
on Child Maltreatment and Emergency Medical Care at 5 Years
of Age: A Randomized Clinical Trial.},
Journal = {JAMA Netw Open},
Volume = {4},
Number = {7},
Pages = {e2116024},
Publisher = {American Medical Association},
Year = {2021},
Month = {July},
Abstract = {IMPORTANCE: The Family Connects (FC) program, a
community-wide nurse home visiting program for newborns, has
been shown to provide benefits for children and families
through the first 2 years of life. Potential longer-term
outcomes for child well-being remain unknown. OBJECTIVE: To
determine the effect of randomization to FC on child
maltreatment investigations and emergency medical care
through 5 years of age. DESIGN, SETTING, AND PARTICIPANTS:
In this randomized clinical trial, families of all 4777
resident births in Durham County, North Carolina, from July
1, 2009, to December 31, 2010, were randomly assigned to
receive the FC program or treatment as usual. Impact
evaluation was on an intent-to-treat basis and focused on a
subsample of 549 families randomly selected from the full
population and included review of hospital and Child
Protective Services (CPS) administrative records.
Statistical analysis was conducted from November 6, 2020, to
April 25, 2021. INTERVENTIONS: The FC programs includes 1 to
3 nurse home visits beginning at the infant age of 3 weeks
designed to identify family-specific needs, deliver
education and intervention, and connect families with
community resources matched to their needs. Ongoing program
engagement with service professionals and an electronic
resource directory facilitate effective family connections
to the community. MAIN OUTCOMES AND MEASURES: Two primary
trial outcomes were CPS-recorded child maltreatment
investigations and emergency medical care use based on
hospital records. RESULTS: Of the 4777 randomized families,
2327 were allocated to the intervention, and 2440 were
allocated to services as usual. Among the children in the
full study population, 2380 (49.8%) were female, 2397
(50.2%) were male, and 3359 (70.3%) were from racial/ethnic
minority groups; of the 531 children included in the impact
evaluation follow-up, 284 (53.5%) were female, 247 (46.5%)
were male, and 390 (73.4%) were from racial/ethnic minority
groups. Negative binomial models indicated that families
assigned to FC had 39% fewer CPS investigations for
suspected child maltreatment through 5 years of age (95% CI,
-0.80 to 0.06; 90% CI, -0.73 to -0.01; control = 44
total investigations per 100 children and
intervention = 27 total investigations per 100
children); intervention effects did not differ across
subgroups. Families assigned to FC also had 33% less total
child emergency medical care use (95% CI, -0.59 to -0.14;
90% CI, -0.55 to -0.18; control = 338 visits and
overnight hospital stays per 100 children and
intervention = 227 visits and overnight hospital stays
per 100 children). Positive effects held across birth risk,
child health insurance, child sex, single-parent status, and
racial/ethnic groups. Effects were larger for nonminority
families compared with minority families. CONCLUSIONS AND
RELEVANCE: The findings of this randomized clinical trial
suggest that, when implemented with high quality and broad
reach, a brief postpartum nurse home visiting program can
reduce population rates of child maltreatment and emergency
medical care use in early childhood. TRIAL REGISTRATION:
ClinicalTrials.gov Identifier: NCT01406184.},
Doi = {10.1001/jamanetworkopen.2021.16024},
Key = {fds357976}
}
@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{fds272201,
Author = {Gurwitz, SB and Dodge, KA},
Title = {Effects of confirmations and disconfirmations on
stereotype-based attributions},
Journal = {Journal of Personality and Social Psychology},
Volume = {35},
Number = {7},
Pages = {495-500},
Publisher = {American Psychological Association (APA)},
Year = {1977},
Month = {July},
ISSN = {0022-3514},
Abstract = {Examines the effects of evidence that confirmed or
disconfirmed a stereotype on Ss' use of that stereotype in
forming impressions of a member of the stereotyped group. In
a study with 130 female undergraduates, Ss learned about
typical behaviors of 3 friends of the target person and then
indicated their impressions of that person. The mere mention
of membership in the stereotyped group increased stereotypic
attributions. Confirming evidence was more effective in
increasing stereotyping when it was dispersed across the 3
friends' descriptions than when it was concentrated in one
friend's description, whereas disconfirming evidence was
more effective in decreasing stereotyping when it was
concentrated in one friend's description than when it was
dispersed across several friends' descriptions. (PsycINFO
Database Record (c) 2006 APA, all rights reserved). © 1977
American Psychological Association.},
Doi = {10.1037/0022-3514.35.7.495},
Key = {fds272201}
}
@article{fds359020,
Author = {Rothenberg, WA and Ali, S and Rohner, RP and Lansford, JE and Britner,
PA and Giunta, LD and Dodge, KA and Malone, PS and Oburu, P and Pastorelli,
C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe
Tirado, LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard,
K},
Title = {Effects of Parental Acceptance-Rejection on Children's
Internalizing and Externalizing Behaviors: A Longitudinal,
Multicultural Study.},
Journal = {Journal of child and family studies},
Volume = {31},
Number = {1},
Pages = {29-47},
Year = {2022},
Month = {January},
Abstract = {<h4>Background</h4>Grounded in interpersonal
acceptance-rejection theory, this study assessed children's
(N=1,315) perceptions of maternal and paternal
acceptance-rejection in nine countries (China, Colombia,
Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and
the United States) as predictors of children's externalizing
and internalizing behaviors across ages 7-14
years.<h4>Methods</h4>Parenting behaviors were measured
using children's reports on the Parental
Acceptance-Rejection Questionnaire. Child externalizing and
internalizing behaviors were measured using mother, father,
and child reports on the Achenbach System of
Empirically-Based Assessment.<h4>Results</h4>Using a
multilevel modeling framework, we found that in cultures
where both maternal and paternal indifference/neglect scores
were higher than average-compared to other cultures
-children's internalizing problems were more persistent. At
the <i>within-culture</i> level, all four forms of maternal
and paternal rejection (i.e., coldness/lack of affection,
hostility/aggression, indifference/neglect, and
undifferentiated rejection) were independently associated
with both externalizing and internalizing problems across
ages 7-14 even after controlling for child gender, parent
education, and each of the four forms of parental
rejection.<h4>Conclusions</h4>Results demonstrate that the
effects of perceived parental acceptance-rejection are
panculturally similar.},
Doi = {10.1007/s10826-021-02072-5},
Key = {fds359020}
}
@article{fds350981,
Author = {Rothenberg, WA and Lansford, JE and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini,
D},
Title = {Effects of Parental Warmth and Behavioral Control on
Adolescent Externalizing and Internalizing Trajectories
Across Cultures.},
Journal = {Journal of research on adolescence : the official journal of
the Society for Research on Adolescence},
Volume = {30},
Number = {4},
Pages = {835-855},
Year = {2020},
Month = {December},
Abstract = {We investigated the effects of parental warmth and
behavioral control on externalizing and internalizing
symptom trajectories from ages 8 to 14 in 1,298 adolescents
from 12 cultural groups. We did not find that single
universal trajectories characterized adolescent
externalizing and internalizing symptoms across cultures,
but instead found significant heterogeneity in starting
points and rates of change in both externalizing and
internalizing symptoms across cultures. Some similarities
did emerge. Across many cultural groups, internalizing
symptoms decreased from ages 8 to 10, and externalizing
symptoms increased from ages 10 to 14. Parental warmth
appears to function similarly in many cultures as a
protective factor that prevents the onset and growth of
adolescent externalizing and internalizing symptoms, whereas
the effects of behavioral control vary from culture to
culture.},
Doi = {10.1111/jora.12566},
Key = {fds350981}
}
@article{fds272079,
Author = {Dodge, KA and Pettit, GS and Bates, JE},
Title = {Effects of physical maltreatment on the development of peer
relations},
Journal = {Development and Psychopathology},
Volume = {6},
Number = {1},
Pages = {43-55},
Year = {1994},
Abstract = {The effect of early physical maltreatment on the development
of peer relationships was examined in a representative
sample of 585 boys and girls. Subjects were assessed for
physical maltreatment in the first 5 years of life and then
followed for 5 consecutive years. The assessment was based
on a clinical interview with parents. Twelve percent of the
sample was identified as having experienced physical
maltreatment. Peers, teachers, and mothers independently
evaluated the maltreated group of children as being more
disliked, less popular, and more socially withdrawn than the
nonmaltreated group in every year of evaluation, with the
magnitude of difference growing over time. These effects
held even when family socioeconomic status was controlled.
The findings were interpreted as being consistent with the
hypothesis that early maltreatment disrupts attachment
relationships with adult caregivers, and these disruptions
then impair a child's ability to form effective peer
relationships. © 1994, Cambridge University Press. All
rights reserved.},
Doi = {10.1017/S0954579400005873},
Key = {fds272079}
}
@article{fds38976,
Author = {Dodge, K.A. and Pettit, G.S. and Bates, J.E.},
Title = {Effects of physical maltreatment on the development of peer
relations(Reprint)},
Booktitle = {Abnormal Child Psychology},
Publisher = {Brooks/Cole},
Editor = {E. Mash and D. Wolfe},
Year = {1994},
Key = {fds38976}
}
@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},
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{fds272035,
Author = {Berlin, LJ and Dunning, RD and Dodge, KA},
Title = {Enhancing the Transition to Kindergarten: A Randomized Trial
to Test the Efficacy of the "Stars" Summer Kindergarten
Orientation Program.},
Journal = {Early childhood research quarterly},
Volume = {26},
Number = {2},
Pages = {247-254},
Year = {2011},
Month = {January},
ISSN = {0885-2006},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21969767},
Abstract = {This randomized trial tested the efficacy of an intensive,
four-week summer program designed to enhance low-income
children's transition to kindergarten (n's = 60 program
children, 40 controls). Administered in four public schools,
the program focused on social competence, pre-literacy and
pre-numeracy skills, school routines, and parental
involvement. Hierarchical linear modeling indicated that the
program significantly improved teachers' ratings of (a) the
transition to the social aspect of kindergarten for girls
(but not boys); and (b) the transition to kindergarten
routines for the subgroup of children who had the same
teacher for kindergarten as for the summer program. Findings
are discussed in terms of practices and policies for
supporting children's transition to school.},
Doi = {10.1016/j.ecresq.2010.07.004},
Key = {fds272035}
}
@article{fds340097,
Author = {Chang, L and Lu, HJ and Lansford, JE and Skinner, AT and Bornstein, MH and Steinberg, L and Dodge, KA and Chen, BB and Tian, Q and Bacchini, D and Deater-Deckard, K and Pastorelli, C and Alampay, LP and Sorbring, E and Al-Hassan, SM and Oburu, P and Malone, PS and Di Giunta and L and Tirado,
LMU and Tapanya, S},
Title = {Environmental harshness and unpredictability, life history,
and social and academic behavior of adolescents in nine
countries.},
Journal = {Developmental psychology},
Volume = {55},
Number = {4},
Pages = {890-903},
Year = {2019},
Month = {April},
Abstract = {Safety is essential for life. To survive, humans and other
animals have developed sets of psychological and
physiological adaptations known as life history (LH)
tradeoff strategies in response to various safety
constraints. Evolutionarily selected LH strategies in turn
regulate development and behavior to optimize survival under
prevailing safety conditions. The present study tested LH
hypotheses concerning safety based on a 6-year longitudinal
sample of 1,245 adolescents and their parents from 9
countries. The results revealed that, invariant across
countries, environmental harshness, and unpredictability
(lack of safety) was negatively associated with slow LH
behavioral profile, measured 2 years later, and slow LH
behavioral profile was negatively and positively associated
with externalizing behavior and academic performance,
respectively, as measured an additional 2 years later. These
results support the evolutionary conception that human
development responds to environmental safety cues through LH
regulation of social and learning behaviors. (PsycINFO
Database Record (c) 2019 APA, all rights
reserved).},
Doi = {10.1037/dev0000655},
Key = {fds340097}
}
@article{fds272127,
Author = {Foster, and M, E and Fang, and Y, G and Group, TCPPR},
Title = {Estimated Intervention Impact and Alternative Methods for
Handling Attrition},
Journal = {Evaluation Review},
Volume = {28},
Pages = {434-464},
Year = {2004},
Key = {fds272127}
}
@article{fds342802,
Author = {Leadbeater, BJ and Dishion, T and Sandler, I and Bradshaw, CP and Dodge,
K and Gottfredson, D and Graham, PW and Lindstrom Johnson and S and Maldonado-Molina, MM and Mauricio, AM and Smith,
EP},
Title = {Ethical Challenges in Promoting the Implementation of
Preventive Interventions: Report of the SPR Task
Force.},
Journal = {Prevention science : the official journal of the Society for
Prevention Research},
Volume = {19},
Number = {7},
Pages = {853-865},
Year = {2018},
Month = {October},
Abstract = {Prevention science researchers and practitioners are
increasingly engaged in a wide range of activities and roles
to promote evidence-based prevention practices in the
community. Ethical concerns invariably arise in these
activities and roles that may not be explicitly addressed by
university or professional guidelines for ethical conduct.
In 2015, the Society for Prevention Research (SPR) Board of
Directors commissioned Irwin Sandler and Tom Dishion to
organize a series of roundtables and establish a task force
to identify salient ethical issues encountered by prevention
scientists and community-based practitioners as they
collaborate to implement evidence-based prevention
practices. This article documents the process and findings
of the SPR Ethics Task Force and aims to inform continued
efforts to articulate ethical practice. Specifically, the
SPR membership and task force identified prevention
activities that commonly stemmed from implementation and
scale-up efforts. This article presents examples that
illustrate typical ethical dilemmas. We present principles
and concepts that can be used to frame the discussion of
ethical concerns that may be encountered in implementation
and scale-up efforts. We summarize value statements that
stemmed from our discussion. We also conclude that the field
of prevention science in general would benefit from
standards and guidelines to promote ethical behavior and
social justice in the process of implementing evidence-based
prevention practices in community settings. It is our hope
that this article serves as an educational resource for
students, investigators, and Human Subjects Review Board
members regarding some of the complexity of issues of
fairness, equality, diversity, and personal rights for
implementation of preventive interventions.},
Doi = {10.1007/s11121-018-0912-7},
Key = {fds342802}
}
@article{fds272114,
Author = {Lansford, JE and Deater-Deckard, K and Dodge, KA and Bates, JE and Pettit, GS},
Title = {Ethnic differences in the link between physical discipline
and later adolescent externalizing behaviors.},
Journal = {Journal of child psychology and psychiatry, and allied
disciplines},
Volume = {45},
Number = {4},
Pages = {801-812},
Year = {2004},
Month = {May},
ISSN = {0021-9630},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15056311},
Abstract = {<h4>Background</h4>Parents' use of physical discipline has
generated controversy related to concerns that its use is
associated with adjustment problems such as aggression and
delinquency in children. However, recent evidence suggests
that there are ethnic differences in associations between
physical discipline and children's adjustment. This study
examined race as a moderator of the link between physical
discipline and adolescent externalizing behavior problems,
extending previous research beyond childhood into
adolescence and considering physical discipline at multiple
points in time.<h4>Methods</h4>A representative community
sample of 585 children was followed from pre-kindergarten
(age 5) through grade 11 (age 16). Mothers reported on their
use of physical discipline in the child's first five years
of life and again during grades 6 (age 11) and 8 (age 13).
Mothers and adolescents reported on a variety of
externalizing behaviors in grade 11 including aggression,
violence, and trouble at school and with the
police.<h4>Results</h4>A series of hierarchical linear
regressions controlling for parents' marital status,
socioeconomic status, and child temperament revealed
significant interactions between physical discipline during
the child's first five years of life and race in the
prediction of 3 of the 7 adolescent externalizing outcomes
assessed and significant interactions between physical
discipline during grades 6 and 8 and race in the prediction
of all 7 adolescent externalizing outcomes. Regression
slopes showed that the experience of physical discipline at
each time point was related to higher levels of subsequent
externalizing behaviors for European American adolescents
but lower levels of externalizing behaviors for African
American adolescents.<h4>Conclusions</h4>There are race
differences in long-term effects of physical discipline on
externalizing behaviors problems. Different ecological
niches may affect the manner in which parents use physical
discipline, the meaning that children attach to the
experience of physical discipline, and its effects on the
adjustment of children and adolescents.},
Doi = {10.1111/j.1469-7610.2004.00273.x},
Key = {fds272114}
}
@article{fds272298,
Author = {Miller-Johnson, and S, and Sullivan, and N, T and Simon, and R, T and Dodge, TMVPPKA and member},
Title = {Evaluating the impact of interventions in the Multisite
Violence Prevention Study: Samples, procedures, and
measures},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {48-61},
Year = {2004},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2755208/},
Abstract = {This paper discusses the procedures and measures that were
developed and utilized to evaluate the impact of the GREAT
(Guiding Responsibility and Expectations in Adolescents
Today and Tomorrow) programs in the Multisite Violence
Prevention Project (MVPP). First, we describe the three
different samples used to examine the impact of the
programs, and the different sources of data used to assess
these samples. Next, we outline procedures used to collect
and manage the data. In the last section, we summarize the
final set of measures selected for use in this study.
Throughout the paper, we highlight ways in which the
participating institutions collaborated to develop
consistent procedures for use across the four sites.
Overall, the paper provides important information related to
the evaluation of violence prevention efforts, particularly
for working effectively in multisite collaborative
studies.},
Doi = {10.1016/j.amepre.2003.09.015},
Key = {fds272298}
}
@article{fds272036,
Author = {Rosanbalm, KD and Dodge, KA and Murphy, R and O'Donnell, K and Christopoulos, C and Gibbs, SW and Appleyard, K and Daro,
D},
Title = {Evaluation of a Collaborative Community-Based Child
Maltreatment Prevention Initiative.},
Journal = {Prot Child},
Volume = {25},
Number = {4},
Pages = {8-23},
Year = {2010},
url = {http://hdl.handle.net/10161/7999 Duke open access
repository},
Key = {fds272036}
}
@article{fds367703,
Author = {Goodman, WB and Dodge, KA and Bai, Y and Murphy, RA and O'Donnell,
K},
Title = {Evaluation of a Family Connects Dissemination to Four
High-Poverty Rural Counties.},
Journal = {Matern Child Health J},
Volume = {26},
Number = {5},
Pages = {1067-1076},
Year = {2022},
Month = {May},
Abstract = {OBJECTIVES: Home visiting is a popular approach to improving
the health and well-being of families with infants and young
children in the United States; but, to date, no home
visiting program has achieved population impact for families
in rural communities. The current report includes evaluation
results from the dissemination of a brief, universal
postpartum home visiting program to four high-poverty rural
counties. METHODS: The study utilized a quasi-experimental
design. From Sept. 1, 2014-Dec. 31, 2015, families of all
994 resident births in four rural eastern North Carolina
counties were assigned to receive Family Connects (FC;
intervention group). A representative subsample of families
participated in impact evaluation when the infants were
6 months old: 392 intervention group families and 126
families with infants born between Feb. 1, 2014-July 31,
2014 (natural comparison group). Data were analyzed
preliminarily for reporting to funders in 2016 and, more
comprehensively, using propensity score matching in 2020.
RESULTS: Of FC-eligible families, 78% initiated
participation; 83% of participating families completed the
program (net completion = 65%). At age 6 months,
intervention parents reported more community connections,
more frequent use of community services, greater social
support, and greater success with infants sleeping on their
backs. Intervention infants had fewer total emergency
department and urgent care visits. Intervention parents had
more total emergency department and urgent care visits and
(marginally) fewer overnights in the hospital. CONCLUSIONS
FOR PRACTICE: FC can be implemented successfully in
high-poverty rural communities with broad reach and positive
benefits for infants and families.},
Doi = {10.1007/s10995-021-03297-y},
Key = {fds367703}
}
@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},
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{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{fds272006,
Author = {Dodge, KA and Albert, D},
Title = {Evolving science in adolescence: comment on Ellis et al.
(2012).},
Journal = {Developmental psychology},
Volume = {48},
Number = {3},
Pages = {624-627},
Year = {2012},
Month = {May},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22545848},
Abstract = {Ellis et al. (2012) bring an evolutionary perspective to
bear on adolescent risky behavioral development, clinical
practice, and public policy. The authors offer important
insights that (a) some risky behaviors may be adaptive for
the individual and the species by being hard-wired due to
fitness benefits and (b) interventions might be more
successful if they move with, rather than against, the
natural tendencies of an adolescent. Ellis and colleagues
criticize the field of developmental psychopathology, but we
see the 2 fields as complementary. Their position would be
enhanced by integrating it with contemporary perspectives on
dynamic cascades through which normative behavior turns into
genuinely maladaptive outcomes, dual processes in adolescent
neural development, and adolescent decision making. Finally,
they rightly note that innovation is needed in interventions
and policies toward adolescent problem behavior.},
Doi = {10.1037/a0027683},
Key = {fds272006}
}
@article{fds304173,
Author = {Bierman, KL and Nix, RL and Maples, JJ and Murphy, SA and Conduct
Problems Prevention Research Group},
Title = {Examining clinical judgment in an adaptive intervention
design: The fast track program.},
Journal = {Journal of consulting and clinical psychology},
Volume = {74},
Number = {3},
Pages = {468-481},
Year = {2006},
Month = {June},
ISSN = {0022-006X},
Abstract = {Although clinical judgment is often used in assessment and
treatment planning, rarely has research examined its
reliability, validity, or impact in practice settings. This
study tailored the frequency of home visits in a prevention
program for aggressive- disruptive children (n = 410; 56%
minority) on the basis of 2 kinds of clinical judgment:
ratings of parental functioning using a standardized
multi-item scale and global assessments of family need for
services. Stronger reliability and better concurrent and
predictive validity emerged for the 1st kind of clinical
judgment than for the 2nd. Exploratory analyses suggested
that using ratings of parental functioning to tailor
treatment recommendations improved the impact of the
intervention by the end of 3rd grade but using more global
assessments of family need did not.},
Doi = {10.1037/0022-006x.74.3.468},
Key = {fds304173}
}
@article{fds347770,
Author = {Rothenberg, WA and Lansford, JE and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di
Giunta, L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado,
LMU and Yotanyamaneewong, S},
Title = {Examining effects of mother and father warmth and control on
child externalizing and internalizing problems from age 8 to
13 in nine countries.},
Journal = {Development and psychopathology},
Volume = {32},
Number = {3},
Pages = {1113-1137},
Year = {2020},
Month = {August},
Abstract = {This study used data from 12 cultural groups in 9 countries
(China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden,
Thailand, and United States; N = 1,315) to investigate
bidirectional associations between parental warmth and
control, and child externalizing and internalizing
behaviors. In addition, the extent to which these
associations held across mothers and fathers and across
cultures with differing normative levels of parent warmth
and control were examined. Mothers, fathers, and children
completed measures when children were ages 8 to 13.
Multiple-group autoregressive cross-lagged structural
equation models revealed that evocative child-driven effects
of externalizing and internalizing behavior on warmth and
control are ubiquitous across development, cultures,
mothers, and fathers. Results also reveal that parenting
effects on child externalizing and internalizing behaviors,
though rarer than child effects, extend into adolescence
when examined separately in mothers and fathers.
Father-based parent effects were more frequent than mother
effects. Most parent- and child-driven effects appear to
emerge consistently across cultures. The rare
culture-specific parenting effects suggested that
occasionally the effects of parenting behaviors that run
counter to cultural norms may be delayed in rendering their
protective effect against deleterious child
outcomes.},
Doi = {10.1017/s0954579419001214},
Key = {fds347770}
}
@article{fds347001,
Author = {Rothenberg, WA and Lansford, JE and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Maria Uribe Tirado,
L and Yotanyamaneewong, S and Peña Alampay and L},
Title = {Examining effects of parent warmth and control on
internalizing behavior clusters from age 8 to 12 in 12
cultural groups in nine countries.},
Journal = {Journal of child psychology and psychiatry, and allied
disciplines},
Volume = {61},
Number = {4},
Pages = {436-446},
Year = {2020},
Month = {April},
Abstract = {<h4>Background</h4>Studies of U.S. and European samples
demonstrate that parental warmth and behavioral control
predict child internalizing behaviors and vice versa.
However, these patterns have not been researched in other
cultures. This study investigates associations between
parent warmth and control and three child-reported
internalizing behavior clusters to examine this
question.<h4>Methods</h4>Data from 12 cultural groups in 9
countries were used to investigate prospective bidirectional
associations between parental warmth and control, and three
child-reported internalizing behavior types:
withdrawn/depressed, anxious/depressed, and somatic
problems. Multiple-group structural equation modeling was
used to analyze associations in children followed from ages
8 to 12.<h4>Results</h4>Parent warmth and control effects
were most pervasive on child-reported withdrawn/depressed
problems, somewhat pervasive on anxious/depressed problems
and least pervasive on somatic problems. Additionally,
parental warmth, as opposed to control, was more
consistently associated with child-reported internalizing
problems across behavior clusters. Child internalizing
behavior effects on parental warmth and control appeared
ubiquitously across cultures, and behaviors, but
were limited to ages 8-10. Most effects were pancultural,
but culture-specific effects emerged at ages 9-10 involving
the associations between parent warmth and
withdrawn/depressed and somatic behaviors.<h4>Conclusions</h4>Effects
of parent warmth and control appear stronger on some types
of child-reported internalizing behaviors. Associations are
especially strong with regard to parental warmth across
cultures, and culture-specific effects may be accounted for
by cultural normativeness of parent warmth and
child-reported somatic symptoms. Child internalizing
behavior effects on subsequent parenting are common across
cultures.},
Doi = {10.1111/jcpp.13138},
Key = {fds347001}
}
@article{fds271945,
Author = {Berlin, LJ and Dodge, KA and Reznick, JS},
Title = {Examining pregnant women's hostile attributions about
infants as a predictor of offspring maltreatment.},
Journal = {JAMA pediatrics},
Volume = {167},
Number = {6},
Pages = {549-553},
Year = {2013},
Month = {June},
ISSN = {2168-6203},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000319829700010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {<h4>Importance</h4>Child maltreatment is a serious public
health problem that disproportionately affects infants and
toddlers. In the interest of informing prevention and
intervention efforts, this study examined pregnant women's
attributions about infants as a risk factor for child
maltreatment and harsh parenting during their children's
first and second years. We also provide specific methods for
practitioners to assess hostile attributions.<h4>Objective</h4>To
evaluate pregnant women's hostile attributions about infants
as a risk factor for early child maltreatment and harsh
parenting.<h4>Design</h4>Prospective longitudinal
study.<h4>Setting</h4>A small Southeastern city and its
surrounding county.<h4>Participants</h4>A diverse,
community-based sample of 499 pregnant women.<h4>Main
outcomes and measures</h4>Official records of child
maltreatment and mother-reported harsh parenting behaviors.
Hostile attributions were examined in terms of women's
beliefs about infants' negative intentions (eg, the extent
to which infants purposefully dirty their
diapers).<h4>Results</h4>Mothers' hostile attributions
increased the likelihood that their child would be
maltreated by the age of 26 months (adjusted odds ratio,
1.26 [90% CI, 1.02-1.56]). Mothers who made more hostile
attributions during pregnancy reported engaging in more
harsh parenting behaviors when their children were toddlers
(β = 0.14, P < .05). Both associations were robust to the
inclusion of 7 psychosocial covariates.<h4>Conclusions</h4>AND
RELEVANCE: A pregnant woman's hostile attributions about
infant's intentions signal risk for maltreatment and harsh
parenting of her child during the first years of life.
Practitioners' attention to women's hostile attributions may
help identify those in need of immediate practitioner input
and/or referral to parenting services.},
Doi = {10.1001/jamapediatrics.2013.1212},
Key = {fds271945}
}
@article{fds347772,
Author = {Andrew Rothenberg and W and Lansford, JE and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Maria Uribe Tirado and L and Yotanyamaneewong, S and Peña Alampay and L and Al-Hassan, SM and Bacchini, D and Bornstein, MH},
Title = {Examining the internalizing pathway to substance use
frequency in 10 cultural groups.},
Journal = {Addictive behaviors},
Volume = {102},
Pages = {106214},
Year = {2020},
Month = {March},
Abstract = {Use of alcohol, tobacco, and drugs (i.e., substance use) is
a leading cause of global health burden for
10-to-24-year-olds, according to the World Health
Organization's index of number of years of life lost,
leading international health organizations to prioritize the
prevention of substance use before it escalates in
adolescence. Pathways defined by childhood externalizing
symptoms and internalizing symptoms identify precursors to
frequent substance use toward which interventions can be
directed. However, these pathways are rarely examined beyond
the United States and Europe. We investigated these pathways
in our sample of 1083 children from 10 cultural groups
followed from ages 8-14. We found that age-10 externalizing
symptoms predicted more frequent mother-reported age-13 and
self-reported age-14 substance use. We also found that a
depressive pathway, marked by behavioral inhibition at age 8
and subsequent elevation in depressive symptoms across ages
8-12 predicted more frequent substance use at age 13 and 14.
Additionally, we found a combined externalizing and
internalizing pathway, wherein elevated age-9 depressive
symptoms predicted elevated externalizing symptoms at age-10
which predicted greater peer support for use at age-12,
which led to more frequent substance use at age-13 and -14.
These pathways remained significant within the cultural
groups we studied, even after controlling for differences in
substance use frequency across groups. Additionally,
cultures with greater opportunities for substance use at
age-12 had more frequent adolescent substance use at age-13.
These findings highlight the importance of disaggregating
between- and within-culture effects in identifying the
etiology of early adolescent substance use.},
Doi = {10.1016/j.addbeh.2019.106214},
Key = {fds347772}
}
@article{fds272108,
Author = {Bierman, and L, K and Nix, and L, R and Maples, and J, J and Murphy, and A,
S and Dodge, TCPPRGKA and member},
Title = {Examining the use of clinical judgment in the context of an
adaptive intervention design: The Fast Track prevention
program},
Journal = {Journal of Consulting and Clinical Psychology},
Volume = {74},
Number = {3},
Pages = {468-481},
Year = {2006},
ISSN = {0022-006X},
Abstract = {Although clinical judgment is often used in assessment and
treatment planning, rarely has research examined its
reliability, validity, or impact in practice settings. This
study tailored the frequency of home visits in a prevention
program for aggressive- disruptive children (n = 410; 56%
minority) on the basis of 2 kinds of clinical judgment:
ratings of parental functioning using a standardized
multi-item scale and global assessments of family need for
services. Stronger reliability and better concurrent and
predictive validity emerged for the 1st kind of clinical
judgment than for the 2nd. Exploratory analyses suggested
that using ratings of parental functioning to tailor
treatment recommendations improved the impact of the
intervention by the end of 3rd grade but using more global
assessments of family need did not. Copyright 2006 by the
American Psychological Association.},
Doi = {10.1037/0022-006X.74.3.468},
Key = {fds272108}
}
@article{fds347771,
Author = {Chang, L and Lu, HJ and Lansford, JE and Bornstein, MH and Steinberg, L and Chen, B-B and Skinner, AT and Dodge, KA and Deater-Deckard, K and Bacchini, D and Pastorelli, C and Alampay, LP and Tapanya, S and Sorbring, E and Oburu, P and Al-Hassan, SM and Di Giunta and L and Malone,
PS and Uribe Tirado and LM and Yotanyamaneewong, S},
Title = {External environment and internal state in relation to
life-history behavioural profiles of adolescents in nine
countries.},
Journal = {Proceedings. Biological sciences},
Volume = {286},
Number = {1917},
Pages = {20192097},
Year = {2019},
Month = {December},
Abstract = {The external environment has traditionally been considered
as the primary driver of animal life history (LH). Recent
research suggests that animals' internal state is also
involved, especially in forming LH behavioural phenotypes.
The present study investigated how these two factors
interact in formulating LH in humans. Based on a
longitudinal sample of 1223 adolescents in nine countries,
the results show that harsh and unpredictable environments
and adverse internal states in childhood are each uniquely
associated with fast LH behavioural profiles consisting of
aggression, impulsivity, and risk-taking in adolescence. The
external environment and internal state each strengthened
the LH association of the other, but overall the external
environment was more predictive of LH than was the internal
state. These findings suggest that individuals rely on a
multitude and consistency of sensory information in more
decisively calibrating LH and behavioural
strategies.},
Doi = {10.1098/rspb.2019.2097},
Key = {fds347771}
}
@article{fds315895,
Author = {Deater-Deckard, K and Atzaba-Poria, N and Lansford, JE and Peña
Alampay, L and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Di Giunta and L and Dodge, KA and Malone, P and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S},
Title = {Externalizing and Internalizing in the Transition to
Adolescence: Multiple Risks, One World?},
Journal = {The Journal of Child Psychology and Psychiatry and Allied
Disciplines},
Publisher = {Wiley: 12 months},
Year = {2016},
Month = {February},
ISSN = {1469-7610},
Key = {fds315895}
}
@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},
Doi = {10.1207/s15327965pli0803_1},
Key = {fds272229}
}
@article{fds367205,
Author = {Goulter, N and McMahon, RJ and Lansford, JE and Bates, JE and Dodge, KA and Max Crowley and D and Pettit, GS},
Title = {Externalizing psychopathology from childhood to early
adolescence: Psychometric evaluation using latent variable
and network modeling.},
Journal = {Psychological assessment},
Volume = {34},
Number = {11},
Pages = {1008-1021},
Year = {2022},
Month = {November},
Abstract = {Applying both latent variable and network frameworks, we
conducted a comprehensive psychometric evaluation of the
diverse array of symptoms from three externalizing
dimensions, including attention problems, aggressive
behavior, and delinquency/rule-breaking of the Child
Behavior Checklist (Achenbach, 1991) across six time points
from childhood to early adolescence. We also examined sex
differences. Participants (<i>N</i> = 1,339) were drawn from
two multisite longitudinal studies: Fast Track and the Child
Development Project. Parents reported on externalizing
psychopathology in kindergarten and Grades 1, 2, 4, 5, and
7. Using exploratory structural equation modeling, we found
almost uniformly excellent fit across time and samples.
However, we also observed multiple cross-loadings and
heterogeneity in terms of which symptoms cross-loaded across
time points. Alternatively, using network modeling, we
observed that symptoms of attention problems and aggressive
behavior had stronger connections, relative to
delinquency/rule-breaking, across time and samples.
Significant differences in overall connectivity were found
at early (kindergarten vs. Grade 1, Grade 1 vs. Grade 2) and
late (Grade 5 vs. Grade 7) time points for the combined
sample and only late time points for the male sample. In
addition, the items <i>impulsive</i> and <i>lies or
cheats</i> consistently displayed the greatest bridge
strength, that is, symptom from one dimension that connects
to symptoms from another dimension, across time and samples.
Our results illustrate how two methods-latent variable and
network modeling-provide important and complementary
information on multidimensional constructs. Findings also
inform understanding of externalizing psychopathology
through childhood to early adolescence by identifying key
symptoms, critical transition points, and possible
transdiagnostic liabilities. (PsycInfo Database Record (c)
2022 APA, all rights reserved).},
Doi = {10.1037/pas0001163},
Key = {fds367205}
}
@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},
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{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{fds376229,
Author = {Bustos, B and Lopez, M and Dodge, KA and Lansford, JE and Copeland, WE and Odgers, CL and Bruckner, TA},
Title = {Family cash transfers in childhood and birthing persons and
birth outcomes later in life.},
Journal = {SSM Popul Health},
Volume = {25},
Pages = {101623},
Year = {2024},
Month = {March},
Abstract = {Much literature in the US documents an intergenerational
transmission of birthing person and perinatal morbidity in
socioeconomically disadvantaged groups. A separate line of
work indicates that family cash transfers may improve life
chances of low-income families well into adulthood. By
exploiting a quasi-random natural experiment of a large
family cash transfer among a southeastern American Indian
(AI) tribe in rural North Carolina, we examine whether a
"perturbation" in socioeconomic status during childhood
improves birthing person/perinatal outcomes when they become
parents themselves. We acquired birth records on 6805 AI and
non-AI infants born from 1995 to 2018. Regression methods to
examine effect modification tested whether the birthing
person's American Indian (AI) status and exposure to the
family cash transfer during their childhood years
corresponds with improvements in birthing person and
perinatal outcomes. Findings show an increase in age at
childbearing (coef: 0.15 years, 95% confidence interval
[CI]: 0.05, 0.25) and a decrease in pre-pregnancy body mass
index (BMI; coef: -0.42, 95% CI: -0.76, -0.09) with
increased duration of cash transfer exposure during
childhood. The odds of large-for-gestational age at
delivery, as well as mean infant birthweight, is also
reduced among AI births whose birthing person had relatively
longer duration of exposure to the cash transfer. We,
however, observe no relation with other birthing
person/perinatal outcomes (e.g., tobacco use during
pregnancy, preterm birth). In this rural AI population, cash
transfers in one generation correspond with improved
birthing person and infant health in the next
generation.},
Doi = {10.1016/j.ssmph.2024.101623},
Key = {fds376229}
}
@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},
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{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{fds272266,
Author = {Pettit, GS and Harrist, AW and Bates, JE and Dodge,
KA},
Title = {Family interaction, social cognition and children's
subsequent relations with peers at kindergarten},
Journal = {Journal of Social and Personal Relationships},
Volume = {8},
Number = {3},
Pages = {383-402},
Year = {1991},
Month = {January},
Abstract = {This study examined relations among family interaction
qualities and children's social cognitions and subsequent
social competence with peers. Thirty five-year-old children
(fifteen boys) and their families were observed in their
homes and the children were administered a social cognitive
assessment battery during the summer prior to the children's
entry into kindergarten. Interactional episodes were coded
in terms of the degree of observed parent-child
responsiveness, coerciveness and intrusiveness. Social
cognitive measures consisted of self-efficacy and outcome
expectations regarding aggressive and competent responding
to hypothetical conflicts. Children's subsequent relations
with peers in kindergarten were evaluated on the basis of
teacher ratings. Social competence with peers was predicted
by responsive family interactions and lower self-efficacy
scores for both aggressive and competent responding.
Aggression with peers was predicted by coercive and
intrusive family interactions and higher self-efficacy
scores for aggressive responding. Regression analyses
suggested that the social cognitive patterns mediated the
relation between family interaction and children's social
behavior. Implications of these findings are discussed with
respect to the role of family interaction patterns in the
social transmission of interpersonal style. © 1991, Sage
Publications. All rights reserved.},
Doi = {10.1177/0265407591083005},
Key = {fds272266}
}
@article{fds271949,
Author = {Alonso-Marsden, S and Dodge, KA and O'Donnell, KJ and Murphy, RA and Sato, JM and Christopoulos, C},
Title = {Family risk as a predictor of initial engagement and
follow-through in a universal nurse home visiting program to
prevent child maltreatment.},
Journal = {Child Abuse Negl},
Volume = {37},
Number = {8},
Pages = {555-565},
Year = {2013},
Month = {August},
ISSN = {0145-2134},
url = {http://www.ncbi.nlm.nih.gov/pubmed/23660409},
Abstract = {OBJECTIVE: As nurse home visiting to prevent child
maltreatment grows in popularity with both program
administrators and legislators, it is important to
understand engagement in such programs in order to improve
their community-wide effects. This report examines family
demographic and infant health risk factors that predict
engagement and follow-through in a universal home-based
maltreatment prevention program for new mothers in Durham
County, North Carolina. METHODS: Trained staff members
attempted to schedule home visits for all new mothers during
the birthing hospital stay, and then nurses completed
scheduled visits three to five weeks later. Medical record
data was used to identify family demographic and infant
health risk factors for maltreatment. These variables were
used to predict program engagement (scheduling a visit) and
follow-through (completing a scheduled visit). RESULTS:
Program staff members were successful in scheduling 78% of
eligible families for a visit and completing 85% of
scheduled visits. Overall, 66% of eligible families
completed at least one visit. Structural equation modeling
(SEM) analyses indicated that high demographic risk and low
infant health risk were predictive of scheduling a visit.
Both low demographic and infant health risk were predictive
of visit completion. CONCLUSIONS: Findings suggest that
while higher demographic risk increases families' initial
engagement, it might also inhibit their follow-through.
Additionally, parents of medically at-risk infants may be
particularly difficult to engage in universal home visiting
interventions. Implications for recruitment strategies of
home visiting programs are discussed.},
Doi = {10.1016/j.chiabu.2013.03.012},
Key = {fds271949}
}
@article{fds315894,
Author = {Lansford, JE and Godwin, J and Zelli, A and Al-Hassan, SM and Bacchini,
D and Bombi, AS and Bornstein, MH and Chang, L and Chen, B-B and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, P and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Peña Alampay and L and Uribe Tirado,
LM},
Title = {Family- and Culture-Level Predictors of Social Competence,
Prosocial Behavior, and Academic Achievement in Nine
Countries},
Journal = {Child Development},
Publisher = {Wiley: 24 months},
Year = {2016},
Month = {February},
ISSN = {1467-8624},
Key = {fds315894}
}
@article{fds39000,
Author = {McMahon, R.J. and Slough, N. and the Conduct Problems Prevention
Research Group (K.A. Dodge and member)},
Title = {Family-based intervention in the FAST Track
Program},
Pages = {90-110},
Booktitle = {Preventing childhood disorders, substance use, and
delinquency},
Publisher = {Thousand Oaks, CA: Sage},
Editor = {R. Dev. Peters and R.J. McMahon},
Year = {1996},
Key = {fds39000}
}
@article{fds367845,
Author = {Lansford, JE and Godwin, J and Copeland, WE and Dodge, KA and Odgers,
CL and Rothenberg, WA and Rybińska, A and Conduct Problems
Prevention Research Group},
Title = {Fast Track intervention effects on family
formation.},
Journal = {J Fam Psychol},
Volume = {37},
Number = {1},
Pages = {54-64},
Year = {2023},
Month = {February},
Abstract = {The present study examines whether the Fast Track (FT)
intervention, a 10-year randomized controlled trial with
children at risk for conduct problems, affects family
formation in adulthood, as indexed by partnerships,
parenthood, and family structure, and whether the
intervention effect differs across participants' gender and
race/ethnicity. Participants included 891 children
(intervention n = 445; control n = 446; 69% male; 51% Black,
47% White) who were recruited in kindergarten and followed
to age 32 or 34 (80% participation of still-living
participants), when they reported on their romantic
partnerships, parenthood, and family structure. Controlling
for numerous covariates that are related to family
formation, intervention participants were more likely than
those in the control group to be married rather than single
and to have a larger number of children; the intervention
and control groups did not differ on cohabitation status,
age at first marriage, whether they had ever been divorced,
their likelihood of being a parent, the age at which they
first became a parent, the spacing of births, family
structure (partnered or not, with or without children), or
in whether they were residentially independent of their
parents and grandparents. Intervention effects were not
moderated by gender, but race/ethnicity moderated the effect
of the intervention on the probability of having any
children and the number of children. These findings suggest
that several elements of family formation may remain
unchanged by an intervention that changes many other
behavioral and psychological trajectories of participants.
(PsycInfo Database Record (c) 2023 APA, all rights
reserved).},
Doi = {10.1037/fam0001039},
Key = {fds367845}
}
@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{fds272091,
Author = {Winn, DM and Newall, E and Coie, JD and Bierman, K and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ},
Title = {Fast Track morphs into OnTrack: The dissemination of a
conduct prevention program in Manchester,
England},
Journal = {Child and Family Policy Review},
Volume = {3},
Number = {1},
Pages = {7-10},
Year = {2007},
url = {http://hdl.handle.net/10161/8001 Duke open access
repository},
Key = {fds272091}
}
@article{fds272093,
Author = {CONDUCT PROBLEMS PREVENTION RESEARCH GROUP, and Dodge,
KA},
Title = {Fast track randomized controlled trial to prevent
externalizing psychiatric disorders: findings from grades 3
to 9.},
Journal = {Journal of the American Academy of Child and Adolescent
Psychiatry},
Volume = {46},
Number = {10},
Pages = {1250-1262},
Year = {2007},
Month = {October},
ISSN = {0890-8567},
Abstract = {<h4>Objective</h4>This study tests the efficacy of the Fast
Track Program in preventing antisocial behavior and
psychiatric disorders among groups varying in initial
risk.<h4>Method</h4>Schools within four sites (Durham, NC;
Nashville, TN; Seattle, WA; and rural central Pennsylvania)
were selected as high-risk institutions based on
neighborhood crime and poverty levels. After screening 9,594
kindergarteners in these schools, 891 highest risk and
moderate-risk children (69% male and 51% African American)
were randomly assigned by matched sets of schools to
intervention or control conditions. The 10-year intervention
(begun in 1991 with three yearly cohorts) included parent
behavior-management training, child social-cognitive skills
training, reading tutoring, home visiting, mentoring, and a
universal classroom curriculum. Outcomes included criterion
counts and psychiatric diagnoses after grades 3, 6, and 9
for conduct disorder, oppositional defiant disorder,
attention-deficit/hyperactivity disorder, any externalizing
disorder, and self-reported antisocial behavior. Grade 9
outcomes were assessed between 2000 and 2003, depending upon
cohort.<h4>Results</h4>Significant interaction effects
between intervention and initial risk level were found at
each age but most strongly after grade 9. Assignment to
intervention had a significant positive effect in lowering
criterion count scores and diagnoses for conduct disorder,
attention-deficit/hyperactivity disorder, and any
externalizing disorder, and lowering antisocial behavior
scores, but only among those at highest risk
initially.<h4>Conclusions</h4>Prevention of serious
antisocial behavior can be efficacious across sex,
ethnicity, and urban/rural residence, but screening is
essential.},
Doi = {10.1097/chi.0b013e31813e5d39},
Key = {fds272093}
}
@article{fds335172,
Author = {Michaels, R},
Title = {Foreword},
Volume = {39},
Number = {6},
Pages = {1107-},
Year = {2014},
Doi = {10.1109/TGRS.2001.927415},
Key = {fds335172}
}
@article{fds271995,
Author = {Coleman, D and Dodge, K},
Title = {Foreword: Corporal Punishment of Children},
Journal = {Law & Contemporary Problems},
Volume = {73},
Number = {2},
Pages = {i-iv},
Year = {2010},
ISSN = {0023-9186},
Key = {fds271995}
}
@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{fds272074,
Author = {Dodge, KA},
Title = {Framing public policy and prevention of chronic violence in
American youths.},
Journal = {The American psychologist},
Volume = {63},
Number = {7},
Pages = {573-590},
Year = {2008},
Month = {October},
ISSN = {0003-066X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/18855489},
Keywords = {aggressive behavior • frame analysis • prevention
• public policy},
Abstract = {Metaphors can both inspire and mislead the public. Current
metaphors for youth violence are inconsistent with
scientific evidence about how chronic violence develops and
evoke inaccurate or harmful reactions. Popular, problematic
metaphors include superpredator, quarantining the
contagious, corrective surgery, man as computer, vaccine,
and chronic disease. Four new metaphors that more accurately
reflect the science of child development are proposed to
shape the field. Preventive dentistry offers a lifelong
system of universal, selected, and indicated intervention
policies. Cardiovascular disease offers concepts of distal
risk factors, proximal processes, equifinality and
multifinality, and long-term prevention. The Centers for
Disease Control and Prevention's public health model focuses
on injury and the victim to elicit popular support. Public
education for illiteracy offers concepts of long-term
universal education coupled with specialized help for
high-risk youths and goes beyond metaphor to represent a
truly applicable framework. Research is proposed to test the
scientific merit for and public receptivity to these
metaphors.},
Doi = {10.1037/0003-066x.63.7.573},
Key = {fds272074}
}
@article{fds272160,
Author = {Schwartz, D and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Friendship as a moderating factor in the pathway between
early harsh home environment and later victimization in the
peer group. The Conduct Problems Prevention Research
Group.},
Journal = {Developmental Psychology},
Volume = {36},
Number = {5},
Pages = {646-662},
Year = {2000},
ISSN = {0012-1649},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000089047400010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {Two prospective investigations of the moderating role of
dyadic friendship in the developmental pathway to peer
victimization are reported. In Study 1, the preschool home
environments (i.e., harsh discipline, marital conflict,
stress, abuse, and maternal hostility) of 389 children were
assessed by trained interviewers. These children were then
followed into the middle years of elementary school, with
peer victimization, group social acceptance, and friendship
assessed annually with a peer nomination inventory. In Study
2, the home environments of 243 children were assessed in
the summer before 1st grade, and victimization, group
acceptance, and friendship were assessed annually over the
next 3 years. In both studies, early harsh, punitive, and
hostile family environments predicted later victimization by
peers for children who had a low number of friendships.
However, the predictive associations did not hold for
children who had numerous friendships. These findings
provide support for conceptualizations of friendship as a
moderating factor in the pathways to peer group
victimization.},
Doi = {10.1037/0012-1649.36.5.646},
Key = {fds272160}
}
@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{fds272075,
Author = {Schwartz, D and Gorman, AH and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Friendships with peers who are low or high in aggression as
moderators of the link between peer victimization and
declines in academic functioning.},
Journal = {Journal of abnormal child psychology},
Volume = {36},
Number = {5},
Pages = {719-730},
Year = {2008},
Month = {July},
ISSN = {0091-0627},
Abstract = {This paper reports two prospective investigations of the
role of friendship in the relation between peer
victimization and grade point averages (GPA). Study 1
included 199 children (105 boys, 94 girls; mean age of 9.1
years) and Study 2 included 310 children (151 boys, 159
girls; mean age of 8.5 years). These children were followed
for two school years. In both projects, we assessed
aggression, victimization, and friendship with a peer
nomination inventory, and we obtained children's GPAs from a
review of school records. Peer victimization was associated
with academic declines only when children had either a high
number of friends who were above the classroom mean on
aggression or a low number of friends who were below the
classroom mean on aggression. These results highlight the
importance of aggression levels among friends for the
academic adjustment of victimized children.},
Doi = {10.1007/s10802-007-9200-x},
Key = {fds272075}
}
@article{fds271934,
Author = {Ladd, HF and Muschkin, CG and Dodge, KA},
Title = {From birth to school: Early childhood initiatives and
third-grade outcomes in North Carolina},
Journal = {Journal of Policy Analysis and Management},
Volume = {33},
Number = {1},
Pages = {162-187},
Year = {2014},
Month = {December},
ISSN = {0276-8739},
Abstract = {This study examines the community-wide effects of two
statewide early childhood policy initiatives in North
Carolina. One initiative provides funding to improve the
quality of child care services at the county level for all
children between the ages of 0 to 5, and the other provides
funding for preschool slots for disadvantaged
four-year-olds. Differences across counties in the timing of
the rollout and in the magnitude of the state financial
investments per child provide the variation in programs
needed to estimate their effects on schooling outcomes in
third grade. We find robust positive effects of each program
on third-grade test scores in both reading and math. These
effects can best be explained by a combination of direct
benefits for participants and spillover benefits for others.
Our preferred models suggest that the combined average
effects on test scores of investments in both programs at
2009 funding levels are equivalent to two to four months of
instruction in grade 3. © 2013 by the Association for
Public Policy Analysis and Management.},
Doi = {10.1002/pam.21734},
Key = {fds271934}
}
@article{fds317258,
Author = {Ladd, HF and Muschkin, CG and Dodge, KA},
Title = {From Birth to School: Early Childhood Initiatives and
Third-Grade Outcomes in North Carolina},
Journal = {Journal of Policy Analysis and Management},
Volume = {33},
Number = {1},
Pages = {162-187},
Publisher = {WILEY},
Year = {2013},
ISSN = {0276-8739},
Abstract = {This study examines the community-wide effects of two
statewide early childhood policy initiatives in North
Carolina. One initiative provides funding to improve the
quality of child care services at the county level for all
children between the ages of 0 to 5, and the other provides
funding for preschool slots for disadvantaged
four-year-olds. Differences across counties in the timing of
the rollout and in the magnitude of the state financial
investments per child provide the variation in programs
needed to estimate their effects on schooling outcomes in
third grade. We find robust positive effects of each program
on third-grade test scores in both reading and math. These
effects can best be explained by a combination of direct
benefits for participants and spillover benefits for others.
Our preferred models suggest that the combined average
effects on test scores of investments in both programs at
2009 funding levels are equivalent to two to four months of
instruction in grade 3. © 2013 by the Association for
Public Policy Analysis and Management.},
Doi = {10.1002/pam.21734},
Key = {fds317258}
}
@article{fds330210,
Author = {Sorensen, LC and Cook, PJ and Dodge, KA},
Title = {From Parents to Peers: Trajectories in Sources of Academic
Influence Grades 4 to 8},
Journal = {Educational Evaluation and Policy Analysis},
Volume = {39},
Number = {4},
Pages = {697-711},
Publisher = {American Educational Research Association
(AERA)},
Year = {2017},
Month = {December},
Abstract = {Prior research and anecdotal evidence from educators suggest
that classroom peers play a meaningful role in how students
learn. However, the literature has failed to consider the
dynamic and context-dependent nature of classroom peer
influence. Developmental psychology theories suggest that
peer influence will increase and family influence will
decrease as children enter adolescence. This study uses rich
administrative data from North Carolina in 2006 to 2012,
matching students to all peers in each of their courses in
third through eighth grades. The analysis identifies trends
in the magnitude of classroom peer effects across grade
levels, with special attention to controlling for
confounding factors such as simultaneous influence,
student–classroom sorting, nonlinearity, and school-type
effects. Consistent with psychological theories about
adolescence, our findings indicate that the effect of
average peer quality multiplies by a factor of nearly 3 for
reading and 5 for math between fourth grade and seventh
grade; contemporaneously, family socioeconomic status
effects on academic performance nearly vanish by the end of
middle school. We uncover additional evidence that ability
grouping, while often harmful in an elementary school
setting, becomes increasingly beneficial in later
grades—particularly for math subjects.},
Doi = {10.3102/0162373717708335},
Key = {fds330210}
}
@article{fds335171,
Author = {Muschkin, CG and Ladd, HF and Dodge, KA and Bai, Y},
Title = {Gender Differences in the Impact of North Carolina’s Early
Care and Education Initiatives on Student Outcomes in
Elementary School},
Journal = {Educational Policy},
Volume = {34},
Number = {2},
Pages = {377-407},
Year = {2020},
Month = {March},
Abstract = {Based on growing evidence of the long-term benefits of
enriched early childhood experiences, we evaluate the
potential for addressing gender disparities in elementary
school through early care and education programs.
Specifically, we explore the community-wide effects of two
statewide initiatives in North Carolina on gender
differences in academic outcomes in Grades 3 to 5, using
administrative student data and information on variation in
program availability across counties and over time. We find
that although investments in early care and education
programs produce significant gains in math and reading
skills on average for all children, boys experience larger
program-related gains than girls. Moreover, the greatest
gains among boys emerge for those from less advantaged
families. In contrast, the large and statistically
significant reductions in special education placements
induced by these early childhood program do not differ
consistently by gender.},
Doi = {10.1177/0895904818773901},
Key = {fds335171}
}
@article{fds272016,
Author = {van Ijzendoorn, MH and Bakermans-Kranenburg, MJ and Belsky, J and Beach, S and Brody, G and Dodge, KA and Greenberg, M and Posner, M and Scott, S},
Title = {Gene-by-environment experiments: a new approach to finding
the missing heritability.},
Journal = {Nature reviews. Genetics},
Volume = {12},
Number = {12},
Pages = {881},
Year = {2011},
Month = {November},
ISSN = {1471-0056},
Doi = {10.1038/nrg2764-c1},
Key = {fds272016}
}
@article{fds271989,
Author = {Poulton, R and Martin, NG and Uher, R and Rutter, M and Kleeberger, SR and Dodge, KA and Martinez, FD and Kotb, M and Snieder, H and Reeve, A and Braithwaite, A},
Title = {General discussion II},
Journal = {Novartis Foundation Symposium},
Volume = {293},
Pages = {122-127},
Year = {2008},
Month = {November},
ISSN = {1528-2511},
Key = {fds271989}
}
@article{fds271960,
Author = {Dick, DM and Latendresse, SJ and Budde, J and Goate, A and Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE},
Title = {Genetic Influences on Developmental Trajectories of
Externalizing Behavior: Data from the Child Development
Project},
Journal = {BEHAVIOR GENETICS},
Volume = {38},
Number = {6},
Pages = {621-622},
Publisher = {SPRINGER},
Year = {2008},
Month = {November},
ISSN = {0001-8244},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000260539000044&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Doi = {10.1007/s10519-008-9228-x},
Key = {fds271960}
}
@article{fds271962,
Author = {Latendresse, SJ and Budde, J and Goate, A and Lansford, JE and Dodge,
KA and Pettit, GS and Bates, JE and Dick, DM},
Title = {Genotypic associations with externalizing trajectories:
Examining moderation by adverse socialization
environments},
Journal = {BEHAVIOR GENETICS},
Volume = {38},
Number = {6},
Pages = {634-635},
Publisher = {SPRINGER},
Year = {2008},
Month = {November},
ISSN = {0001-8244},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000260539000089&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Doi = {10.1007/s10519-008-9228-x},
Key = {fds271962}
}
@article{fds332381,
Author = {Zheng, Y and Albert, D and McMahon, RJ and Dodge, K and Dick, D and Conduct
Problems Prevention Research Group},
Title = {Glucocorticoid Receptor (NR3C1) Gene Polymorphism Moderate
Intervention Effects on the Developmental Trajectory of
African-American Adolescent Alcohol Abuse.},
Journal = {Prevention science : the official journal of the Society for
Prevention Research},
Volume = {19},
Number = {1},
Pages = {79-89},
Year = {2018},
Month = {January},
Abstract = {Accumulative evidence from recent genotype × intervention
studies suggests that individuals carrying susceptible
genotypes benefit more from intervention and provides one
avenue to identify subgroups that respond differentially to
intervention. This study examined the moderation by
glucocorticoid receptor (NR3C1) gene variants of
intervention effects on the developmental trajectories of
alcohol abuse through adolescence. Participants were
randomized into Fast Track intervention and control groups
self-reported past-year alcohol abuse annually from grade 7
through 2 years post-high school and provided genotype data
at age 21 (69% males; European Americans [EAs] = 270,
African-Americans [AAs] = 282). Latent growth curve
models were fit to examine developmental trajectories of
alcohol abuse. The interactions of 10 single nucleotide
polymorphisms (SNPs) in NR3C1 with intervention were
examined separately. Both EAs and AAs showed significant
increases in past-year alcohol abuse with substantial
inter-individual differences in rates of linear growth. AAs
showed lower general levels and slower rates of linear
growth than EAs. Adjusting for multiple tests, one NR3C1 SNP
(rs12655166) significantly moderated intervention effects on
the developmental trajectories of alcohol abuse among AAs.
Intervention effects on the rates of linear growth were
stronger among AAs carrying minor alleles than those not
carrying minor alleles. The findings highlight the
importance of taking a developmental perspective on
adolescent alcohol use and have implications for future
intervention design and evaluation by identifying subgroups
that could disproportionally benefit from
intervention.},
Doi = {10.1007/s11121-016-0726-4},
Key = {fds332381}
}
@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{fds271957,
Author = {Dodge, KA},
Title = {Handbook of Clinical Child Neuropsychology, 3rd
ed},
Journal = {The Journal of Clinical Psychiatry},
Volume = {72},
Number = {05},
Pages = {726-726},
Publisher = {Physicians Postgraduate Press, Inc},
Year = {2011},
Month = {May},
ISSN = {0160-6689},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000291240600027&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Doi = {10.4088/jcp.10bk06741},
Key = {fds271957}
}
@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},
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{fds361753,
Author = {Rybińska, A and Best, DL and Goodman, WB and Weindling, W and Dodge,
KA},
Title = {Home Visiting Services During the COVID-19 Pandemic: Program
Activity Analysis for Family Connects.},
Journal = {Matern Child Health J},
Volume = {26},
Number = {1},
Pages = {70-78},
Year = {2022},
Month = {January},
Abstract = {PURPOSE: Early reports highlighted challenges in delivering
home visiting programs virtually during the COVID-19
pandemic but the extent of the changes in program
implementation and their implications remains unknown. We
examine program activity and families' perceptions of
virtual home visiting during the first nine months of the
pandemic using implementation data for Family Connects (FC),
an evidence-based and MIECHV-eligible, postpartum nurse home
visiting program. DESCRIPTION: Aggregate program
implementation data for five FC sites for January-November
of 2019 and 2020 are compared. The COVID-19 Modification
Survey is used to analyze families' reactions to virtual
program delivery. ASSESSMENT: Post-pandemic onset, FC's
program completion rates amounted to 86% of the pre-pandemic
activity level. Activity in key components of the
intervention-home-visitor education and referrals to
community agencies-was maintained at 98% and 87% of the
pre-pandemic level respectively. However, education and
referrals rates declined among families of color and
low-income families. Finally, families reported a positive
response to the program, with declines in feelings of
isolation and increases in positive attitudes toward
in-person medical care-seeking due to FC visits.
CONCLUSIONS: During the first nine months of the COVID-19
pandemic, families' interest in home visiting remained
strong, performance metrics were maintained at high levels,
and families responded positively to the virtual delivery of
home visiting. Home visiting programs should continue
implementation with virtual modifications during the
remainder of the pandemic but attention is needed to address
growing disparities in access to home visiting benefits
among marginalized communities.},
Doi = {10.1007/s10995-021-03337-7},
Key = {fds361753}
}
@article{fds271901,
Author = {Dodge, KA and Malone, PS and Lansford, JE and Sorbring, E and Skinner,
AT and Tapanya, S and Tirado, LMU and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi, AS and Bornstein, MH and Chang,
L and Deater-Deckard, K and Di Giunta and L and Oburu, P and Pastorelli,
C},
Title = {Hostile attributional bias and aggressive behavior in global
context.},
Journal = {Proceedings of the National Academy of Sciences of the
United States of America},
Volume = {112},
Number = {30},
Pages = {9310-9315},
Year = {2015},
Month = {July},
ISSN = {0027-8424},
url = {http://hdl.handle.net/10161/10328 Duke open access
repository},
Abstract = {We tested a model that children's tendency to attribute
hostile intent to others in response to provocation is a key
psychological process that statistically accounts for
individual differences in reactive aggressive behavior and
that this mechanism contributes to global group differences
in children's chronic aggressive behavior problems.
Participants were 1,299 children (mean age at year 1 = 8.3
y; 51% girls) from 12 diverse ecological-context groups in
nine countries worldwide, followed across 4 y. In year 3,
each child was presented with each of 10 hypothetical
vignettes depicting an ambiguous provocation toward the
child and was asked to attribute the likely intent of the
provocateur (coded as benign or hostile) and to predict his
or her own behavioral response (coded as nonaggression or
reactive aggression). Mothers and children independently
rated the child's chronic aggressive behavior problems in
years 2, 3, and 4. In every ecological group, in those
situations in which a child attributed hostile intent to a
peer, that child was more likely to report that he or she
would respond with reactive aggression than in situations
when that same child attributed benign intent. Across
children, hostile attributional bias scores predicted higher
mother- and child-rated chronic aggressive behavior
problems, even controlling for prior aggression. Ecological
group differences in the tendency for children to attribute
hostile intent statistically accounted for a significant
portion of group differences in chronic aggressive behavior
problems. The findings suggest a psychological mechanism for
group differences in aggressive behavior and point to
potential interventions to reduce aggressive
behavior.},
Doi = {10.1073/pnas.1418572112},
Key = {fds271901}
}
@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},
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{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},
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{fds337501,
Author = {Lansford, JE and Malone, PS and Tapanya, S and Tirado, LMU and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Oburu,
P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg,
L},
Title = {Household Income Predicts Trajectories of Child
Internalizing and Externalizing Behavior in High-, Middle-,
and Low-Income Countries.},
Journal = {International journal of behavioral development},
Volume = {43},
Number = {1},
Pages = {74-79},
Publisher = {SAGE Publications},
Year = {2019},
Month = {January},
Abstract = {This study examined longitudinal links between household
income and parents' education and children's trajectories of
internalizing and externalizing behaviors from age 8 to 10
reported by mothers, fathers, and children. Longitudinal
data from 1,190 families in 11 cultural groups in eight
countries (Colombia, Italy, Jordan, Kenya, Philippines,
Sweden, Thailand, and United States) were included.
Multigroup structural equation models revealed that
household income, but not maternal or paternal education,
was related to trajectories of mother-, father-, and
child-reported internalizing and externalizing problems in
each of the 11 cultural groups. Our findings highlight that
in low-, middle-, and high-income countries, socioeconomic
risk is related to children's internalizing and
externalizing problems, extending the international focus
beyond children's physical health to their emotional and
behavioral development.},
Doi = {10.1177/0165025418783272},
Key = {fds337501}
}
@article{fds376272,
Author = {Dodge, KA},
Title = {How a defensive mindset develops from early adverse
experiences and guides antisocial outcomes.},
Journal = {Development and psychopathology},
Pages = {1-7},
Year = {2024},
Month = {March},
Abstract = {Dante Cicchetti has had a lasting impact on our
understanding of the development of externalizing
psychopathology through at least two seminal contributions,
including establishment of the field of developmental
psychopathology and assertion of the hypothesis that early
physical abuse and neglect trigger a cascade of maladaptive
outcomes across the life course. These ideas have guided a
program of research on children's deviant social information
processing and defensive mindset as the psychological
mechanisms through which early physical abuse leads to
long-term psychopathology. Longitudinal studies following
children from early life through mid-adulthood show that
physical abuse in the first five years of life leads
children to adopt a defensive mindset that, in turn,
cascades into long-term outcomes of externalizing
psychopathology, incarceration, and dysfunction. Cicchetti's
ideas have also guided the development of preventive
interventions to interrupt this life course.},
Doi = {10.1017/s0954579424000348},
Key = {fds376272}
}
@article{fds375374,
Author = {Rothenberg, WA and Skinner, AT and Lansford, JE and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Junla, D and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Steinberg, L and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan,
SM},
Title = {How adolescents' lives were disrupted over the course of the
COVID-19 pandemic: A longitudinal investigation in 12
cultural groups in 9 nations from March 2020 to July
2022.},
Journal = {Development and psychopathology},
Pages = {1-17},
Year = {2024},
Month = {January},
Abstract = {It is unclear how much adolescents' lives were disrupted
throughout the COVID-19 pandemic or what risk factors
predicted such disruption. To answer these questions, 1,080
adolescents in 9 nations were surveyed 5 times from March
2020 to July 2022. Rates of adolescent COVID-19 life
disruption were stable and high. Adolescents who, compared
to their peers, lived in nations with higher national
COVID-19 death rates, lived in nations with less stringent
COVID-19 mitigation strategies, had less confidence in their
government's response to COVID-19, complied at higher rates
with COVID-19 control measures, experienced the death of
someone they knew due to COVID-19, or experienced more
internalizing, externalizing, and smoking problems reported
more life disruption due to COVID-19 during part or all of
the pandemic. Additionally, when, compared to their typical
levels of functioning, adolescents experienced spikes in
national death rates, experienced less stringent COVID-19
mitigation measures, experienced less confidence in
government response to the COVID-19 pandemic, complied at
higher rates with COVID-19 control measures, experienced
more internalizing problems, or smoked more at various
periods during the pandemic, they also experienced more
COVID-19 life disruption. Collectively, these findings
provide new insights that policymakers can use to prevent
the disruption of adolescents' lives in future
pandemics.},
Doi = {10.1017/s0954579423001621},
Key = {fds375374}
}
@article{fds272019,
Author = {Nix, and L, R and Bierman, and L, K and McMahon, and J, R and Dodge,
TCPPRGKA and member},
Title = {How attendance and quality of therapeutic engagement affect
treatment response in parent behavior management
training},
Journal = {Journal of Consulting and Clinical Psychology},
Volume = {77},
Pages = {429-438},
Year = {2008},
Doi = {10.1037/a0015028.},
Key = {fds272019}
}
@article{fds315903,
Author = {Sorensen, LC and Dodge, KA and Conduct Problems Prevention
Research Group},
Title = {How does the Fast Track intervention prevent adverse
outcomes in young adulthood?},
Journal = {Child Development},
Volume = {87},
Number = {2},
Pages = {429-445},
Publisher = {Wiley: 24 months},
Year = {2016},
Month = {March},
ISSN = {0009-3920},
Abstract = {Numerous studies have shown that childhood interventions can
foster improved outcomes in adulthood. Less well understood
is precisely how – that is, through which developmental
pathways – these interventions work. This study assesses
mechanisms by which the Fast Track project (n=891), a
randomized intervention in the early 1990s for high-risk
children in four communities (Durham, NC; Nashville, TN;
rural PA; and Seattle, WA), reduced delinquency, arrests,
and health and mental health service utilization in
adolescence through young adulthood (ages 12-20). A
decomposition of treatment effects indicates that about a
third of Fast Track’s impact on later crime outcomes can
be accounted for by improvements in social and
self-regulation skills during childhood (ages 6-11), such as
prosocial behavior, emotion regulation and problem solving.
These skills proved less valuable for the prevention of
mental and physical health problems.},
Doi = {10.1111/cdev.12467},
Key = {fds315903}
}
@article{fds315892,
Author = {Lansford, JE and Bornstein, MH and Deater-Deckard, K and Dodge, KA and Al-Hassan, SM and Bacchini, D and Bombi, AS and Chang, L and Chen, B-B and Di Giunta and L and Malone, P and Oburu, P and Pastorelli, C and Skinner,
AT and Sorbring, E and Steinberg, L and Tapanya, S and Peña Alampay and L and Uribe Tirado and LM and Zelli, A},
Title = {How International Research on Parenting Advances
Understanding of Child Development},
Journal = {Child Development Perspectives},
Volume = {10},
Number = {3},
Pages = {202-207},
Publisher = {Wiley: 24 months},
Year = {2016},
Month = {September},
ISSN = {1750-8592},
Abstract = {International research on parenting and child development
can advance our understanding of similarities and
differences in how parenting is related to children's
development across countries. Challenges to conducting
international research include operationalizing culture,
disentangling effects within and between countries, and
balancing emic and etic perspectives. Benefits of
international research include testing whether findings
regarding parenting and child development replicate across
diverse samples, incorporating cultural and contextual
diversity to foster more inclusive and representative
research samples and investigators than has typically
occurred, and understanding how children develop in proximal
parenting and family and distal international
contexts.},
Doi = {10.1111/cdep.12186},
Key = {fds315892}
}
@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{fds39008,
Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.},
Title = {How the experience of physical abuse leads a child to become
chronically violent toward others},
Pages = {263-288},
Booktitle = {Rochester Symposium on Developmental Psychopathology, Vol.
8: Developmental perspectives on trauma},
Publisher = {Rochester, NY: University of Rochester Press},
Editor = {D. Cicchetti and S.L. Toth},
Year = {1997},
Key = {fds39008}
}
@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{fds271896,
Author = {Petersen, IT and Bates, JE and Dodge, KA and Lansford, JE and Pettit,
GS},
Title = {Identifying an efficient set of items sensitive to
clinical-range externalizing problems in
children.},
Journal = {Psychological assessment},
Volume = {28},
Number = {5},
Pages = {598-612},
Year = {2016},
Month = {May},
ISSN = {1040-3590},
Abstract = {The present study applied item response theory to identify
an efficient set of items of the Achenbach Externalizing
scale from the Child Behavior Checklist (CBCL; 33 items) and
Teacher's Report Form (TRF; 35 items) that were sensitive to
clinical-range scores. Mothers and teachers rated children's
externalizing problems annually from ages 5 to 13 years in 2
independent samples (Ns = 585 and 1,199). Item properties
for each rater across ages 5-8 and 9-13 were examined with
item response theory. We identified 10 mother- and
teacher-reported items from both samples based on the items'
measurement precision for subclinical and clinical levels of
externalizing problems: externalizing problems that involve
meanness to others, destroying others' things, fighting,
lying and cheating, attacking people, screaming,
swearing/obscene language, temper tantrums, threatening
people, and being loud. Scores on the scales using these
items had strong reliability and psychometric properties,
capturing nearly as much information as the full
Externalizing scale for classifying clinical levels of
externalizing problems. Scores on the scale with the 10 CBCL
items had moderate accuracy, equivalent to the full
Externalizing scale, in classifying diagnoses of conduct
disorder based on a research diagnostic interview. Of
course, comprehensive clinical assessment would consider
additional items, dimensions of behavior, and sources of
information, too, but it appears that the behaviors tapped
by this select set of items may be core to externalizing
psychopathology in children. (PsycINFO Database
Record},
Doi = {10.1037/pas0000185},
Key = {fds271896}
}
@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},
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{fds304176,
Author = {Asher, SR and Dodge, KA},
Title = {Identifying children who are rejected by their
peers},
Journal = {Developmental Psychology},
Volume = {22},
Number = {4},
Pages = {444-449},
Publisher = {American Psychological Association (APA)},
Year = {1986},
ISSN = {0012-1649},
Abstract = {Recent research indicates the importance of distinguishing
between sociometrically neglected children and
sociometrically rejected children. Overall, rejected
children exhibit more serious adjustment problems in
childhood and in later life. However, making the distinction
between neglected status and rejected status traditionally
has required administering a negative-nomination sociometric
measure, a measure viewed by some researchers and school
personnel as having potentially harmful effects. In this
article, we propose and evaluate an alternative method of
identifying rejected children, which involves the joint use
of positive-nomination and rating-scale measures. The
results indicate that the alternative method accurately
identifies a high percentage of rejected children (91.2%)
and that the stability of rejected status, identified using
the new method, is similar to that obtained in previous
research. The method proposed here should make it possible
to identify rejected children when circumstances do not
allow for the administration of a negative-nomination
measure. © 1986 American Psychological Association.},
Doi = {10.1037/0012-1649.22.4.444},
Key = {fds304176}
}
@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{fds365741,
Author = {Dodge, KA and Goodman, WB and Bai, Y and Best, DL and Rehder, P and Hill,
S},
Title = {Impact of a universal perinatal home-visiting program on
reduction in race disparities in maternal and child health:
Two randomised controlled trials and a field
quasi-experiment.},
Journal = {Lancet Reg Health Am},
Volume = {15},
Pages = {100356},
Year = {2022},
Month = {November},
Abstract = {BACKGROUND: Public health interventions must become
accountable for reduction of race disparities, particularly
among Black, Hispanic, and Non-Hispanic White families in
the United States. Family Connects (FC) is a universal
perinatal home-visiting program that assesses
family-specific needs, offers support, and provides
connections to community resources to address identified
needs. Two previously-published randomised controlled trials
and a field quasi-experiment have shown positive impact on
maternal mental health, infant emergency medical care
utilization, and government investigations for child
maltreatment; however, these reports have not tested impact
on reducing race disparities in these outcomes. The current
report examined three questions in these trials: 1) the
extent of race disparities in maternal and infant health and
well-being, absent intervention; 2) whether intervention can
be implemented with high reach and fidelity among all race
groups; and 3) whether assignment to intervention reduces
race disparities in important outcomes. METHODS: Data were
re-examined from: 1) a randomised controlled trial of 4777
birthing families in Durham, NC, USA; 2) a replication
randomised controlled trial of 923 birthing families in
Durham, NC, USA; and 3) a quasi-experiment of 988 birthing
families in rural NC, USA. Families were classified as
Black, Hispanic, Non-Hispanic White, or Other. Disparity
reduction was tested by the interaction effect between
treatment assignment and race. FINDINGS: 1) In the absence
of intervention, large and statistically significant
differences between Black familes and Non-Hispanic White
families were found in maternal anxiety, maternal
depression, father non-support, child emergency medical
care, and child maltreatment investigations. Few differences
were found between Non-Hispanic White familes and Hispanic
families.2) High rates of participation in treatment were
found for each race group.3) Across studies, assignment to
FC was associated with statistically significant reductions
in 7 of 12 disparities, in maternal anxiety and depression,
father non-support, infant emergency medical care, and child
maltreatment investigations. INTERPRETATION: This study
provides a method, metric, and mandate to prioritise testing
of whether public health interventions reduce race
disparities in family outcomes. FUNDING: This research was
supported by grant R01HD069981 from the Eunice Kennedy
Shriver National Institute of Child Health and Human
Development and a grant from The Duke Endowment.},
Doi = {10.1016/j.lana.2022.100356},
Key = {fds365741}
}
@article{fds271910,
Author = {Dodge, KA and Bierman, KL and Coie, JD and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, EE and Conduct Problems
Prevention Research Group},
Title = {Impact of early intervention on psychopathology, crime, and
well-being at age 25.},
Journal = {The American journal of psychiatry},
Volume = {172},
Number = {1},
Pages = {59-70},
Year = {2015},
Month = {January},
ISSN = {0002-953X},
Abstract = {<h4>Objective</h4>This randomized controlled trial tested
the efficacy of early intervention to prevent adult
psychopathology and improve well-being in early-starting
conduct-problem children.<h4>Method</h4>Kindergarteners
(N=9,594) in three cohorts (1991-1993) at 55 schools in four
communities were screened for conduct problems, yielding 979
early starters. A total of 891 (91%) consented (51% African
American, 47% European American; 69% boys). Children were
randomly assigned by school cluster to a 10-year
intervention or control. The intervention goal was to
develop social competencies in children that would carry
them throughout life, through social skills training, parent
behavior-management training with home visiting, peer
coaching, reading tutoring, and classroom social-emotional
curricula. Manualization and supervision ensured program
fidelity. Ninety-eight percent participated during grade 1,
and 80% continued through grade 10. At age 25, arrest
records were reviewed (N=817, 92%), and condition-blinded
adults psychiatrically interviewed participants (N=702; 81%
of living participants) and a peer (N=535) knowledgeable
about the participant.<h4>Results</h4>Intent-to-treat
logistic regression analyses indicated that 69% of
participants in the control arm displayed at least one
externalizing, internalizing, or substance abuse psychiatric
problem (based on self- or peer interview) at age 25, in
contrast with 59% of those assigned to intervention (odds
ratio=0.59, CI=0.43-0.81; number needed to treat=8). This
pattern also held for self-interviews, peer interviews,
scores using an "and" rule for self- and peer reports, and
separate tests for externalizing problems, internalizing
problems, and substance abuse problems, as well as for each
of three cohorts, four sites, male participants, female
participants, African Americans, European Americans,
moderate-risk, and high-risk subgroups. Intervention
participants also received lower severity-weighted violent
(standardized estimate=-0.37) and drug (standardized
estimate=-0.43) crime conviction scores, lower risky sexual
behavior scores (standardized estimate=-0.24), and higher
well-being scores (standardized estimate=0.19).<h4>Conclusions</h4>This
study provides evidence for the efficacy of early
intervention in preventing adult psychopathology among
high-risk early-starting conduct-problem
children.},
Doi = {10.1176/appi.ajp.2014.13060786},
Key = {fds271910}
}
@article{fds320116,
Author = {Dodge, KA and Bai, Y and Ladd, HF and Muschkin, CG},
Title = {Impact of North Carolina's Early Childhood Programs and
Policies on Educational Outcomes in Elementary
School},
Journal = {Child Dev},
Volume = {88},
Number = {3},
Pages = {n/a-n/a},
Year = {2016},
Month = {November},
Abstract = {North Carolina's Smart Start and More at Four (MAF) early
childhood programs were evaluated through the end of
elementary school (age 11) by estimating the impact of state
funding allocations to programs in each of 100 counties
across 13 consecutive years on outcomes for all children in
each county-year group (n = 1,004,571; 49% female; 61%
non-Latinx White, 30% African American, 4% Latinx, 5%
other). Student-level regression models with county and year
fixed effects indicated significant positive impacts of each
program on reading and math test scores and reductions in
special education and grade retention in each grade. Effect
sizes grew or held steady across years. Positive effects
held for both high- and low-poverty families, suggesting
spillover of effects to nonparticipating
peers.},
Doi = {10.1111/cdev.12645},
Key = {fds320116}
}
@article{fds315898,
Author = {Muschkin, CG and Ladd, HF and Dodge, KA},
Title = {Impact of North Carolina’s Early Childhood Initiatives on
Special Education Placements in Third Grade},
Journal = {Educational Evaluation and Policy Analysis},
Volume = {37},
Number = {4},
Pages = {478-500},
Publisher = {American Educational Research Association
(AERA)},
Year = {2015},
Month = {December},
ISSN = {0162-3737},
Abstract = {This study examines the community-wide effects of
investments in two early childhood initiatives in North
Carolina (Smart Start and More at Four) on the likelihood of
a student being placed into special education. We take
advantage of variation across North Carolina counties and
years in the timing of the introduction and funding levels
of the two programs to identify their effects on third-grade
outcomes. We find that both programs significantly reduce
the likelihood of special education placement in the third
grade, resulting in considerable cost savings to the state.
The effects of the two programs differ across categories of
disability, but do not vary significantly across subgroups
of children identified by race, ethnicity, and maternal
education levels.},
Doi = {10.3102/0162373714559096},
Key = {fds315898}
}
@article{fds361754,
Author = {Dodge, KA and Skinner, AT and Godwin, J and Bai, Y and Lansford, JE and Copeland, WE and Benjamin Goodman and W and McMahon, RJ and Goulter, N and Bornstein, MH and Pettit, GS and Bates, JE},
Title = {Impact of the COVID-19 pandemic on substance use among
adults without children, parents, and adolescents.},
Journal = {Addict Behav Rep},
Volume = {14},
Pages = {100388},
Publisher = {Elsevier},
Year = {2021},
Month = {December},
Abstract = {Impact of the COVID-19 pandemic on alcohol and illicit
substance use among adults without children, parents, and
adolescents was investigated through two studies with five
samples from independent ongoing U.S. longitudinal studies.
In Study 1, 931 adults without children, parents, and
adolescents were surveyed about the pandemic's impact on
personal behavior. 19-25% of adults without children,
parents, and adolescents reported an increase in alcohol or
illicit substance use. In Study 2, 274 adults without
children, parents, and adolescents who had been interviewed
prior to the pandemic onset about alcohol and illicit
substance use problems were re-interviewed after the
pandemic's onset to test within-person change. The rate of
alcohol or illicit substance use problems increased from
pre-pandemic to post-pandemic onset from 13% to 36% among
the three groups. Increase in alcohol and illicit substance
use problems was positively correlated with increased
depression/anxiety and household disruption, suggesting
possible mechanisms for increases in substance problems.
Findings in both studies held across low- and middle-income
families. Findings suggest the need for communitywide
policies to increase resources for alcohol and illicit
substance use screening and intervention, especially for
adolescents.},
Doi = {10.1016/j.abrep.2021.100388},
Key = {fds361754}
}
@article{fds289620,
Author = {Jones, D and Godwin, J and Dodge, KA and Bierman, KL and Coie, JD and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes,
EE},
Title = {Impact of the fast track prevention program on health
services use by conduct-problem youth.},
Journal = {Pediatrics},
Volume = {125},
Number = {1},
Pages = {e130-e136},
Year = {2010},
Month = {January},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20008428},
Abstract = {<h4>Objective</h4>We tested the impact of the Fast Track
conduct disorder prevention program on the use of pediatric,
general health, and mental health services in
adolescence.<h4>Patients and methods</h4>Participants were
891 public kindergarten boys and girls screened from a
population of 9594 children and found to be at risk for
conduct disorder. They were assigned randomly (by school) to
intervention or control conditions and were followed for 12
years. Intervention lasted 10 years and included parent
training, child social-cognitive skills training, reading
tutoring, peer-relations enhancement, and classroom
curricula and management. Service use was assessed through
annual interviews of parents and youth.<h4>Results</h4>Youth
assigned to preventive intervention had significantly
reduced use of professional general health, pediatric, and
emergency department services relative to control youth on
the basis of parent-report data. For control-group youth,
the odds of greater use of general health services for any
reason and general health services use for mental health
purposes were roughly 30% higher and 56% higher,
respectively. On the basis of self-report data, the
intervention reduced the likelihood of outpatient mental
health services among older adolescents for whom odds of
services use were more than 90% higher among control-group
youth. No differences were found between intervention and
control youth on the use of inpatient mental health
services. Statistical models controlled for key study
characteristics, and potential moderation of the
intervention effect was assessed.<h4>Conclusions</h4>Random
assignment to the Fast Track prevention program is
associated with reduced use of general health and outpatient
mental health services in adolescents. Future studies should
examine the mechanism of this impact and service use
patterns as subjects reach young adulthood.},
Doi = {10.1542/peds.2009-0322},
Key = {fds289620}
}
@article{fds271920,
Author = {The Multisite Violence Prevention Project},
Title = {Implementation and process effects on prevention outcomes
for middle school students.},
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 = {43},
Number = {3},
Pages = {473-485},
Year = {2014},
Month = {May},
ISSN = {1537-4416},
Abstract = {This study addressed 5 research questions about the role of
implementation (dosage and fidelity) and process (alliance
with the provider, and satisfaction/engagement with the
intervention) characteristics in explaining effects on
parenting characteristics targeted by a selective
family-focused violence prevention program for high-risk,
socially influential, middle school youth. The intervention
was part of a multisite trial involving random assignment of
37 schools to 4 conditions: (a) a universal intervention
composed of a student social-cognitive curriculum and
teacher training, (b) this selective intervention, (c) a
condition combining these two interventions, and (d) a
no-intervention control condition. The present study uses
data from 334 participating families who attended at least 1
intervention session at which process measures of alliance
with the provider and satisfaction with the intervention
were administered. Although parent and child alliance with
the provider and satisfaction with the program increased
over the course of the intervention, these process
characteristics were not associated with higher levels of
intervention attendance. Higher intervention dosage was
associated with more positive change in the parenting
characteristics targeted by the intervention. Process
characteristics had mixed positive and negative effects that
were limited to a single outcome. Within structured,
manualized, family-focused preventive efforts, as contrasted
with less structured therapeutic interventions, these
findings suggest that monitoring and improving program
dosage may have stronger effects on parenting practices than
improving therapeutic alliance or engagement in the
intervention.},
Doi = {10.1080/15374416.2013.814540},
Key = {fds271920}
}
@article{fds223306,
Author = {Dodge, K.A. and Goodman, W.B. and Murphy, R.A. and O’Donnell, K. and Sato, J. and Guptill, S.},
Title = {Implementation and randomized controlled trial evaluation of
universal postnatal nurse home visiting},
Journal = {American Journal of Public Health},
Volume = {104},
Pages = {36-43},
Year = {2014},
Doi = {10.2105/AJPH.2013.301361},
Key = {fds223306}
}
@article{fds271937,
Author = {Dodge, KA and Goodman, WB and Murphy, RA and O'Donnell, K and Sato, J and Guptill, S},
Title = {Implementation and randomized controlled trial evaluation of
universal postnatal nurse home visiting.},
Journal = {Am J Public Health},
Volume = {104 Suppl 1},
Number = {Suppl 1},
Pages = {S136-S143},
Year = {2014},
Month = {February},
url = {http://hdl.handle.net/10161/12076 Duke open access
repository},
Abstract = {OBJECTIVES: We evaluated whether a brief, universal,
postnatal nurse home-visiting intervention can be
implemented with high penetration and fidelity, prevent
emergency health care services, and promote positive
parenting by infant age 6 months. METHODS: Durham Connects
is a manualized 4- to 7-session program to assess family
needs and connect parents with community resources to
improve infant health and well-being. All 4777 resident
births in Durham, North Carolina, between July 1, 2009, and
December 31, 2010, were randomly assigned to intervention
and control conditions. A random, representative subset of
549 families received blinded interviews for impact
evaluation. RESULTS: Of all families, 80% initiated
participation; adherence was 84%. Hospital records indicated
that Durham Connects infants had 59% fewer infant emergency
medical care episodes than did control infants. Durham
Connects mothers reported fewer infant emergency care
episodes and more community connections, more positive
parenting behaviors, participation in higher quality
out-of-home child care, and lower rates of anxiety than
control mothers. Blinded observers reported higher quality
home environments for Durham Connects than for control
families. CONCLUSIONS: A brief universal home-visiting
program implemented with high penetration and fidelity can
lower costly emergency medical care and improve family
outcomes.},
Doi = {10.2105/AJPH.2013.301361},
Key = {fds271937}
}
@article{fds272230,
Author = {Bierman, KL},
Title = {Implementing a comprehensive program for the prevention of
conduct problems in rural communities: the Fast Track
experience. The Conduct Problems Prevention Research
Group.},
Journal = {American journal of community psychology},
Volume = {25},
Number = {4},
Pages = {493-514},
Year = {1997},
Month = {August},
ISSN = {0091-0562},
Abstract = {Childhood conduct problems are predictive of a number of
serious long-term difficulties (e.g., school failure,
delinquent behavior, and mental health problems), making the
design of effective prevention programs a priority. The Fast
Track Program is a demonstration project currently underway
in four demographically diverse areas of the United States,
testing the feasibility and effectiveness of a
comprehensive, multicomponent prevention program targeting
children at risk for conduct disorders. This paper describes
some lessons learned about the implementation of this
program in a rural area. Although there are many areas of
commonality in terms of program needs, program design, and
implementation issues in rural and urban sites, rural areas
differ from urban areas along the dimensions of geographical
dispersion and regionalism, and community stability and
insularity. Rural programs must cover a broad geographical
area and must be sensitive to the multiple, small and
regional communities that constitute their service area.
Small schools, homogeneous populations, traditional values,
limited recreational, educational and mental health
services, and politically conservative climates are all more
likely to emerge as characteristics of rural rather than
urban sites (Sherman, 1992). These characteristics may both
pose particular challenges to the implementation of
prevention programs in rural areas, as well as offer
particular benefits. Three aspects of program implementation
are described in detail: (a) community entry and program
initiation in rural areas, (b) the adaptation of program
components and service delivery to meet the needs of rural
families and schools, and (c) issues in administrative
organization of a broadly dispersed tricounty rural
prevention program.},
Doi = {10.1023/a:1024659622528},
Key = {fds272230}
}
@article{fds272120,
Author = {Nix, and L, R and Dodge, TCPPRGKA and member},
Title = {Improving parental involvement: Evaluating treatment effects
in the Fast Track Program},
Journal = {The Evaluation Exchange},
Volume = {X},
Pages = {5},
Year = {2006},
url = {http://www.hfrp.org/var/hfrp/storage/original/application/66deb326cc2a3844f386c49d98e18758.pdf},
Key = {fds272120}
}
@article{fds271941,
Author = {Chan, TWS and Bates, JE and Lansford, JE and Dodge, KA and Pettit, GS and Dick, DM and Latendresse, SJ},
Title = {Impulsivity and genetic variants in DRD2 and ANKK1 moderate
longitudinal associations between sleep problems and
overweight from ages 5 to 11.},
Journal = {International journal of obesity (2005)},
Volume = {38},
Number = {3},
Pages = {404-410},
Year = {2014},
Month = {March},
ISSN = {0307-0565},
Abstract = {<h4>Objective</h4>Short sleep duration and sleep problems
increase risks of overweight and weight gain. Few previous
studies have examined sleep and weight repeatedly over
development. This study examined the associations between
yearly reports of sleep problems and weight status from ages
5 to 11. Although, previous studies have shown that
inter-individual differences moderate the effect of short
sleep duration on weight, it is not known whether
inter-individual differences also moderate the effect of
sleep problems on weight. We tested how the longitudinal
associations between sleep problems and weight status were
moderated by impulsivity and genetic variants in DRD2 and
ANKK1.<h4>Design</h4>Seven-year longitudinal
study.<h4>Participants</h4>A total of 567 children from the
Child Development Project for the analysis with impulsivity
and 363 for the analysis with genetic variants.<h4>Measurements
and results</h4>Sleep problems and weight status were
measured by mothers' reports yearly. Impulsivity was
measured by teachers' reports yearly. Six single-nucleotide
polymorphisms located in DRD2 and ANKK1 were genotyped. Data
were analyzed using multilevel modeling. Higher average
levels of sleep deprivation across years were associated
with greater increases in overweight (P=0.0024). Sleep
problems and overweight were associated at both
within-person across time (P<0.0001) and between-person
levels (P<0.0001). Impulsivity and two polymorphisms,
rs1799978 and rs4245149 in DRD2, moderated the association
between sleep problems and overweight; the association was
stronger in children who were more impulsive (P=0.0022), in
G allele carriers for rs1799978 (P=0.0007) and in A allele
carriers for rs4245149 (P=0.0002).<h4>Conclusions</h4>This
study provided incremental evidence for the influence of
sleep problems on weight. Findings of DRD2, ANKK1 and
impulsivity are novel; they suggest that reward sensitivity
and self-regulatory abilities might modulate the influences
of sleep on weight gain. The analysis of polymorphisms was
restricted to European Americans and hence the results might
not generalize to other populations.},
Doi = {10.1038/ijo.2013.123},
Key = {fds271941}
}
@article{fds359988,
Author = {Mersky, JP and Topitzes, J and Langlieb, J and Dodge,
KA},
Title = {Increasing mental health treatment access and equity through
trauma-responsive care.},
Journal = {The American journal of orthopsychiatry},
Volume = {91},
Number = {6},
Pages = {703-713},
Year = {2021},
Month = {January},
Abstract = {Adverse childhood experiences and other potentially
traumatic events have lasting implications for mental
health. Evidence-based treatments are available to address
trauma-related symptoms, but their impact is hindered
because access is limited and unequal. In the U.S., adverse
experiences and mental disorders disproportionately affect
socioeconomically disadvantaged groups that face treatment
access barriers-disparities that are compounded by passive
systems of care that wait for clients to seek treatment.
This article presents a conceptual argument, backed by
empirical evidence, that population health can be improved
by implementing trauma-responsive practices, and that
greater mental health equity can be achieved if these
strategies are used to engage underserved clients. A
description is provided of the Trauma Screening, Brief
Intervention, and Referral to Treatment (T-SBIRT), a
promising protocol that can be used by nonclinical providers
to detect trauma-related mental health concerns in adults
and help them access therapeutic services. The T-SBIRT
protocol has been successfully implemented in diverse
settings, and it is currently being piloted in a universal
postpartum home visiting program called Family Connects.
Prior results from three trials of Family Connects are
summarized, including evidence of program impact on maternal
mental health. New results are also presented indicating
that T-SBIRT is feasible to implement within Family
Connects, as denoted by indicators of suitability,
tolerability, provider adherence, and referral acceptance.
Closing recommendations are offered for reducing mental
health disparities by testing and disseminating T-SBIRT
through Family Connects and other large-scale programs and
systems of care. (PsycInfo Database Record (c) 2021 APA, all
rights reserved).},
Doi = {10.1037/ort0000572},
Key = {fds359988}
}
@article{fds343671,
Author = {Goulter, N and McMahon, RJ and Pasalich, DS and Dodge,
KA},
Title = {Indirect Effects of Early Parenting on Adult Antisocial
Outcomes via Adolescent Conduct Disorder Symptoms and
Callous-Unemotional Traits.},
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 = {49},
Number = {6},
Pages = {930-942},
Year = {2020},
Month = {November},
Abstract = {Parental harsh punishment and warmth have been associated
with child and adolescent conduct disorder (CD)
symptoms and callous-unemotional (CU) traits (i.e., lack of
guilt, empathy, and deficient affect); however, it is
unclear whether the effect of these parenting behaviors on
antisocial outcomes persists into adulthood. Thus, the
present study aimed to test whether adolescent CD symptoms
and CU traits mediate the effect of parental harsh
punishment and warmth on adult antisocial outcomes (i.e.,
antisocial personality disorder (ASPD), externalizing
psychopathology, partner violence, and violent and substance
crime). Participants included the high-risk control and
normative samples from the Fast Track project (<i>N
=</i>753, male = 58%, African American = 46%). Harsh
punishment during kindergarten through grades 1-2 predicted
higher adolescent CD symptoms, and directly observed warmth
during kindergarten through grades 1-2 predicted lower
adolescent CU traits. Adolescent CD symptoms predicted
greater adult substance crime, and adolescent CU traits
predicted greater adult ASPD symptoms and externalizing
psychopathology. Further, adolescent CD symptoms indirectly
accounted for the effect of parental harsh punishment on
adult substance crime, and adolescent CU traits indirectly
accounted for the effect of parental warmth on ASPD symptoms
and externalizing psychopathology. Findings support the
importance of early interventions targeting parenting
behaviors to reduce risk for the development of antisocial
behavior, and inform developmental models of antisocial
behavior in adolescence through adulthood.},
Doi = {10.1080/15374416.2019.1613999},
Key = {fds343671}
}
@article{fds351173,
Author = {Dragan, WŁ and Bates, JE and Lansford, JE and Dodge, KA and Pettit,
GS},
Title = {Individual and Environmental Predictors of Age of First
Intercourse and Number of Children by Age
27.},
Journal = {Frontiers in psychology},
Volume = {11},
Pages = {1639},
Year = {2020},
Month = {January},
Abstract = {Reproductive behavior characteristics may be influenced by
both social and individual factors. Recent studies have
revealed that personality traits might be related to
reproductive characteristics in adulthood. Little is known
about potential mediators or moderators of relations between
personality and reproductive behavior. The present study
examines the relation between personality traits measured in
early adolescence and the number of children people have by
age 27, with an attempt to identify moderation and mediation
effects. We used data from the longitudinal cohort (<i>N</i>
= 585) collected as a part of the Child Development Project.
Personality was measured with the use of Lanthier's Big Five
Personality Questionnaire. Results from regression analyses
and structural equation models showed that four of the five
personality traits (except extraversion) were related to the
number of children individuals had by age 27, and these
associations were mediated by the age of first intercourse
and participants' familial and educational plans. We also
identified moderation effects of IQ and SES both on the
associations of personality traits with mediators and the
number of children by age 27.},
Doi = {10.3389/fpsyg.2020.01639},
Key = {fds351173}
}
@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},
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{fds348573,
Author = {Albert, WD and Hanson, JL and Skinner, AT and Dodge, KA and Steinberg,
L and Deater-Deckard, K and Bornstein, MH and Lansford,
JE},
Title = {Individual differences in executive function partially
explain the socioeconomic gradient in middle-school academic
achievement.},
Journal = {Developmental science},
Volume = {23},
Number = {5},
Pages = {e12937},
Year = {2020},
Month = {September},
Abstract = {Children from families with low socioeconomic status (SES)
earn lower grades, perform worse on achievement tests, and
attain less education on average than their peers from
higher-SES families. We evaluated neurocognitive mediators
of SES disparities in achievement in a diverse sample of
youth whose data were linked to administrative records of
performance on school-administered tests of 7th grade
reading and math proficiency (N = 203). We used structural
equation modeling to evaluate whether associations between
SES (measured at ages 8-9) and achievement (measured at age
13) are mediated by verbal ability and executive function
(measured at age 10), a suite of top-down mental processes
that facilitate control of thinking and behavior. Children
from relatively higher-SES families performed better than
their lower-SES peers on all neurocognitive and achievement
measures, and SES disparities in both reading and math
achievement were partially mediated by variation in
executive function, but not verbal ability. SES disparities
in executive function explained approximately 37% of the SES
gap in math achievement and 17% of the SES gap in reading
achievement. Exploratory modeling suggests that SES-related
variation in working memory may play a particularly
prominent role in mediation. We discuss potential
implications of these findings for research, intervention
programming, and classroom practice.},
Doi = {10.1111/desc.12937},
Key = {fds348573}
}
@article{fds315900,
Author = {Lansford, JE and Godwin, J and Uribe Tirado and LM and Zelli, A and Al-Hassan, SM and Bacchini, D and Bombi, AS and Bornstein, MH and Chang,
L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya,
S and Peña Alampay and L},
Title = {Individual, family, and culture level contributions to child
physical abuse and neglect: A longitudinal study in nine
countries.},
Journal = {Development and psychopathology},
Volume = {27},
Number = {4 Pt 2},
Pages = {1417-1428},
Year = {2015},
Month = {November},
ISSN = {0954-5794},
Abstract = {This study advances understanding of predictors of child
abuse and neglect at multiple levels of influence. Mothers,
fathers, and children (N = 1,418 families, M age of children
= 8.29 years) were interviewed annually in three waves in 13
cultural groups in nine countries (China, Colombia, Italy,
Jordan, Kenya, Philippines, Sweden, Thailand, and the United
States). Multilevel models were estimated to examine
predictors of (a) within-family differences across the three
time points, (b) between-family within-culture differences,
and (c) between-cultural group differences in mothers' and
fathers' reports of corporal punishment and children's
reports of their parents' neglect. These analyses addressed
to what extent mothers' and fathers' use of corporal
punishment and children's perceptions of their parents'
neglect were predicted by parents' belief in the necessity
of using corporal punishment, parents' perception of the
normativeness of corporal punishment in their community,
parents' progressive parenting attitudes, parents'
endorsement of aggression, parents' education, children's
externalizing problems, and children's internalizing
problems at each of the three levels. Individual-level
predictors (especially child externalizing behaviors) as
well as cultural-level predictors (especially normativeness
of corporal punishment in the community) predicted corporal
punishment and neglect. Findings are framed in an
international context that considers how abuse and neglect
are defined by the global community and how countries have
attempted to prevent abuse and neglect.},
Doi = {10.1017/s095457941500084x},
Key = {fds315900}
}
@article{fds272243,
Author = {Boivin, M and Dodge, KA and Coie, JD},
Title = {Individual-group behavioral similarity and peer status in
experimental play groups of boys: the social misfit
revisited.},
Journal = {Journal of personality and social psychology},
Volume = {69},
Number = {2},
Pages = {269-279},
Year = {1995},
Month = {August},
ISSN = {0022-3514},
url = {http://www.ncbi.nlm.nih.gov/pubmed/7643305},
Abstract = {This study evaluated individual-group similarity and
dissimilarity hypotheses generally stipulating that the
behavioral correlates of status are moderated by the peer
group context in which they are displayed. Thirty play
groups of 5 or 6 unacquainted same-age boys participated in
five 45-min sessions. Five behaviors described group and
individual characteristics: reactive aggression, proactive
aggression, solitary play, rough-and-tumble play, and
positive interactive behavior. Individual social preference
scores were computed following a variant of the J. D. Coie
and K. A. Dodge (1983) procedure. The behavioral correlates
of emerging peer status were examined as a function of the
group's behavioral norms. Evidence of a dissimilarity effect
was found for solitary play and reactive aggression whereas
positive interactive behavior followed a rule of
similarity.},
Doi = {10.1037//0022-3514.69.2.269},
Key = {fds272243}
}
@article{fds272179,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, EE and Grp, CPPR},
Title = {Initial impact of the Fast Track prevention trial for
conduct problems: I. The high-risk sample. Conduct Problems
Prevention Research Group.},
Journal = {Journal of consulting and clinical psychology},
Volume = {67},
Number = {5},
Pages = {631-647},
Year = {1999},
Month = {October},
ISSN = {0022-006X},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000083117200002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {Fast Track is a multisite, multicomponent preventive
intervention for young children at high risk for long-term
antisocial behavior. Based on a comprehensive developmental
model, intervention included a universal-level classroom
program plus social skills training, academic tutoring,
parent training, and home visiting to improve competencies
and reduce problems in a high-risk group of children
selected in kindergarten. At the end of Grade 1, there were
moderate positive effects on children's social, emotional,
and academic skills; peer interactions and social status;
and conduct problems and special-education use. Parents
reported less physical discipline and greater parenting
satisfaction/ease of parenting and engaged in more
appropriate/consistent discipline, warmth/positive
involvement, and involvement with the school. Evidence of
differential intervention effects across child gender, race,
site, and cohort was minimal.},
Doi = {10.1037/0022-006X.67.5.631},
Key = {fds272179}
}
@article{fds272178,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, EE and Grp, CPPR},
Title = {Initial impact of the Fast Track prevention trial for
conduct problems: II. Classroom effects. Conduct Problems
Prevention Research Group.},
Journal = {Journal of consulting and clinical psychology},
Volume = {67},
Number = {5},
Pages = {648-657},
Publisher = {Conduct Problems Prevention Research Group},
Year = {1999},
Month = {October},
ISSN = {0022-006X},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000083117200003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This study examined the effectiveness of the universal
component of the Fast Track prevention model: the PATHS
(Promoting Alternative THinking Strategies) curriculum and
teacher consultation. This randomized clinical trial
involved 198 intervention and 180 comparison classrooms from
neighborhoods with greater than average crime in 4 U.S.
locations. In the intervention schools, Grade 1 teachers
delivered a 57-lesson social competence intervention focused
on self-control, emotional awareness, peer relations, and
problem solving. Findings indicated significant effects on
peer ratings of aggression and hyperactive-disruptive
behavior and observer ratings of classroom atmosphere.
Quality of implementation predicted variation in assessments
of classroom functioning. The results are discussed in terms
of both the efficacy of universal, school-based prevention
models and the need to examine comprehensive, multiyear
programs.},
Doi = {10.1037/0022-006X.67.5.648},
Key = {fds272178}
}
@article{fds38991,
Author = {Bierman, K.L. and Greenberg, M.T. and the Conduct Problems
Prevention Research Group (K.A. Dodge and member)},
Title = {Integrating social skill training interventions with parent
training and family-focused support to prevent conduct
disorder in high risk populations: The FAST Track Multi-Site
Demonstration Project},
Pages = {256-264},
Booktitle = {Understanding aggressive behavior in children},
Publisher = {New York, NY: Annals of the New York Academy of
Sciences},
Editor = {C.F. Ferris and T. Grisso},
Year = {1996},
Doi = {10.1111/j.1749-6632.1996.tb32526.x},
Key = {fds38991}
}
@article{fds271971,
Author = {Bierman, KL},
Title = {Integrating social-skills training interventions with parent
training and family-focused support to prevent conduct
disorder in high-risk populations. The Fast Track Multisite
Demonstration Project. The Conduct Problems Prevention
Research Group.},
Journal = {Annals of the New York Academy of Sciences},
Volume = {794},
Pages = {256-264},
Year = {1996},
Month = {September},
ISSN = {0077-8923},
Doi = {10.1111/j.1749-6632.1996.tb32526.x},
Key = {fds271971}
}
@article{fds271959,
Author = {Petersen, IT and Bates, JE and Goodnight, JA and Dodge, KA and Lansford,
JE and Pettit, GS and Latendresse, SJ and Dick, DM},
Title = {Interaction between serotonin transporter polymorphism
(5-HTTLPR) and stressful life events in adolescents'
trajectories of anxious/depressed symptoms.},
Journal = {Developmental psychology},
Volume = {48},
Number = {5},
Pages = {1463-1475},
Year = {2012},
Month = {September},
ISSN = {0012-1649},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000307935600023&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {Caspi et al. (2003) found an interaction between the
serotonin transporter polymorphism gene (5-HTTLPR) and
stressful life events on depression. Subsequent attempts to
replicate have been inconsistent. The present research
included long allele variants modified by SNP rs25531 and
tested the interaction on adolescents' trajectories of
anxious/depressed symptoms, with consideration of possible
age effects. Adolescents (N = 574), of whom 436 were
genotyped, were followed from ages 12 to 17. Analyses
demonstrated a G × E interaction in predicting the
development of anxious/depressed symptoms. Specifically,
adolescents with lower serotonin transcriptional efficiency
(TE) genotypes whose mothers reported more stressful events
were reported to show more anxious/depressed symptoms and
greater increases in the development of symptoms of anxiety
and depression than were higher TE adolescents, particularly
at ages 16 and 17. Interactions did not differ by gender.
Findings demonstrate that stress may affect adolescents'
likelihood of experiencing anxious/depressed symptoms when
they have a low serotonin TE (A/G-modified 5-HTTLPR)
genotype and suggest that the vulnerability may be stronger
in late than early adolescence.},
Doi = {10.1037/a0027471},
Key = {fds271959}
}
@article{fds320237,
Author = {Duell, N and Steinberg, L and Chein, J and Al-Hassan, SM and Bacchini,
D and Lei, C and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Malone, PS and Oburu, P and Pastorelli, C and Skinner,
AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Alampay,
LP},
Title = {Interaction of reward seeking and self-regulation in the
prediction of risk taking: A cross-national test of the dual
systems model.},
Journal = {Developmental psychology},
Volume = {52},
Number = {10},
Pages = {1593-1605},
Year = {2016},
Month = {October},
Abstract = {In the present analysis, we test the dual systems model of
adolescent risk taking in a cross-national sample of over
5,200 individuals aged 10 through 30 (M = 17.05 years, SD =
5.91) from 11 countries. We examine whether reward seeking
and self-regulation make independent, additive, or
interactive contributions to risk taking, and ask whether
these relations differ as a function of age and culture. To
compare across cultures, we conduct 2 sets of analyses: 1
comparing individuals from Asian and Western countries, and
1 comparing individuals from low- and high-GDP countries.
Results indicate that reward seeking and self-regulation
have largely independent associations with risk taking and
that the influences of each variable on risk taking are not
unique to adolescence, but that their link to risk taking
varies across cultures. (PsycINFO Database
Record},
Doi = {10.1037/dev0000152},
Key = {fds320237}
}
@article{fds39018,
Author = {Bates, J.E. and Pettit, G.S. and Dodge, K.A. and Ridge,
B.},
Title = {Interaction of temperamental resistance to control and
restrictive parenting in the development of externalizing
behavior(Reprint)},
Booktitle = {Annual Progress in Child Psychiatry and Child
Development},
Year = {1999},
Key = {fds39018}
}
@article{fds272221,
Author = {Bates, JE and Pettit, GS and Dodge, KA and Ridge,
B},
Title = {Interaction of temperamental resistance to control and
restrictive parenting in the development of externalizing
behavior.},
Journal = {Developmental psychology},
Volume = {34},
Number = {5},
Pages = {982-995},
Year = {1998},
Month = {September},
ISSN = {0012-1649},
Abstract = {Child temperament and parental control were studied as
interacting predictors of behavior outcomes in 2
longitudinal samples. In Sample 1, data were ratings of
resistant temperament and observed restrictive control in
infancy-toddlerhood and ratings of externalizing behavior at
ages 7 to 10 years; in Sample 2, data were retrospective
ratings of temperament in infancy-toddlerhood, observed
restrictive control at age 5 years, and ratings of
externalizing behavior at ages 7 to 11 years. Resistance
more strongly related to externalizing in low-restriction
groups than in high-restriction groups. This was true in
both samples and for both teacher- and mother-rated
outcomes. Several Temperament x Environment interaction
effects have been reported previously, but this is one of
very few replicated effects.},
Doi = {10.1037//0012-1649.34.5.982},
Key = {fds272221}
}
@article{fds340852,
Author = {Lansford, JE and Pettit, GS and Rauer, A and Vandenberg, CE and Schulenberg, JE and Staff, J and Jager, J and Dodge, KA and Bates,
JE},
Title = {Intergenerational continuity and stability in early family
formation.},
Journal = {Journal of family psychology : JFP : journal of the Division
of Family Psychology of the American Psychological
Association (Division 43)},
Volume = {33},
Number = {3},
Pages = {370-379},
Year = {2019},
Month = {April},
Abstract = {This study examines intergenerational continuity (mean level
similarity) and stability (maintenance of rank ordering of
individuals) in age and marital status at the time of
becoming a young parent using prospective data from 3
generations of 585 families. G2 participants were recruited
at the age of 5 years and followed until the age of 28, by
which time 227 had become parents themselves. The findings
suggest that despite dramatic intergenerational
discontinuities with young adults, on average, now being
more likely to be unmarried and older at the time of
becoming parents than in previous generations,
intergenerational stability in age and marital status at the
time of becoming a young parent is still substantial. This
intergenerational stability was, for the most part, not
moderated by demographic, familial, or behavioral factors,
suggesting that a developmental, multigenerational
perspective is necessary to understand what has previously
been considered a largely demographic issue. (PsycINFO
Database Record (c) 2019 APA, all rights
reserved).},
Doi = {10.1037/fam0000497},
Key = {fds340852}
}
@article{fds349399,
Author = {Martoccio, TL and Berlin, LJ and Aparicio, EM and Appleyard Carmody,
K and Dodge, KA},
Title = {Intergenerational Continuity in Child Maltreatment:
Explicating Underlying Mechanisms.},
Journal = {J Interpers Violence},
Volume = {37},
Number = {1-2},
Pages = {973-986},
Year = {2022},
Month = {January},
Abstract = {The current study examined direct and indirect effects of a
mother's history of childhood physical and sexual abuse on
her child's officially reported victimization. This
prospective, longitudinal study followed a community-based
sample of 499 mothers and their children. Mothers (35%
White/non-Latina, 34% Black/non-Latina, 23% Latina, and 7%
other) were recruited and interviewed during pregnancy, and
child protective services records were reviewed for the
presence of the participants' target child between birth and
age 3.5. Whereas both types of maternal maltreatment history
doubled the child's risk of child protective services
investigation, mothers' sexual abuse history conferred
significantly greater risk. Pathways to child victimization
varied by type of maternal maltreatment history. Mothers who
had been physically abused later demonstrated interpersonal
aggressive response biases, which mediated the path to child
victimization. In contrast, the association between maternal
history of sexual abuse and child victimization was mediated
by mothers' substance use problems. Study implications
center on targeting child maltreatment prevention efforts
according to the mother's history and current
problems.},
Doi = {10.1177/0886260520914542},
Key = {fds349399}
}
@article{fds191683,
Author = {Berlin, L.J. and Appleyard, K. and Dodge, K.A.},
Title = {Intergenerational continuity in child maltreatment:
Mediating mechanisms and implications for
prevention},
Journal = {Child Development},
Volume = {82},
Number = {1},
Pages = {162-176},
Year = {2011},
Doi = {10.1111/j.1467-8624.2010.01547.x},
Key = {fds191683}
}
@article{fds272064,
Author = {Berlin, LJ and Appleyard, K and Dodge, KA},
Title = {Intergenerational continuity in child maltreatment:
mediating mechanisms and implications for
prevention.},
Journal = {Child Dev},
Volume = {82},
Number = {1},
Pages = {162-176},
Year = {2011},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21291435},
Abstract = {In the interest of improving child maltreatment prevention,
this prospective, longitudinal, community-based study of 499
mothers and their infants examined (a) direct associations
between mothers' experiences of childhood maltreatment and
their offspring's maltreatment, and (b) mothers' mental
health problems, social isolation, and social information
processing patterns (hostile attributions and aggressive
response biases) as mediators of these associations.
Mothers' childhood physical abuse--but not neglect--directly
predicted offspring victimization. This association was
mediated by mothers' social isolation and aggressive
response biases. Findings are discussed in terms of specific
implications for child maltreatment prevention.},
Doi = {10.1111/j.1467-8624.2010.01547.x},
Key = {fds272064}
}
@article{fds271900,
Author = {Salvatore, JE and Meyers, JL and Yan, J and Aliev, F and Lansford, JE and Pettit, GS and Bates, JE and Dodge, KA and Rose, RJ and Pulkkinen, L and Kaprio, J and Dick, DM},
Title = {Intergenerational continuity in parents' and adolescents'
externalizing problems: The role of life events and their
interaction with GABRA2.},
Journal = {Journal of abnormal psychology},
Volume = {124},
Number = {3},
Pages = {709-728},
Year = {2015},
Month = {August},
ISSN = {0021-843X},
Abstract = {We examine whether parental externalizing behavior has an
indirect effect on adolescent externalizing behavior via
elevations in life events, and whether this indirect effect
is further qualified by an interaction between life events
and adolescents' GABRA2 genotype (rs279871). We use data
from 2 samples: the Child Development Project (CDP; n = 324)
and FinnTwin12 (n = 802). In CDP, repeated measures of life
events, mother-reported adolescent externalizing, and
teacher-reported adolescent externalizing were used. In
FinnTwin12, life events and externalizing were assessed at
age 14. Parental externalizing was indexed by measures of
antisocial behavior and alcohol problems or alcohol
dependence symptoms in both samples. In CDP, parental
externalizing was associated with more life events, and the
association between life events and subsequent adolescent
externalizing varied as a function of GABRA2 genotype (p ≤
.05). The association between life events and subsequent
adolescent externalizing was stronger for adolescents with 0
copies of the G minor allele compared to those with 1 or 2
copies of the minor allele. Parallel moderation trends were
observed in FinnTwin12 (p ≤ .11). The discussion focuses
on how the strength of intergenerational pathways for
externalizing psychopathology may differ as a function of
adolescent-level individual differences.},
Doi = {10.1037/abn0000066},
Key = {fds271900}
}
@article{fds372754,
Author = {Copeland, WE and Tong, G and Shanahan, L and Rothenberg, WA and Lansford, JE and Godwin, JW and Rybińska, A and Odgers, CL and Dodge,
KA},
Title = {Intergenerational Effects of a Family Cash Transfer on the
Home Environment.},
Journal = {J Am Acad Child Adolesc Psychiatry},
Volume = {63},
Number = {3},
Pages = {336-344},
Year = {2024},
Month = {March},
Abstract = {OBJECTIVE: A natural experiment that provided income
supplements to families has been associated with beneficial
outcomes for children that persisted into adulthood. The
children in this study are now adults, and many are parents.
METHOD: The study builds on the longitudinal, representative
Great Smoky Mountains study conducted from 1993 to 2020. At
follow-up in their late 30s, 1,094 of the 1,348 living
participants (81.2%) were assessed. Of these participants
(67.6%), 739 were parents. A tribe in the area implemented a
cash transfer program of approximately $5,000 annually per
person to every tribal member based on the profits received
from operating a casino. Ten aspects of the home environment
of participants were assessed (eg, family chaos, substance
use, and food insecurity) as well as a composite measure
across all home environment indicators. The proposed
analyses were preregistered (https://osf.io/ex638). RESULTS:
Of the 739 parents assessed, 192 (26.0%) were American
Indians. Parents whose families received cash transfers
during childhood did not differ from parents whose families
did not receive cash transfers on any of the home
environment indicators or the composite measure. At the same
time, there was little evidence of elevated risk for
participants in either group in measures of parental mental
health, substance use, and violence. CONCLUSION: A family
cash transfer in childhood that had long-term effects on
individual functioning did not impact the home environment
of participants who became parents. Rather, parents in both
groups were providing home environments generally conducive
to their children's growth and development. STUDY
PREREGISTRATION INFORMATION: Intergenerational Effects of a
Family Cash Transfer on the Home Environment;
https://osf.io/; ex638.},
Doi = {10.1016/j.jaac.2023.08.001},
Key = {fds372754}
}
@article{fds376228,
Author = {Rothenberg, WA and Lansford, JE and Godwin, JW and Dodge, KA and Copeland, WE and Odgers, CL and McMahon, RJ and Rybinska, A and Conduct
Problems Prevention Research Group},
Title = {Intergenerational Effects of the Fast Track Intervention on
Next-Generation Child Outcomes: A Preregistered Randomized
Clinical Trial.},
Journal = {Am J Psychiatry},
Volume = {181},
Number = {3},
Pages = {213-222},
Year = {2024},
Month = {March},
Abstract = {OBJECTIVE: The authors sought to determine whether the Fast
Track mental health intervention delivered to individuals in
childhood decreased mental health problems and the need for
health services among the children of these individuals.
METHODS: The authors examined whether Fast Track assignment
in one generation of children (generation 2; G2) from grades
1 through 10 reduced parent-reported mental health problems
and health services use in these children's children
(generation 3; G3) 18 years later relative to a control
group. The Fast Track intervention blended parent
behavior-management training, child social-cognitive skills
tutoring, home visits, and classroom social-ecology changes
across grades 1-10 to ameliorate emerging conduct problems
among the G2 children. For this study, 1,057 G3 children of
Fast Track participants (N=581 intervention group, N=476
control group) were evaluated. RESULTS: G3 children of G2
parents who were randomized to the Fast Track intervention
group used fewer general inpatient services and fewer
inpatient or outpatient mental health services compared with
G3 children of G2 parents randomized to the control group.
Some of these effects were mediated: randomization to Fast
Track predicted fewer internalizing problems and less use of
corporal punishment among G2 adults at age 25, which
subsequently predicted less general inpatient service use
and outpatient mental health service use among the G3
children by the time the G2 parents were 34 years old. There
were no significant differences between G3 children from
these two groups on the use of other health services or on
mental health measures. CONCLUSIONS: Fast Track was
associated with lower use of general inpatient services and
inpatient and outpatient mental health services
intergenerationally, but effects on parent-reported mental
health of the children were not apparent across generations.
Investing in interventions for the mental health of children
could reduce service use burdens across generations.},
Doi = {10.1176/appi.ajp.20220927},
Key = {fds376228}
}
@article{fds363824,
Author = {Rothenberg, WA and Lansford, JE and Godwin, JW and Dodge, KA and Copeland, WE and Odgers, CL and McMahon, RJ and Goulter, N and Conduct
Problems Prevention Research Group},
Title = {Intergenerational effects of the Fast Track intervention on
the home environment: A randomized control
trial.},
Journal = {J Child Psychol Psychiatry},
Volume = {64},
Number = {5},
Pages = {820-830},
Year = {2023},
Month = {May},
Abstract = {BACKGROUND: Maladaptive family environments harm child
development and are passed across generations. Childhood
interventions may break this intergenerational cycle by
improving the family environments children form as adults.
The present study investigates this hypothesis by examining
follow-up data collected 18 years after the end of the
childhood Fast Track intervention designed to prevent
externalizing problems. METHODS: We examined whether Fast
Track assignment from grades 1 to 10 prevented the emergence
of maladaptive family environments at age 34. A total of 400
(n = 206 in intervention condition, n = 194
controls) Fast Track participants who were parents at age 34
were surveyed about 11 aspects of their current family
environment. The hypotheses and analytic plan were
preregistered at https://osf.io/dz9t5 and the Fast Track
trial was registered at clinicaltrials.gov (NCT01653535).
RESULTS: Multiple group linear regression models revealed
that mothers who participated in the Fast Track intervention
as children had lower depression symptoms, alcohol problems,
drug problems, corporal punishment use, and food insecurity
compared to control group mothers. All effects were modest
in magnitude. However, for these same mothers, the Fast
Track intervention had no effect on cannabis problems,
experiences of romantic partner violence, or maternal use of
physical aggression or warmth with their children.
Additionally, mothers in the Fast Track intervention group
reported higher levels of family chaos than those in the
control group, but this effect may be a byproduct of the
higher number of children per household in the intervention
group. No intervention effects were found for fathers who
participated in the Fast Track intervention as children.
CONCLUSIONS: Childhood assignment to Fast Track has some
beneficial effects for girls, but not boys, on the family
environments these individuals formed as adults 18 years
later.},
Doi = {10.1111/jcpp.13648},
Key = {fds363824}
}
@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},
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{fds375376,
Author = {Folker, AE and Deater-Deckard, K and Lansford, JE and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli,
C and Rothenberg, WA and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang,
L},
Title = {Intraindividual variability in parental acceptance-rejection
predicts externalizing and internalizing symptoms across
childhood/adolescence in nine countries.},
Journal = {Journal of family psychology : JFP : journal of the Division
of Family Psychology of the American Psychological
Association (Division 43)},
Volume = {38},
Number = {2},
Pages = {333-344},
Year = {2024},
Month = {March},
Abstract = {Parenting that is high in rejection and low in acceptance is
associated with higher levels of internalizing (INT) and
externalizing (EXT) problems in children and adolescents.
These symptoms develop and can increase in severity to
negatively impact adolescents' social, academic, and
emotional functioning. However, there are two major gaps in
the extant literature: (a) nearly all prior research has
focused on between-person differences in
acceptance/rejection at the expense of examining
intraindividual variability (IIV) across time in
acceptance/rejection; and (b) no prior studies examine IIV
in acceptance/rejection in diverse international samples.
The present study utilized six waves of data with 1,199
adolescents' families living in nine countries from the
Parenting Across Cultures study to test the hypotheses that
(1) higher amounts of youth IIV in mother
acceptance/rejection predict higher internalizing and (2)
externalizing symptoms, and (3) that higher youth IIV in
father acceptance/rejection predict higher internalizing,
and (4) externalizing symptoms. Meta-analytic techniques
indicated a significant, positive effect of IIV in
child-reported mother and father acceptance/rejection on
adolescent externalizing symptoms, and a significant
positive effect of IIV in father acceptance/rejection on
internalizing symptoms. The weighted effect for mother
acceptance/rejection on internalizing symptoms was not
statistically significant. Additionally, there was
significant heterogeneity in all meta-analytic estimates.
More variability over time in experiences of parental
acceptance/rejection predicts internalizing and
externalizing symptoms as children transition into
adolescence, and this effect is present across multiple
diverse samples. (PsycInfo Database Record (c) 2024 APA, all
rights reserved).},
Doi = {10.1037/fam0001133},
Key = {fds375376}
}
@article{fds375832,
Author = {Carr, RC and Jenkins, JM and Watts, TW and Peisner-Feinberg, ES and Dodge, KA},
Title = {Investigating if high-quality kindergarten teachers sustain
the pre-K boost to children's emergent literacy skill
development in North Carolina.},
Journal = {Child development},
Year = {2024},
Month = {February},
Abstract = {This study tested the hypothesis that high-quality
kindergarten teachers sustain and amplify the skill
development of children who participated in North Carolina's
NC Pre-K program during the previous year, compared to
matched non-participants (N = 17,330; 42% African
American, 40% Non-Hispanic White, 15% Hispanic; 51% male;
M<sub>age</sub> = 4.5 years at fall of pre-K).
Kindergarten teacher quality was measured using a
"value-added" approach. NC Pre-K participants outperformed
non-participants in the fall of kindergarten (β = .22)
and 11% of this boost remained evident by the spring of
kindergarten. Higher value-added teachers promoted the skill
development of all children (β = .30 in the spring) but
did not differentially benefit the skill development of
former NC Pre-K participants compared to
non-participants.},
Doi = {10.1111/cdev.14076},
Key = {fds375832}
}
@article{fds272037,
Author = {McGowan, and H, and Nix, and L, R and Murphy, and A, S and Bierman, and L,
K and Group, TCPPR},
Title = {Investigating the impact of selection bias in dose-response
analyses of preventive interventions},
Journal = {Prevention Science},
Volume = {11},
Pages = {239-251},
Year = {2010},
Doi = {10.1007/s11121-010-0169-2},
Key = {fds272037}
}
@article{fds272136,
Author = {Foster, EM and Dodge, KA and Jones, D},
Title = {Issues in the Economic Evaluation of Prevention
Programs},
Journal = {Applied Developmental Science},
Volume = {7},
Number = {2},
Pages = {76-86},
Publisher = {Informa UK Limited},
Year = {2003},
Abstract = {Economic analysis plays an increasingly important role in
prevention research. In this article, we describe one form
of economic analysis, a cost analysis. Such an analysis
captures not only the direct costs of an intervention but
also its impact on the broader social costs of the illness
or problem targeted. The key question is whether the direct
costs are offset by reductions in the other,
morbidity-related costs, such as the use of expensive
services. We begin by describing how economists think about
costs. We then outline the steps involved in calculating the
costs of delivering an intervention, including both implicit
and explicit costs. Next we examine methods for estimating
the morbidity-related costs of the illness or problem
targeted by the intervention. Finally, we identify the
challenges one faces when conducting such an analysis.
Throughout the article, we illustrate key points using our
experiences with evaluating the Fast Track intervention, a
multiyear, multicomponent intervention targeted to children
at risk of emotional and behavioral problems.},
Doi = {10.1207/S1532480XADS0702_4},
Key = {fds272136}
}
@article{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{fds371229,
Author = {Goulter, N and Hur, YS and Jones, DE and Godwin, J and McMahon, RJ and Dodge, KA and Lansford, JE and Lochman, JE and Bates, JE and Pettit, GS and Crowley, DM},
Title = {Kindergarten conduct problems are associated with monetized
outcomes in adolescence and adulthood.},
Journal = {Journal of child psychology and psychiatry, and allied
disciplines},
Volume = {65},
Number = {3},
Pages = {328-339},
Year = {2024},
Month = {March},
Abstract = {<h4>Background</h4>Across several sites in the United
States, we examined whether kindergarten conduct problems
among mostly population-representative samples of children
were associated with increased criminal and related
(criminal + lost offender productivity + victim;
described as criminal + victim hereafter) costs across
adolescence and adulthood, as well as government and medical
services costs in adulthood.<h4>Methods</h4>Participants
(N = 1,339) were from two multisite longitudinal
studies: Fast Track (n = 754) and the Child Development
Project (n = 585). Parents and teachers reported on
kindergarten conduct problems, administrative and national
database records yielded indexes of criminal offending, and
participants self-reported their government and medical
service use. Outcomes were assigned costs, and significant
associations were adjusted for inflation to determine USD
2020 costs.<h4>Results</h4>A 1SD increase in kindergarten
conduct problems was associated with a $21,934 increase in
adolescent criminal + victim costs, a $63,998 increase in
adult criminal + victim costs, a $12,753 increase in
medical services costs, and a $146,279 increase in total
costs. In the male sample, a 1SD increase in kindergarten
conduct problems was associated with a $28,530 increase in
adolescent criminal + victim costs, a $58,872 increase in
adult criminal + victim costs, and a $144,140 increase
in total costs. In the female sample, a 1SD increase in
kindergarten conduct problems was associated with a $15,481
increase in adolescent criminal + victim costs, a
$62,916 increase in adult criminal + victim costs, a
$24,105 increase in medical services costs, and a $144,823
increase in total costs.<h4>Conclusions</h4>This
investigation provides evidence of the long-term costs
associated with early-starting conduct problems, which is
important information that can be used by policymakers to
support research and programs investing in a strong start
for children.},
Doi = {10.1111/jcpp.13837},
Key = {fds371229}
}
@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},
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}
}
@article{fds272292,
Author = {Group, CPPR and Rhule, and D, and Vitaro, and F, and Vachon, and J},
Title = {La prevention des problemes de comportement chez les
enfants: le modele de Fast Track},
Journal = {Revue de psychoeducation},
Volume = {33},
Number = {1},
Pages = {177-203},
Year = {2004},
Key = {fds272292}
}
@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},
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{fds272296,
Author = {Ikeda, RM and Simon, TR and Smith, EP and Reese, LRE and Rabiner, DL and Miller-Johnson, S and Winn, DM and Asher, SR and Dodge, KA and Horne,
AM and Orpinas, P and Quinn, WH and Huberty, CJ and Tolan, PH and Gorman-Smith, D and Henry, DB and Gay, FN and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP},
Title = {Lessons learned in the Multisite Violence Prevention Project
collaboration: Big questions require large
efforts},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {62-71},
Year = {2004},
Month = {January},
ISSN = {0749-3797},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000187880000008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper summarizes some organizational, scientific, and
policy lessons that have emerged in the formation and
conducting of the collaboration of the Multisite Violence
Prevention Project. We contend that these lessons are
valuable for other collaborations and are important for
furthering the utility of scientific efforts. A central
contention is that large-scale efforts such as this
collaboration are underused but are essential for efficient
advancement of knowledge about preventing youth
violence.},
Doi = {10.1016/j.amepre.2003.09.025},
Key = {fds272296}
}
@article{fds272068,
Author = {Fontaine, RG and Yang, C and Burks, VS and Dodge, KA and Price, JM and Pettit, GS and Bates, JE},
Title = {Loneliness as a partial mediator of the relation between low
social preference in childhood and anxious/depressed
symptoms in adolescence.},
Journal = {Development and psychopathology},
Volume = {21},
Number = {2},
Pages = {479-491},
Year = {2009},
Month = {January},
ISSN = {0954-5794},
Abstract = {This study examined the mediating role of loneliness
(assessed by self-report at Time 2; Grade 6) in the relation
between early social preference (assessed by peer report at
Time 1; kindergarten through Grade 3) and adolescent
anxious/depressed symptoms (assessed by mother, teacher, and
self-reports at Time 3; Grades 7-9). Five hundred
eighty-five boys and girls (48% female; 16% African
American) from three geographic sites of the Child
Development Project were followed from kindergarten through
Grade 9. Loneliness partially mediated and uniquely
incremented the significant effect of low social preference
in childhood on anxious/depressed symptoms in adolescence,
controlling for early anxious/depressed symptoms at Time 1.
Findings are critical to understanding the psychological
functioning through which early social experiences affect
youths' maladjusted development. Directions for basic and
intervention research are discussed, and implications for
treatment are addressed.},
Doi = {10.1017/s0954579409000261},
Key = {fds272068}
}
@article{fds348883,
Author = {Bai, Y and Ladd, HF and Muschkin, CG and Dodge, KA},
Title = {Long-term effects of early childhood programs through eighth
grade: Do the effects fade out or grow?},
Journal = {Children and youth services review},
Volume = {112},
Pages = {104890},
Year = {2020},
Month = {May},
Abstract = {Support for policies to improve early childhood educational
development and reduce disparities grew rapidly this century
but recently has wavered because of findings that program
effects might fade out prematurely. Two programs implemented
at scale in North Carolina (Smart Start and More at Four)
have been associated with academic success early in
elementary school, but it is not known whether these effects
fade out or are sustained in middle school. Smart Start
provides state funding to support high-quality early
childcare in local communities, and More at Four provides
state-funded slots for a year of credentialed
pre-kindergarten. Funds were allocated for each program at
varying rates across counties and years. We used this
variation to estimate the long-term impact of each program
through eighth grade, by measuring the association between
state funding allocations to each program, in each of 100
counties over each of 13 consecutive years, and later
student performance. Students were matched to funding levels
provided to their home county in their early childhood years
and then followed through eighth grade. Analyses using
county- and year-fixed-effects regression models with
individualand school-level covariates conducted on nearly
900,000 middle school students indicate significant positive
impacts of funding for each program on reading and math test
scores and reductions in special education placement and
grade retention. These impacts do not fade out and seem
instead to grow (for More at Four) as students progress
through middle school. Students from economically
disadvantaged backgrounds experience particularly large
benefits from the More at Four Program.},
Doi = {10.1016/j.childyouth.2020.104890},
Key = {fds348883}
}
@article{fds348769,
Author = {Di Giunta and L and Rothenberg, WA and Lunetti, C and Lansford, JE and Pastorelli, C and Eisenberg, N and Thartori, E and Basili, E and Favini,
A and Yotanyamaneewong, S and Peña Alampay and L and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Dodge, KA and Oburu, P and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM},
Title = {Longitudinal associations between mothers' and fathers'
anger/irritability expressiveness, harsh parenting, and
adolescents' socioemotional functioning in nine
countries.},
Journal = {Developmental psychology},
Volume = {56},
Number = {3},
Pages = {458-474},
Year = {2020},
Month = {March},
Abstract = {The present study examines parents' self-efficacy about
anger regulation and irritability as predictors of harsh
parenting and adolescent children's irritability (i.e.,
mediators), which in turn were examined as predictors of
adolescents' externalizing and internalizing problems.
Mothers, fathers, and adolescents (N = 1,298 families) from
12 cultural groups in 9 countries (China, Colombia, Italy,
Jordan, Kenya, Philippines, Sweden, Thailand, and United
States) were interviewed when children were about 13 years
old and again 1 and 2 years later. Models were examined
separately for mothers and fathers. Overall, cross-cultural
similarities emerged in the associations of both mothers'
and fathers' irritability, as well as of mothers'
self-efficacy about anger regulation, with subsequent
maternal harsh parenting and adolescent irritability, and in
the associations of the latter variables with adolescents'
internalizing and externalizing problems. The findings
suggest that processes linking mothers' and fathers' emotion
socialization and emotionality in diverse cultures to
adolescent problem behaviors are somewhat similar. (PsycINFO
Database Record (c) 2020 APA, all rights
reserved).},
Doi = {10.1037/dev0000849},
Key = {fds348769}
}
@article{fds330822,
Author = {Lansford, JE and Godwin, J and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Chen, B-B and Deater-Deckard, K and Di
Giunta, L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Alampay,
LP and Uribe Tirado and LM and Zelli, A},
Title = {Longitudinal associations between parenting and youth
adjustment in twelve cultural groups: Cultural normativeness
of parenting as a moderator.},
Journal = {Developmental psychology},
Volume = {54},
Number = {2},
Pages = {362-377},
Year = {2018},
Month = {February},
Abstract = {To examine whether the cultural normativeness of parents'
beliefs and behaviors moderates the links between those
beliefs and behaviors and youths' adjustment, mothers,
fathers, and children (N = 1,298 families) from 12 cultural
groups in 9 countries (China, Colombia, Italy, Jordan,
Kenya, Philippines, Sweden, Thailand, and the United States)
were interviewed when children were, on average, 10 years
old and again when children were 12 years old. Multilevel
models examined 5 aspects of parenting (expectations
regarding family obligations, monitoring, psychological
control, behavioral control, warmth/affection) in relation
to 5 aspects of youth adjustment (social competence,
prosocial behavior, academic achievement, externalizing
behavior, internalizing behavior). Interactions between
family level and culture-level predictors were tested to
examine whether cultural normativeness of parenting
behaviors moderated the link between those behaviors and
children's adjustment. More evidence was found for within-
than between-culture differences in parenting predictors of
youth adjustment. In 7 of the 8 instances in which cultural
normativeness was found to moderate the link between
parenting and youth adjustment, the link between a
particular parenting behavior and youth adjustment was
magnified in cultural contexts in which the parenting
behavior was more normative. (PsycINFO Database
Record},
Doi = {10.1037/dev0000416},
Key = {fds330822}
}
@article{fds355525,
Author = {Lansford, JE and Rothenberg, WA and Riley, J and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini,
D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L},
Title = {Longitudinal Trajectories of Four Domains of Parenting in
Relation to Adolescent Age and Puberty in Nine
Countries.},
Journal = {Child development},
Volume = {92},
Number = {4},
Pages = {e493-e512},
Year = {2021},
Month = {July},
Abstract = {Children, mothers, and fathers in 12 ethnic and regional
groups in nine countries (N = 1,338 families) were
interviewed annually for 8 years (M<sub>age</sub>
child = 8-16 years) to model four domains of parenting as
a function of child age, puberty, or both. Latent growth
curve models revealed that for boys and girls, parents
decrease their warmth, behavioral control,
rules/limit-setting, and knowledge solicitation in
conjunction with children's age and pubertal status as
children develop from ages 8 to 16 across a range of diverse
contexts, with steeper declines after age 11 or 12 in three
of the four parenting domains. National, ethnic, and
regional differences and similarities in the trajectories as
a function of age and puberty are discussed.},
Doi = {10.1111/cdev.13526},
Key = {fds355525}
}
@article{fds355526,
Author = {Palacios-Barrios, EE and Hanson, JL and Barry, KR and Albert, WD and White, SF and Skinner, AT and Dodge, KA and Lansford,
JE},
Title = {Lower neural value signaling in the prefrontal cortex is
related to childhood family income and depressive
symptomatology during adolescence.},
Journal = {Developmental cognitive neuroscience},
Volume = {48},
Pages = {100920},
Year = {2021},
Month = {April},
Abstract = {Lower family income during childhood is related to increased
rates of adolescent depression, though the underlying
mechanisms are poorly understood. Evidence suggests that
individuals with depression demonstrate hypoactivation in
brain regions involved in reward learning and
decision-making processes (e.g., portions of the prefrontal
cortex). Separately, lower family income has been associated
with neural alterations in similar regions. Motivated by
this research, we examined associations between family
income, depression, and brain activity during a reward
learning and decision-making fMRI task in a sample of
adolescents (full n = 94; usable n = 78; mean
age = 15.2 years). We focused on brain activity for: 1)
expected value (EV), the learned subjective value of an
object, and 2) prediction error, the difference between EV
and the actual outcome received. Regions of interest related
to reward learning were examined in connection to childhood
family income and parent-reported adolescent depressive
symptoms. As hypothesized, lower activity in the subgenual
anterior cingulate (sACC) for EV in response to approach
stimuli was associated with lower childhood family income,
as well as greater symptoms of depression measured one-year
after the neuroimaging session. These results are consistent
with the hypothesis that lower early family income leads to
disruptions in reward and decision-making brain circuitry,
contributing to adolescent depression.},
Doi = {10.1016/j.dcn.2021.100920},
Key = {fds355526}
}
@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{fds333727,
Author = {Olson, SL and Davis-Kean, P and Chen, M and Lansford, JE and Bates, JE and Pettit, GS and Dodge, KA},
Title = {Mapping the Growth of Heterogeneous Forms of Externalizing
Problem Behavior Between Early Childhood and
Adolescence:A Comparison of Parent and Teacher
Ratings.},
Journal = {Journal of abnormal child psychology},
Volume = {46},
Number = {5},
Pages = {935-950},
Year = {2018},
Month = {July},
Abstract = {We compared long-term growth patterns in teachers' and
mothers' ratings of Overt Aggression, Covert Aggression,
Oppositional Defiance, Impulsivity/inattention, and Emotion
Dysregulation across developmental periods spanning
kindergarten through grade 8 (ages 5 to 13 years). We also
determined whether salient background characteristics and
measures of child temperament and parenting risk
differentially predicted growth in discrete categories of
child externalizing symptoms across development.
Participants were 549 kindergarten-age children (51% male;
83% European American; 17% African American) whose problem
behaviors were rated by teachers and parents each successive
year of development through 8th grade. Latent growth curve
analyses were performed for each component scale,
contrasting with an overall index of externalizing, in a
piecewise fashion encompassing two periods of development:
K-1and grades 1-8. Our findings showed that there were
meaningful differences and similarities between informants
in their levels of concern about specific forms of
externalizing problems, patterns of change in problem
behavior reports across development, and in the extent to
which their ratings of specific problems were associated
with distal and proximal covariates. Thus, these data
provided novel information about issues that have received
scant empirical attention and have important implications
for understanding the development and prevention of
children's long-term externalizing problems.},
Doi = {10.1007/s10802-018-0407-9},
Key = {fds333727}
}
@article{fds272155,
Author = {Murphy, and A, S and Laan, VD and J, M and Robins, and J, and Group,
TCPPR},
Title = {Marginal Mean Models for Dynamic Regime},
Journal = {Journal of the American Statistical Association},
Volume = {96},
Number = {456},
Pages = {1410-1423},
Publisher = {Informa UK Limited},
Year = {2001},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2794446/},
Abstract = {A dynamic treatment regime is a list of rules for how the
level of treatment will be tailored through time to an
individual's changing severity. In general, individuals who
receive the highest level of treatment are the individuals
with the greatest severity and need for treatment. Thus,
there is planned selection of the treatment dose. In
addition to the planned selection mandated by the treatment
rules, staff judgment results in unplanned selection of the
treatment level. Given observational longitudinal data or
data in which there is unplanned selection of the treatment
level, the methodology proposed here allows the estimation
of a mean response to a dynamic treatment regime under the
assumption of sequential randomization. © 2001, Taylor &
Francis Group, LLC. All rights reserved.},
Doi = {10.1198/016214501753382327},
Key = {fds272155}
}
@article{fds272029,
Author = {Kam, C-M and Greenberg, MT and Bierman, KL and Coie, JD and Dodge, KA and Foster, ME and Lochman, JE and McMahon, RJ and Pinderhughes, EE and Conduct Problems Prevention Research Group},
Title = {Maternal depressive symptoms and child social preference
during the early school years: mediation by maternal warmth
and child emotion regulation.},
Journal = {Journal of abnormal child psychology},
Volume = {39},
Number = {3},
Pages = {365-377},
Year = {2011},
Month = {April},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21080053},
Abstract = {This longitudinal study examined processes that mediate the
association between maternal depressive symptoms and peer
social preference during the early school years. Three
hundred and fifty six kindergarten children (182 boys) and
their mothers participated in the study. During
kindergarten, mothers reported their level of depressive
symptomatology. In first grade, teachers rated children's
emotion regulation at school and observers rated the
affective quality of mother-child interactions. During
second grade, children's social preference was assessed by
peer nomination. Results indicated that mothers' level of
depressive symptomatology negatively predicted their child's
social preference 2 years later, controlling for the family
SES and teacher-rated social preference during kindergarten.
Among European American families, the association between
maternal depressive symptoms and social preference was
partially mediated by maternal warmth and the child's
emotion regulation. Although the relation between maternal
depressive symptoms and children peer preference was
stronger among African American families than Europrean
American families, its mediation by the maternal warmth and
child's emotion regulation was not found in African American
families.},
Doi = {10.1007/s10802-010-9468-0},
Key = {fds272029}
}
@article{fds359214,
Author = {Dodge, KA and Benjamin Goodman and W and Bai, Y and Murphy, RA and O'Donnell, K},
Title = {Maximizing the return on investment in Early Childhood Home
Visiting through enhanced eligibility screening.},
Journal = {Child Abuse Negl},
Volume = {122},
Pages = {105339},
Year = {2021},
Month = {December},
Abstract = {BACKGROUND: The MIECHV (Maternal, Infant, and Early
Childhood Home Visiting) program invests substantial federal
resources to prevent child maltreatment and emergency
medical costs. Eligibility is based on screening of
demographic or clinical risk factors, but because screening
accuracy in predicting poor outcomes is unknown, assignment
to home-visiting might miss high-risk families or waste
resources on low-risk families. OBJECTIVES: To guide
eligibility decisions, this study tested accuracy of
demographic and clinical screening in predicting child
maltreatment and emergency medical care. PARTICIPANTS AND
SETTING: A population-representative sample of 201 birthing
mothers (39.8% Black, 33.8% Latina) in Durham, NC, was
enrolled between July 2009, and December 2010, and followed
through December 2015. METHODS: Participants were screened
demographically (i.e., Medicaid, first-born, teenage, no
high school diploma) and clinically (i.e., health/health
care, parenting readiness, home safety, and parent mental
health) at birth and followed through age 60 months, when
Child Protective Services and hospital records were
reviewed. Cox hazard models tested accuracy of prediction
from screening variables. RESULTS: Demographic factors did
not significantly predict outcomes, except having
Medicaid/uninsured predicted more emergency medical care and
being first-born was a (surprising) protective factor
against a child maltreatment investigation. In contrast,
clinical factors strongly predicted both maltreatment
investigations (Hazard Ratio = 4.01 [95% CI = 1.97,
8.15], sensitivity = 0.70, specificity = 0.64,
accuracy = 0.65) and emergency medical care (Hazard
Ratio = 2.14 [95% CI = 1.03, 2.14], sensitivity = 0.50,
specificity = 0.69, accuracy = 0.58). CONCLUSIONS: Even
with added costs for clinical screening, selecting families
for home visiting based on assessed clinical risk will
improve accuracy and may yield a higher return on
investment. The authors recommend a universal system of
screening and care to support birthing families.},
Doi = {10.1016/j.chiabu.2021.105339},
Key = {fds359214}
}
@article{fds315899,
Author = {Di Giunta and L and Iselin, A-MR and Eisenberg, N and Pastorelli, C and Gerbino, M and Lansford, JE and Dodge, KA and Caprara, GV and Bacchini,
D and Uribe Tirado and LM and Thartori, E},
Title = {Measurement Invariance and Convergent Validity of Anger and
Sadness Self-Regulation Among Youth From Six Cultural
Groups.},
Journal = {Assessment},
Volume = {24},
Number = {4},
Pages = {484-502},
Year = {2017},
Month = {June},
ISSN = {1073-1911},
Abstract = {The present study examined measurement invariance and
convergent validity of a novel vignette-based measure of
emotion-specific self-regulation that simultaneously
assesses attributional bias, emotion-regulation, and
self-efficacy beliefs about emotion regulation. Participants
included 541 youth-mother dyads from three countries (Italy,
the United States, and Colombia) and six ethnic/cultural
groups. Participants were 12.62 years old ( SD = 0.69). In
response to vignettes involving ambiguous peer interactions,
children reported their hostile/depressive attribution bias,
self-efficacy beliefs about anger and sadness regulation,
and anger/sadness regulation strategies (i.e., dysregulated
expression and rumination). Across the six cultural groups,
anger and sadness self-regulation subscales had full metric
and partial scalar invariance for a one-factor model, with
some exceptions. We found support for both a four- and
three-factor oblique model (dysregulated expression and
rumination loaded on a second-order factor) for both anger
and sadness. Anger subscales were related to externalizing
problems, while sadness subscales were related to
internalizing symptoms.},
Doi = {10.1177/1073191115615214},
Key = {fds315899}
}
@article{fds272005,
Author = {Huang, L and Malone, PS and Lansford, JE and Deater Deckard and K and Di
Giunnta, L and Bombi, AS and Bornstein, MH and Chang, L and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya,
S and Uribe Tirado and LM and Zelli, A and Alampay, L and Al Hassan and SM and Bacchini, D},
Title = {Measurement invariance of mother reports of discipline in
different cultural contexts},
Journal = {Family Science},
Volume = {2},
Number = {3},
Pages = {212-219},
Publisher = {Informa UK Limited},
Year = {2012},
ISSN = {1942-4620},
Abstract = {The measurement invariance of mother-reported use of 18
discipline strategies was examined in samples from 13
different ethnic/cultural groups in nine countries (China,
Colombia, Italy, Jordan, Kenya, the Philippines, Sweden,
Thailand, and the United States). Participants included
approximately 100-120 mothers and their children aged 7 to
10 years from each group. The results of exploratory factor
analyses and multigroup categorical confirmatory factor
analyses (MCCFA) indicated that a seven-factor solution was
feasible across the cultural groups, as shown by marginally
sufficient evidence for configural and metric invariance for
the mother-reported frequency on the discipline interview.
This study makes a contribution on measurement invariance to
the parenting literature, and establishes the mother-report
aspect of the discipline interview as an instrument for use
in further cross-cultural research on discipline.},
Doi = {10.1080/19424620.2011.655997},
Key = {fds272005}
}
@article{fds38940,
Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.},
Title = {Mechanisms in the cycle of violence(Reprint)},
Booktitle = {World Society for the Protection of Animals},
Year = {1995},
Key = {fds38940}
}
@article{fds38937,
Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.},
Title = {Mechanisms in the cycle of violence(Reprint)},
Booktitle = {Interpersonal violence within the Home},
Publisher = {Madison, WI: Wm. C. Brown Publishers},
Editor = {S.D. Herzberger},
Year = {1994},
Key = {fds38937}
}
@article{fds38939,
Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.},
Title = {Mechanisms in the cycle of violence(Reprint)},
Booktitle = {Primis Developmental Psychology Reader},
Publisher = {New York: McGraw-Hill},
Editor = {R.D. Parke and B.J. Tinsley},
Year = {1993},
Key = {fds38939}
}
@article{fds272276,
Author = {Dodge, KA and Bates, JE and Pettit, GS},
Title = {Mechanisms in the cycle of violence.},
Journal = {Science (New York, N.Y.)},
Volume = {250},
Number = {4988},
Pages = {1678-1683},
Year = {1990},
Month = {December},
ISSN = {0036-8075},
Abstract = {Two questions concerning the effect of physical abuse in
early childhood on the child's development of aggressive
behavior are the focus of this article. The first is whether
abuse per se has deleterious effects. In earlier studies, in
which samples were nonrepresentative and family ecological
factors (such as poverty, marital violence, and family
instability) and child biological variables (such as early
health problems and temperament) were ignored, findings have
been ambiguous. Results from a prospective study of a
representative sample of 309 children indicated that
physical abuse is indeed a risk factor for later aggressive
behavior even when the other ecological and biological
factors are known. The second question concerns the
processes by which antisocial development occurs in abused
children. Abused children tended to acquire deviant patterns
of processing social information, and these may mediate the
development of aggressive behavior.},
Doi = {10.1126/science.2270481},
Key = {fds272276}
}
@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{fds44855,
Author = {Dodge, K.A.},
Title = {Media Production Leave No Child Behind: Education Leadership
Summit},
Year = {2002},
Key = {fds44855}
}
@article{fds271965,
Author = {Simon, TR and Ikeda, RM and Smith, EP and Reese, LE and Rabiner, DL and Miller, S and Winn, D-M and Dodge, KA and Asher, SR and Horne, AM and Orpinas, P and Martin, R and Quinn, WH and Tolan, PH and Gorman-Smith,
D and Henry, DB and Gay, FN and Schoeny, M and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP},
Title = {Mediators of Effects of a Selective Family-Focused Violence
Prevention Approach for Middle School Students},
Journal = {PREVENTION SCIENCE},
Volume = {13},
Number = {1},
Pages = {1-14},
Publisher = {Springer Nature},
Year = {2012},
Month = {February},
ISSN = {1389-4986},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000300663600001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This study examined how parenting and family characteristics
targeted in a selective prevention program mediated effects
on key youth proximal outcomes related to violence
perpetration. The selective intervention was evaluated
within the context of a multi-site trial involving random
assignment of 37 schools to four conditions: a universal
intervention composed of a student social-cognitive
curriculum and teacher training, a selective family-focused
intervention with a subset of high-risk students, a
condition combining these two interventions, and a
no-intervention control condition. Two cohorts of
sixth-grade students (total N = 1,062) exhibiting high
levels of aggression and social influence were the sample
for this study. Analyses of pre-post change compared to
controls using intent-to-treat analyses found no significant
effects. However, estimates incorporating participation of
those assigned to the intervention and predicted
participation among those not assigned revealed significant
positive effects on student aggression, use of aggressive
strategies for conflict management, and parental estimation
of student's valuing of achievement. Findings also indicated
intervention effects on two targeted family processes:
discipline practices and family cohesion. Mediation analyses
found evidence that change in these processes mediated
effects on some outcomes, notably aggressive behavior and
valuing of school achievement. Results support the notion
that changing parenting practices and the quality of family
relationships can prevent the escalation in aggression and
maintain positive school engagement for high-risk
youth.},
Doi = {10.1007/s11121-011-0245-2},
Key = {fds271965}
}
@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},
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{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},
Abstract = {Fast Track is a multisite, multicomponent preventive
intervention for young children at high risk for long-term
antisocial behavior. Based on a comprehensive developmental
model, this intervention includes a universal-level
classroom program plus social-skill training, academic
tutoring, parent training, and home visiting to improve
competencies and reduce problems in a high-risk group of
children selected in kindergarten. The theoretical
principles and clinical strategies utilized in the Fast
Track Project are described to illustrate the interplay
between basic developmental research, the understanding of
risk and protective factors, and a research-based model of
preventive intervention that integrates universal and
indicated models of prevention.},
Doi = {10.1016/s0306-4603(00)00120-9},
Key = {fds272164}
}
@article{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},
Doi = {10.1017/S0954579410000088},
Key = {fds272043}
}
@article{fds272242,
Author = {Burks, VS and Dodge, KA and Price, JM},
Title = {Models of internalizing outcomes of early
rejection},
Journal = {Development and Psychopathology},
Volume = {7},
Number = {4},
Pages = {683-695},
Year = {1995},
Abstract = {Viewing social rejection from same-age peers as a source of
stress for children, the current study sought to determine
the most appropriate model of the effects of temporary
versus consistent experiences with rejection for both
short-term and long-term internalizing problems. Adopting a
cross-sectional longitudinal design, the sociometric status
of children in the first year of the study (when the
children were in the first, second, or third grades), and
then again in the next school year (when children were in
the second, third, or fourth grades) was assessed to
determine which children were rejected by their peers.
Internalizing outcome measures were administered in the
third and sixth years of follow-up. Results indicated that,
for boys, the Threshold Model best represented the stressful
effects of rejection. That is, only boys who were exposed to
rejection for 2 consecutive years demonstrated both
short-term and long-term internalizing problems in
subsequent years. For girls, however, there appeared to be
few significant differences among those who never
experienced rejection, who had only temporary experiences
with rejection, and girls who were consistently exposed to
rejection. Results are discussed in terms of the
significance of a Threshold Model as well as possible
explanations for these gender differences. © 1995,
Cambridge University Press. All rights reserved.},
Doi = {10.1017/S0954579400006787},
Key = {fds272242}
}
@article{fds224096,
Author = {Dymnicki, A.B. and the Multisite Violence Prevention
Project},
Title = {Moderating Effects of School Climate on Outcomes for the
Multisite Violence Prevention Project Universal
Program},
Journal = {Journal of Research in Adolescence},
Volume = {24},
Pages = {383-398},
Year = {2014},
Doi = {10.1111/jora.12073},
Key = {fds224096}
}
@article{fds271903,
Author = {Bornstein, MH and Putnick, DL and Lansford, JE and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi,
AS and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P},
Title = {Mother and father socially desirable responding in nine
countries: Two kinds of agreement and relations to parenting
self-reports.},
Journal = {International journal of psychology : Journal international
de psychologie},
Volume = {50},
Number = {3},
Pages = {174-185},
Year = {2015},
Month = {June},
ISSN = {0020-7594},
Abstract = {We assessed 2 forms of agreement between mothers' and
fathers' socially desirable responding in China, Colombia,
Italy, Jordan, Kenya, the Philippines, Sweden, Thailand and
the United States (N = 1110 families). Mothers and fathers
in all 9 countries reported socially desirable responding in
the upper half of the distribution, and countries varied
minimally (but China was higher than the cross-country grand
mean and Sweden lower). Mothers and fathers did not differ
in reported levels of socially desirable responding, and
mothers' and fathers' socially desirable responding were
largely uncorrelated. With one exception, mothers' and
fathers' socially desirable responding were similarly
correlated with self-perceptions of parenting, and
correlations varied somewhat across countries. These
findings are set in a discussion of socially desirable
responding, cultural psychology and family
systems.},
Doi = {10.1002/ijop.12084},
Key = {fds271903}
}
@article{fds272240,
Author = {Harnish, JD and Dodge, KA and Valente, E},
Title = {Mother-child interaction quality as a partial mediator of
the roles of maternal depressive symptomatology and
socioeconomic status in the development of child behavior
problems.Conduct Problems Prevention Research
Group.},
Journal = {Child development},
Volume = {66},
Number = {3},
Pages = {739-753},
Year = {1995},
ISSN = {0009-3920},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1995RA36200012&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This investigation examined the relation between maternal
depressive symptomatology and the development of
externalizing behavior problems in children by incorporating
mother-child interaction quality into a series of models. A
representative sample of 376 first-grade boys and girls
(mean age = 6.52) from diverse backgrounds (234 from the
lowest 2 socioeconomic classes) and their mothers completed
an interaction task designed to measure the quality of
mother-child interaction. Latent variable structural
equations analyses revealed that mother-child interaction
quality partially mediated the relation between maternal
depressive symptomatology and child behavior problems even
when the effects of socioeconomic status on both variables
were taken into account. Although this model held for boys,
girls, and Caucasians, the relation between maternal
depression and interaction quality was not significant for
African-Americans. Further investigation is required to
understand the lack of generalizability of the model to
African-American mother-child dyads.},
Doi = {10.1111/j.1467-8624.1995.tb00902.x},
Key = {fds272240}
}
@article{fds271936,
Author = {Lansford, JE and Laird, RD and Pettit, GS and Bates, JE and Dodge,
KA},
Title = {Mothers' and fathers' autonomy-relevant parenting:
longitudinal links with adolescents' externalizing and
internalizing behavior.},
Journal = {Journal of youth and adolescence},
Volume = {43},
Number = {11},
Pages = {1877-1889},
Year = {2014},
Month = {November},
ISSN = {1573-6601},
url = {http://www.ncbi.nlm.nih.gov/pubmed/24337705},
Abstract = {The goal of this study was to advance the understanding of
separate and joint effects of mothers' and fathers'
autonomy-relevant parenting during early and middle
adolescence. In a sample of 518 families, adolescents (49 %
female; 83 % European American, 16 % African American,
1 % other ethnic groups) reported on their mothers' and
fathers' psychological control and knowledge about
adolescents' whereabouts, friends, and activities at ages 13
and 16. Mothers and adolescents reported on adolescents'
externalizing and internalizing behaviors at ages 12, 14,
15, and 17. Adolescents perceived their mothers as using
more psychological control and having more knowledge than
their fathers, but there was moderate concordance between
adolescents' perceptions of their mothers and fathers. More
parental psychological control predicted increases in boys'
and girls' internalizing problems and girls' externalizing
problems. More parental knowledge predicted decreases in
boys' externalizing and internalizing problems. The
perceived levels of behavior of mothers and fathers did not
interact with one another in predicting adolescent
adjustment. The results generalize across early and late
adolescence and across mothers' and adolescents' reports of
behavior problems. Autonomy-relevant mothering and fathering
predict changes in behavior problems during early and late
adolescence, but only autonomy-relevant fathering accounts
for unique variance in adolescent behavior
problems.},
Doi = {10.1007/s10964-013-0079-2},
Key = {fds271936}
}
@article{fds315904,
Author = {Lansford, JE and Godwin, J and Alampay, LP and Uribe Tirado and LM and Zelli, A and Al-Hassan, SM and Bacchini, D and Bombi, AS and Bornstein,
MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
E and Tapanya, S},
Title = {Mothers', fathers' and children's perceptions of parents'
expectations about children's family obligations in nine
countries.},
Journal = {International journal of psychology : Journal international
de psychologie},
Volume = {51},
Number = {5},
Pages = {366-374},
Year = {2016},
Month = {October},
ISSN = {0020-7594},
Abstract = {Children's family obligations involve assistance and respect
that children are expected to provide to immediate and
extended family members and reflect beliefs related to
family life that may differ across cultural groups. Mothers,
fathers and children (N = 1432 families) in 13 cultural
groups in 9 countries (China, Colombia, Italy, Jordan,
Kenya, Philippines, Sweden, Thailand and United States)
reported on their expectations regarding children's family
obligations and parenting attitudes and behaviours. Within
families, mothers and fathers had more concordant
expectations regarding children's family obligations than
did parents and children. Parenting behaviours that were
warmer, less neglectful and more controlling as well as
parenting attitudes that were more authoritarian were
related to higher expectations regarding children's family
obligations between families within cultures as well as
between cultures. These international findings advance
understanding of children's family obligations by
contextualising them both within families and across a
number of diverse cultural groups in 9 countries.},
Doi = {10.1002/ijop.12185},
Key = {fds315904}
}
@article{fds339931,
Author = {Goodman, WB and O'Donnell, K and Murphy, RA and Dodge, KA and Duke
University},
Title = {Moving Beyond Program to Population Impact: Toward a
Universal Early Childhood System of Care.},
Journal = {J Fam Theory Rev},
Volume = {11},
Number = {1},
Pages = {112-126},
Publisher = {WILEY},
Year = {2019},
Month = {March},
Abstract = {Families have clearly benefited from increased availability
of evidence-based intervention, including home-visiting
models and increased federal funding for programs benefiting
parents and children. The goal of population-level impact on
the health and well-being of infants and young children
across entire communities, however, remains elusive. New
approaches are needed to move beyond scaling of individual
programs toward an integrated system of care in early
childhood. To advance this goal, the current article
provides a framework for developing an early childhood
system of care that pairs a top-down goal for the alignment
of services with a bottom-up goal of identifying and
addressing needs of all families throughout early childhood.
Further, we describe how universal newborn home visiting can
be utilized to both support alignment of and family entry
into an early childhood system of care with broad reach,
high quality, and evidence of population impact for families
and children.},
Doi = {10.1111/jftr.12302},
Key = {fds339931}
}
@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{fds272025,
Author = {Lawrence, CN and Rosanbalm, KD and Dodge, KA},
Title = {Multiple Response System: Evaluation of Policy Change in
North Carolina's Child Welfare System.},
Journal = {Children and youth services review},
Volume = {33},
Number = {11},
Pages = {2355-2365},
Year = {2011},
Month = {November},
ISSN = {0190-7409},
url = {http://hdl.handle.net/10161/7996 Duke open access
repository},
Abstract = {Systemic challenges within child welfare have prompted many
states to explore new strategies aimed at protecting
children while meeting the needs of families, but doing so
within the confines of shrinking budgets. Differential
Response has emerged as a promising practice for low or
moderate risk cases of child maltreatment. This mixed
methods evaluation explored various aspects of North
Carolina's differential response system, known as the
Multiple Response System (MRS), including: child safety,
timeliness of response and case decision, frontloading of
services, case distribution, implementation of Child and
Family Teams, collaboration with community-based service
providers and Shared Parenting. Utilizing Child Protective
Services (CPS) administrative data, researchers found that
compared to matched control counties, MRS: had a positive
impact on child safety evidenced by a decline in the rates
of substantiations and re-assessments; temporarily disrupted
timeliness of response in pilot counties but had no effect
on time to case decision; and increased the number of
upfront services provided to families during assessment.
Qualitative data collected through focus groups with
providers and phone interviews with families provided
important information on key MRS strategies, highlighting
aspects that families and social workers like as well as
identifying areas for improvement. This information is
useful for continuous quality improvement efforts,
particularly related to the development of training and
technical assistance programs at the state and local
level.},
Doi = {10.1016/j.childyouth.2011.08.007},
Key = {fds272025}
}
@article{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{fds272191,
Author = {Coie, JD and Dodge, KA},
Title = {Multiple sources of data on social behavior and social
status in the school: a cross-age comparison.},
Journal = {Child development},
Volume = {59},
Number = {3},
Pages = {815-829},
Year = {1988},
Month = {June},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/3383681},
Abstract = {Behavioral data relating to peer social status were
collected from peers, teachers, and observers on both first-
and third-grade boys (ages 6-7 and 8-9 years, respectively).
Peer and teacher ratings had greater intermethod agreement
than observer data, although all 3 sources provided evidence
that rejected and controversial boys were more aggressive
than other boys. However, relatively little aggression was
observed among the older boys, indicating that peers and
teachers may be better sources of information about
aggression in this group. Observational data differentiated
among status groups on measures of activity (on task vs.
off-task, and prosocial play vs. solitary activity) for both
age groups. Rejected boys displayed little prosocial
behavior according to peers and teachers, but were not less
often engaged in prosocial play, according to observers.
Neglected boys were the most solitary group during play;
however, teachers rated rejected boys as the most solitary,
contrary to observations. Controversial boys were seen as
highly aggressive by all sources but as highly prosocial
only by peers and observers.},
Doi = {10.1111/j.1467-8624.1988.tb03237.x},
Key = {fds272191}
}
@article{fds272097,
Author = {Muschkin, CG and Malone, PS and Conduct Problems Prevention
Research Group},
Title = {Multiple Teacher Ratings: An evaluation of measurement
strategies.},
Journal = {Educational research and evaluation : an international
journal on theory and practice},
Volume = {13},
Number = {1},
Pages = {71},
Year = {2007},
Month = {February},
ISSN = {1380-3611},
Abstract = {This study addresses the questions that arise when
collecting, describing, and analyzing information from
multiple informants regarding attributes of individual
students. Using data from the Fast Track study, we evaluate
alternative measurement strategies for using multiple
teacher ratings of student adjustment to middle school among
a sample of 326 Grade-6 pupils. One goal of the study was to
compare the advantages of three measurement strategies using
multiple and single informants in terms of their correlation
with contemporaneous measures of behavior and academic
achievement. Comparisons of residual variance using an
aggregated rating, the rating from an "optimal informant,"
and a score selected at random from the response set,
indicate that aggregation provides the highest
criterion-related validity. As part of these analyses, we
explore the significance of inter-rater concordance,
measured in terms of the intraclass correlation coefficient
(ICC). Results indicate that for some aggregated scores,
reliability can significantly limit their interpretability.
The second main goal of the study was to evaluate the
effects of variation in die number of teacher ratings on
residual variance estimates for aggregate measures in
selected behavioral domains. We conclude that the advantages
of using multiple ratings are significant with a larger
number of informants.},
Doi = {10.1080/13803610601058215},
Key = {fds272097}
}
@article{fds272211,
Author = {Dodge, KA},
Title = {Must we dilute child psychology?},
Journal = {Contemporary Psychology},
Volume = {28},
Pages = {513-515},
Year = {1983},
Key = {fds272211}
}
@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},
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}
}
@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{fds271912,
Author = {Skinner, AT and Bacchini, D and Lansford, JE and Godwin, J and Sorbring,
E and Tapanya, S and Tirado, LMU and Zelli, A and Alampay, LP and Al-Hassan, SM and Bombi, AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Giunta, LD and Dodge, KA and Malone, PS and Miranda, MC and Oburu, P and Pastorelli, C},
Title = {Neighborhood Danger, Parental Monitoring, Harsh Parenting,
and Child Aggression in Nine Countries.},
Journal = {Societies (Basel, Switzerland)},
Volume = {4},
Number = {1},
Pages = {45-67},
Year = {2014},
Month = {January},
Abstract = {Exposure to neighborhood danger during childhood has
negative effects that permeate multiple dimensions of
childhood. The current study examined whether mothers',
fathers', and children's perceptions of neighborhood danger
are related to child aggression, whether parental monitoring
moderates this relation, and whether harsh parenting
mediates this relation. Interviews were conducted with a
sample of 1,293 children (age <i>M</i> = 10.68, <i>SD</i> =
.66; 51% girls) and their mothers (<i>n</i> = 1,282) and
fathers (<i>n</i> = 1,075) in nine countries (China,
Colombia, Italy, Jordan, Kenya, the Philippines, Sweden,
Thailand, and the United States). Perceptions of greater
neighborhood danger were associated with more child
aggression in all nine countries according to mothers' and
fathers' reports and in five of the nine countries according
to children's reports. Parental monitoring did not moderate
the relation between perception of neighborhood danger and
child aggression. The mediating role of harsh parenting was
inconsistent across countries and reporters. Implications
for further research are discussed, and include examination
of more specific aspects of parental monitoring as well as
more objective measures of neighborhood danger.},
Doi = {10.3390/soc4010045},
Key = {fds271912}
}
@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},
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}
}
@article{fds272273,
Author = {Dodge, KA},
Title = {New wrinkles in the person versus situation
debate},
Journal = {Psychological Inquiry},
Volume = {4},
Number = {4},
Pages = {284-286},
Year = {1993},
Doi = {10.1207/s15327965pli0404_6},
Key = {fds272273}
}
@article{fds371820,
Author = {Guryan, J and Ludwig, J and Bhatt, MP and Cook, PJ and Davis, JMV and Dodge, K and Farkas, G and Fryer, RG and Mayer, S and Pollack, H and Steinberg, L and Stoddard, G},
Title = {Not Too Late: Improving Academic Outcomes among
Adolescents},
Journal = {American Economic Review},
Volume = {113},
Number = {3},
Pages = {738-765},
Year = {2023},
Month = {March},
Abstract = {Improving academic outcomes for economically disadvantaged
students has proven challenging, particularly for children
at older ages. We present two large-scale randomized
controlled trials of a high-dosage tutoring program
delivered to secondary school students in Chicago. One
innovation is to use paraprofessional tutors to hold down
cost, thereby increasing scalability. Participating in math
tutoring increases math test scores by 0.18 to 0.40 standard
deviations and increases math and nonmath course grades.
These effects persist into future years. The data are
consistent with increased personalization of instruction as
a mechanism. The benefit- cost ratio is comparable to many
successful early childhood programs.(JEL H75, I21, I24, I26,
I32, J13, J15).},
Doi = {10.1257/aer.20210434},
Key = {fds371820}
}
@article{fds271933,
Author = {Dodge, KA},
Title = {Nurse home visits decreased infant emergency
care},
Journal = {Pediatric Annals},
Volume = {42},
Number = {12},
Pages = {480},
Year = {2013},
Month = {December},
ISSN = {0090-4481},
Key = {fds271933}
}
@article{fds271916,
Author = {Dodge, KA},
Title = {Nurse home visits for infants and toddlers of low-income
families improve behavioural, language and attention
outcomes at age 6-9 years; paraprofessional visits improve
visual attention and task switching.},
Journal = {Evidence-based nursing},
Volume = {18},
Number = {2},
Pages = {50-51},
Year = {2015},
Month = {April},
ISSN = {1367-6539},
Abstract = {Implications for practice and research: Infant home visiting
can be efficacious in improving child developmental outcomes
throughout early childhood. Home visiting by trained nurses
produce positive outcomes, whereas outcomes for
paraprofessionals are mixed. This study suggests that future
research should be directed towards understanding how nurses
have a more positive impact on mothers and their children
than paraprofessionals.},
Doi = {10.1136/eb-2014-101828},
Key = {fds271916}
}
@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{fds272088,
Author = {Dodge, KA},
Title = {On the meaning of meaning when being mean: commentary on
Berkowitz's "on the consideration of automatic as well as
controlled psychological processes in aggression".},
Journal = {Aggressive behavior},
Volume = {34},
Number = {2},
Pages = {133-135},
Year = {2008},
Month = {March},
url = {http://www.ncbi.nlm.nih.gov/pubmed/18203196},
Abstract = {Berkowitz (this issue) makes a cogent case for his cognitive
neo-associationist (CNA) model that some aggressive
behaviors occur automatically, emotionally, and through
conditioned association with other stimuli. He also proposes
that they can occur without "processing," that is, without
meaning. He contrasts his position with that of social
information processing (SIP) models, which he casts as
positing only controlled processing mechanisms for
aggressive behavior. However, both CNA and SIP models posit
automatic as well as controlled processes in aggressive
behavior. Most aggressive behaviors occur through automatic
processes, which are nonetheless rule governed. SIP models
differ from the CNA model in asserting the essential role of
meaning (often through nonconscious, automatic, and
emotional processes) in mediating the link between a
stimulus and an angry aggressive behavioral
response.},
Doi = {10.1002/ab.20242},
Key = {fds272088}
}
@article{fds272247,
Author = {Dodge, KA and Price, JM},
Title = {On the relation between social information processing and
socially competent behavior in early school-aged
children.},
Journal = {Child development},
Volume = {65},
Number = {5},
Pages = {1385-1397},
Year = {1994},
Month = {October},
url = {http://www.ncbi.nlm.nih.gov/pubmed/7982356},
Abstract = {This article tested the hypotheses that (1) children's
behavioral competence is a function of patterns of social
information processing; (2) processing correlates of
behavior occur at each of 5 steps of processing within each
of 3 social situations; (3) measures at each step uniquely
increment each other in predicting behavior; (4) the
relation between processing and behavior is stronger within
than across domains; and (5) processing patterns are more
sophisticated among older than younger children and the
processing-behavior relation is stronger among older than
younger children. Videorecorded stimuli were used to assess
processing patterns (encoding, interpretational errors and
bias, response generation, response evaluation, and
enactment skill) in 3 domains (peer group entry, response to
provocation, and response to authority directive) in 259
first-, second-, and third-grade boys and girls (ages 6-9
years). Ratings of behavioral competence in each domain were
made by peers and teachers. Findings generally supported
hypotheses, with the magnitude of relations being
modest.},
Doi = {10.1111/j.1467-8624.1994.tb00823.x},
Key = {fds272247}
}
@article{fds352747,
Author = {Lansford, JE and Zietz, S and Bornstein, MH and Deater-Deckard, K and Di
Giunta, L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Malone,
PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini,
D and Chang, L},
Title = {Opportunities and peer support for aggression and
delinquency during adolescence in nine countries.},
Journal = {New directions for child and adolescent development},
Volume = {2020},
Number = {172},
Pages = {73-88},
Year = {2020},
Month = {July},
Abstract = {This study tested culture-general and culture-specific
aspects of adolescent developmental processes by focusing on
opportunities and peer support for aggressive and delinquent
behavior, which could help account for cultural similarities
and differences in problem behavior during adolescence.
Adolescents from 12 cultural groups in 9 countries (China,
Colombia, Italy, Jordan, Kenya, the Philippines, Sweden,
Thailand, and the United States) provided data at ages 12,
14, and 15. Variance in opportunities and peer support for
aggression and delinquency, as well as aggressive and
delinquent behavior, was greater within than between
cultures. Across cultural groups, opportunities and peer
support for aggression and delinquency increased from early
to mid-adolescence. Consistently across diverse cultural
groups, opportunities and peer support for aggression and
delinquency predicted subsequent aggressive and delinquent
behavior, even after controlling for prior aggressive and
delinquent behavior. The findings illustrate ways that
international collaborative research can contribute to
developmental science by embedding the study of development
within cultural contexts.},
Doi = {10.1002/cad.20361},
Key = {fds352747}
}
@article{fds359076,
Author = {McWood, LM and Erath, SA and Pettit, GS and Bates, JE and Dodge, KA and Lansford, JE},
Title = {Organized Activity Involvement Predicts Internalizing and
Externalizing Problems in Adolescence.},
Journal = {Journal of youth and adolescence},
Volume = {50},
Number = {11},
Pages = {2181-2193},
Year = {2021},
Month = {November},
Abstract = {Despite the expected benefits of organized activity
involvement (e.g., sports, clubs), inconsistencies in
associations between activity involvement and internalizing
and externalizing problems may be explained in part by
limitations of measurements and variations between
individuals. To address these gaps, a latent variable of
organized activity participation was tested as a predictor
of internalizing and externalizing problems, and initial
child adjustment was tested as a moderator of the outcomes
from activity participation. Participants included 431
adolescents (52.2% female; ages 12-13 in seventh grade) from
the Child Development Project. Adolescents self-reported
activity involvement (seventh grade) and internalizing
problems (seventh and ninth grades); mothers reported on
adolescents' externalizing problems (seventh and eighth
grade). Structural equation models showed that an activity
involvement latent variable predicted lower internalizing
problems. The interaction between activity involvement and
initial level of externalizing problems predicted
externalizing problems. Specifically, higher levels of
activity involvement predicted lower levels of externalizing
problems at initially lower levels of externalizing
problems. However, at higher levels of initial externalizing
problems, higher levels of activity involvement predicted
higher levels of externalizing problems. The results suggest
that activity involvement reduces risk for subsequent
internalizing problems but could increase or decrease risk
for subsequent externalizing problems depending on initial
levels of externalizing problems.},
Doi = {10.1007/s10964-021-01491-3},
Key = {fds359076}
}
@article{fds304170,
Author = {Hill, NE and Castellino, DR and Lansford, JE and Nowlin, P and Dodge,
KA and Bates, JE and Pettit, GS},
Title = {Parent academic involvement as related to school behavior,
achievement, and aspirations: demographic variations across
adolescence.},
Journal = {Child development},
Volume = {75},
Number = {5},
Pages = {1491-1509},
Year = {2004},
Month = {September},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15369527},
Abstract = {A longitudinal model of parent academic involvement,
behavioral problems, achievement, and aspirations was
examined for 463 adolescents, followed from 7th
(approximately 12 years old) through 11th (approximately 16
years old) grades. Parent academic involvement in 7th grade
was negatively related to 8th-grade behavioral problems and
positively related to 11th-grade aspirations. There were
variations across parental education levels and ethnicity:
Among the higher parental education group, parent academic
involvement was related to fewer behavioral problems, which
were related to achievement and then aspirations. For the
lower parental education group, parent academic involvement
was related to aspirations but not to behavior or
achievement. Parent academic involvement was positively
related to achievement for African Americans but not for
European Americans. Parent academic involvement may be
interpreted differently and serve different purposes across
sociodemographic backgrounds.},
Doi = {10.1111/j.1467-8624.2004.00753.x},
Key = {fds304170}
}
@article{fds272049,
Author = {Miller-Johnson, and S, and Gorman-Smith, and D, and Sullivan, and T, and Orpinas, and P, and Dodge, TM-SVPPKA and member},
Title = {Parent and peer predictors of physical dating violence
perpetration in early adolescence: Tests of moderation and
gender differences},
Journal = {Journal of Clinical Child and Adolescent
Psychology},
Volume = {38},
Number = {4},
Pages = {535-550},
Year = {2009},
Doi = {10.1080/15374410902976270},
Key = {fds272049}
}
@article{fds272053,
Author = {Gershoff, ET and Grogan Kaylor and A and Lansford, JE and Chang, L and Zelli, A and Deater Deckard and K and Dodge, KA},
Title = {Parent discipline practices in an international sample:
Associations with child behaviors and moderation by
perceived normativeness},
Journal = {Child Development},
Volume = {81},
Number = {2},
Pages = {480-495},
Year = {2010},
ISSN = {0009-3920},
Abstract = {This study examined the associations of 11 discipline
techniques with children's aggressive and anxious behaviors
in an international sample of mothers and children from 6
countries and determined whether any significant
associations were moderated by mothers' and children's
perceived normativeness of the techniques. Participants
included 292 mothers and their 8- to 12-year-old children
living in China, India, Italy, Kenya, Philippines, and
Thailand. Parallel multilevel and fixed effects models
revealed that mothers' use of corporal punishment,
expressing disappointment, and yelling were significantly
related to more child aggression symptoms, whereas giving a
time-out, using corporal punishment, expressing
disappointment, and shaming were significantly related to
greater child anxiety symptoms. Some moderation of these
associations was found for children's perceptions of
normativeness. © 2010, the Author(s).},
Doi = {10.1111/j.1467-8624.2009.01409.x},
Key = {fds272053}
}
@article{fds304174,
Author = {Gershoff, ET and Grogan-Kaylor, A and Lansford, JE and Chang, L and Zelli, A and Deater-Deckard, K and Dodge, KA},
Title = {Parent discipline practices in an international sample:
associations with child behaviors and moderation by
perceived normativeness.},
Journal = {Child development},
Volume = {81},
Number = {2},
Pages = {487-502},
Year = {2010},
Month = {March},
ISSN = {0009-3920},
Abstract = {This study examined the associations of 11 discipline
techniques with children's aggressive and anxious behaviors
in an international sample of mothers and children from 6
countries and determined whether any significant
associations were moderated by mothers' and children's
perceived normativeness of the techniques. Participants
included 292 mothers and their 8- to 12-year-old children
living in China, India, Italy, Kenya, Philippines, and
Thailand. Parallel multilevel and fixed effects models
revealed that mothers' use of corporal punishment,
expressing disappointment, and yelling were significantly
related to more child aggression symptoms, whereas giving a
time-out, using corporal punishment, expressing
disappointment, and shaming were significantly related to
greater child anxiety symptoms. Some moderation of these
associations was found for children's perceptions of
normativeness.},
Doi = {10.1111/j.1467-8624.2009.01409.x},
Key = {fds304174}
}
@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
repository},
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{fds272185,
Author = {Hill, NE and Lansford, J and Castellino, DR and Nowlin, P and Dodge, KA and Bates, J and Petit, G},
Title = {Parent-academic involvement as related to school behavior,
achievement and aspirations: Demographic variations across
adolescence},
Journal = {Child Development},
Volume = {75},
Number = {4},
Pages = {1491-1509},
Year = {2004},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15369527},
Abstract = {A longitudinal model of parent academic involvement,
behavioral problems, achievement, and aspirations was
examined for 463 adolescents, followed from 7th
(approximately 12 years old) through 11th (approximately 16
years old) grades. Parent academic involvement in 7th grade
was negatively related to 8th-grade behavioral problems and
positively related to 11th-grade aspirations. There were
variations across parental education levels and ethnicity:
Among the higher parental education group, parent academic
involvement was related to fewer behavioral problems, which
were related to achievement and then aspirations. For the
lower parental education group, parent academic involvement
was related to aspirations but not to behavior or
achievement. Parent academic involvement was positively
related to achievement for African Americans but not for
European Americans. Parent academic involvement may be
interpreted differently and serve different purposes across
sociodemographic backgrounds.},
Doi = {10.1111/j.1467-8624.2004.00753.x},
Key = {fds272185}
}
@article{fds360539,
Author = {Skinner, AT and Godwin, J and Alampay, LP and Lansford, JE and Bacchini,
D and Bornstein, MH and Deater-Deckard, K and Di Giunta and L and Dodge,
KA and Gurdal, S and Pastorelli, C and Sorbring, E and Steinberg, L and Tapanya, S and Yotanyamaneewong, S},
Title = {Parent-adolescent relationship quality as a moderator of
links between COVID-19 disruption and reported changes in
mothers' and young adults' adjustment in five
countries.},
Journal = {Developmental psychology},
Volume = {57},
Number = {10},
Pages = {1648-1666},
Year = {2021},
Month = {October},
Abstract = {The COVID-19 pandemic has presented families around the
world with extraordinary challenges related to physical and
mental health, economic security, social support, and
education. The current study capitalizes on a longitudinal,
cross-national study of parenting, adolescent development,
and young adult competence to document the association
between personal disruption during the pandemic and reported
changes in internalizing and externalizing behavior in young
adults and their mothers since the pandemic began. It
further investigates whether family functioning during
adolescence 3 years earlier moderates this association. Data
from 484 families in five countries (Italy, the Philippines,
Sweden, Thailand, and the United States) reveal that higher
levels of reported disruption during the pandemic are
related to reported increases in internalizing and
externalizing behaviors after the onset of the COVID-19
pandemic for young adults (Mage = 20) and their mothers in
all five countries, with the exception of one association in
Thailand. Associations between disruption during the
pandemic and young adults' and their mothers' reported
increases in internalizing and externalizing behaviors were
attenuated by higher levels of youth disclosure, more
supportive parenting, and lower levels of destructive
adolescent-parent conflict prior to the pandemic. This work
has implications for fostering parent-child relationships
characterized by warmth, acceptance, trust, open
communication, and constructive conflict resolution at all
times given their protective effects for family resilience
during times of crisis. (PsycInfo Database Record (c) 2021
APA, all rights reserved).},
Doi = {10.1037/dev0001236},
Key = {fds360539}
}
@article{fds338327,
Author = {Putnick, DL and Bornstein, MH and Lansford, JE and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya,
S and Uribe Tirado and LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi, AS},
Title = {Parental acceptance-rejection and child prosocial behavior:
Developmental transactions across the transition to
adolescence in nine countries, mothers and fathers, and
girls and boys.},
Journal = {Developmental psychology},
Volume = {54},
Number = {10},
Pages = {1881-1890},
Year = {2018},
Month = {October},
Abstract = {Promoting children's prosocial behavior is a goal for
parents, healthcare professionals, and nations. Does
positive parenting promote later child prosocial behavior,
or do children who are more prosocial elicit more positive
parenting later, or both? Relations between parenting and
prosocial behavior have to date been studied only in a
narrow band of countries, mostly with mothers and not
fathers, and child gender has infrequently been explored as
a moderator of parenting-prosocial relations. This
cross-national study uses 1,178 families (mothers, fathers,
and children) from 9 countries to explore developmental
transactions between parental acceptance-rejection and
girls' and boys' prosocial behavior across 3 waves (child
ages 9 to 12). Controlling for stability across waves,
within-wave relations, and parental age and education,
higher parental acceptance predicted increased child
prosocial behavior from age 9 to 10 and from age 10 to 12.
Higher age 9 child prosocial behavior also predicted
increased parental acceptance from age 9 to 10. These
transactional paths were invariant across 9 countries,
mothers and fathers, and girls and boys. Parental acceptance
increases child prosocial behaviors later, but child
prosocial behaviors are not effective at increasing parental
acceptance in the transition to adolescence. This study
identifies widely applicable socialization processes across
countries, mothers and fathers, and girls and boys.
(PsycINFO Database Record},
Doi = {10.1037/dev0000565},
Key = {fds338327}
}
@article{fds271999,
Author = {Lee, SJ and Lansford, JE and Pettit, GS and Bates, JE and Dodge,
KA},
Title = {Parental agreement of reporting parent to child aggression
using the Conflict Tactics Scales},
Journal = {Child Abuse and Neglect},
Volume = {36},
Number = {6},
Pages = {510-518},
Year = {2012},
ISSN = {0145-2134},
Abstract = {<h4>Objectives</h4>This study examined mothers' and fathers'
reporting congruency using the Parent-Child Conflict Tactics
Scales. We asked if the mother's report of the father's
parenting aggression was consistent with the father's
self-report of parenting aggression and if the father's
report of the mother's parenting aggression was consistent
with the mother's self- report of those same behaviors. We
assessed moderators of parental reporting congruency:
severity of the aggression, interparental conflict, child
temperament, and child gender.<h4>Methods</h4>Participants
were from the Child Development Project, a longitudinal
study beginning when children were in kindergarten. The
analyses herein included 163 children for whom 2 parents
provided data about their own and their spouse or partner's
behavior toward the child. Most parents (87%) were married.
Mothers and fathers independently completed the Parent-Child
Conflict Tactics Scale, both with respect to their own
behavior toward the child and with respect to their
partner's behavior toward the child. Mothers completed the
retrospective Infant Characteristics Questionnaire to assess
child temperament. Mothers and fathers completed measures of
interparental conflict.<h4>Results</h4>Both fathers and
mothers self-reported more frequently engaging in each
behavior than the other parent reported they did. Parents
were more congruent on items assessing harsher parenting
behavior. Furthermore, there was more agreement between
parents regarding fathers' behavior than mothers' behavior.
Analyses of interparental conflict, child difficult
temperament, and child gender as moderators yielded findings
suggesting that mothers' and fathers' reports of their own
and their spouses' harsh parenting behaviors were more
concordant in couples with low levels of conflict, for
children with easy temperaments, and for boys versus
girls.<h4>Conclusions</h4>Prior studies indicate only a
moderate level of agreement in couples' reports of violence
between intimate partners and suggest that perpetrators tend
to underreport their use of aggression. The results of this
study suggest that parents may be more consistent in their
reports of parent to child violence using the Parent-Child
Conflict Tactics Scales than they are when reporting
intimate partner violence. The results suggest that parental
reports of their spouse's parent to child aggression are
reliable.},
Doi = {10.1016/j.chiabu.2012.04.005},
Key = {fds271999}
}
@article{fds289621,
Author = {Lansford, JE and Wager, LB and Bates, JE and Dodge, KA and Pettit,
GS},
Title = {Parental Reasoning, Denying Privileges, Yelling, and
Spanking: Ethnic Differences and Associations with Child
Externalizing Behavior.},
Journal = {Parenting, science and practice},
Volume = {12},
Number = {1},
Pages = {42-56},
Year = {2012},
Month = {January},
ISSN = {1529-5192},
Abstract = {<h4>Objective</h4>This study was designed to examine whether
African American and European American mothers differ in
their discipline use when reasoning, denying privileges,
yelling, and spanking are considered simultaneously and
whether there are ethnic group differences in how these four
forms of discipline are associated with child externalizing
behavior.<h4>Design</h4>Structural equation models were used
to examine relations between children's externalizing
behavior in kindergarten (age 5), mothers' discipline in
grades 1-3 (ages 6-8), and children's externalizing behavior
in grade 4 (age 9) in a sample of 585 mothers and
children.<h4>Results</h4>African American and European
American mothers showed the same rank order frequency of
reported use of each of the four forms of discipline, most
frequently using reasoning, followed by yelling, denying
privileges, and least frequently spanking. However, European
American mothers more frequently reported using three of the
four forms of discipline than did African American mothers,
with no ethnic differences in the frequency with which
mothers reported spanked. For European American children,
higher levels of teacher-reported child externalizing in
kindergarten predicted mothers' more frequent report of
denying privileges, yelling, and spanking in grades 1-3;
only spanking was associated with more child externalizing
behaviors in grade 4. For African American children,
teacher-reported child externalizing in kindergarten was
unrelated to mothers' report of discipline in grades 1-3;
considering predictions from discipline to grade 4 child
externalizing, only denying privileges was
predictive.<h4>Conclusions</h4>European American and African
American families differ in links between children's
teacher-reported externalizing behaviors and subsequent
mother-reported discipline as well as links between
mother-reported discipline and children's subsequent
teacher-reported externalizing.},
Doi = {10.1080/15295192.2011.613727},
Key = {fds289621}
}
@article{fds272183,
Author = {Pinderhughes, and E, E and Nix, and R, and Foster, and M, E and Jones, and D, and Dodge, TCPPRGKA and member},
Title = {Parenting in context: Impact of neighborhood poverty,
residential stability, public services, social networks, and
danger on parental behaviors},
Journal = {Journal of Marriage and the Family},
Volume = {63},
Number = {4},
Pages = {941-953},
Publisher = {WILEY},
Year = {2001},
Abstract = {This prospective longitudinal study examined the unique and
combined effects of neighborhood characteristics on parental
behaviors in the context of more distal and more proximal
influences. With a sample of 368 mothers from high-risk
communities in 4 parts of the United States, this study
examined relations between race (African American or
European American), locality (urban or rural), neighborhood
characteristics, family context, and child problem
behaviors, and parental warmth, appropriate and consistent
discipline, and harsh interactions. Analyses testing
increasingly proximal influences on parenting revealed that
initial race differences in warmth and consistent discipline
disappeared when neighborhood influences were considered.
Although generally culture and context did not moderate
other relations found between neighborhood characteristics,
family context, and child behaviors, the few interactions
found highlight the complex influences on
parenting.},
Doi = {10.1111/j.1741-3737.2001.00941.x},
Key = {fds272183}
}
@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{fds370019,
Author = {Kapetanovic, S and Zietz, S and Lansford, JE and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Oburu, P and Junla, D and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L and Tirado,
LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan,
SM},
Title = {Parenting, Adolescent Sensation Seeking, and Subsequent
Substance Use: Moderation by Adolescent Temperament.},
Journal = {Journal of youth and adolescence},
Volume = {52},
Number = {6},
Pages = {1235-1254},
Year = {2023},
Month = {June},
Abstract = {Although previous research has identified links between
parenting and adolescent substance use, little is known
about the role of adolescent individual processes, such as
sensation seeking, and temperamental tendencies for such
links. To test tenets from biopsychosocial models of
adolescent risk behavior and differential susceptibility
theory, this study investigated longitudinal associations
among positive and harsh parenting, adolescent sensation
seeking, and substance use and tested whether the indirect
associations were moderated by adolescent temperament,
including activation control, frustration, sadness, and
positive emotions. Longitudinal data reported by adolescents
(n = 892; 49.66% girls) and their mothers from eight
cultural groups when adolescents were ages 12, 13, and 14
were used. A moderated mediation model showed that parenting
was related to adolescent substance use, both directly and
indirectly, through sensation seeking. Indirect associations
were moderated by adolescent temperament. This study
advances understanding of the developmental paths between
the contextual and individual factors critical for
adolescent substance use across a wide range of cultural
contexts.},
Doi = {10.1007/s10964-023-01765-y},
Key = {fds370019}
}
@article{fds337500,
Author = {Lansford, JE and Godwin, J and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Bacchini, D},
Title = {Parenting, culture, and the development of externalizing
behaviors from age 7 to 14 in nine countries.},
Journal = {Development and psychopathology},
Volume = {30},
Number = {5},
Pages = {1937-1958},
Year = {2018},
Month = {December},
Abstract = {Using multilevel models, we examined mother-, father-, and
child-reported (N = 1,336 families) externalizing behavior
problem trajectories from age 7 to 14 in nine countries
(China, Colombia, Italy, Jordan, Kenya, the Philippines,
Sweden, Thailand, and the United States). The intercept and
slope of children's externalizing behavior trajectories
varied both across individuals within culture and across
cultures, and the variance was larger at the individual
level than at the culture level. Mothers' and children's
endorsement of aggression as well as mothers' authoritarian
attitudes predicted higher age 8 intercepts of child
externalizing behaviors. Furthermore, prediction from
individual-level endorsement of aggression and authoritarian
attitudes to more child externalizing behaviors was
augmented by prediction from cultural-level endorsement of
aggression and authoritarian attitudes, respectively.
Cultures in which father-reported endorsement of aggression
was higher and both mother- and father-reported
authoritarian attitudes were higher also reported more child
externalizing behavior problems at age 8. Among fathers,
greater attributions regarding uncontrollable success in
caregiving situations were associated with steeper declines
in externalizing over time. Understanding cultural-level as
well as individual-level correlates of children's
externalizing behavior offers potential insights into
prevention and intervention efforts that can be more
effectively targeted at individual children and parents as
well as targeted at changing cultural norms that increase
the risk of children's and adolescents' externalizing
behavior.},
Doi = {10.1017/s0954579418000925},
Key = {fds337500}
}
@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
repository},
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{fds272086,
Author = {Laird, RD and Criss, MM and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {Parents' monitoring knowledge attenuates the link between
antisocial friends and adolescent delinquent
behavior.},
Journal = {Journal of abnormal child psychology},
Volume = {36},
Number = {3},
Pages = {299-310},
Year = {2008},
Month = {April},
ISSN = {0091-0627},
Abstract = {Developmental trajectories of parents' knowledge of their
adolescents' whereabouts and activities were tested as
moderators of transactional associations between friends'
antisociality and adolescent delinquent behavior. 504
adolescents (50% female) provided annual reports (from ages
12 to 16) of their parents' knowledge and (from ages 13 to
16) their own delinquent behavior and their friends'
antisociality. Parents also reported the adolescents'
delinquent behavior. Growth mixture modeling was used to
identify two sub-groups based on their monitoring knowledge
growth trajectories. Adolescents in the sub-group
characterized by decreasing levels of parents' knowledge
reported more delinquent behavior and more friend
antisociality in early adolescence, and reported greater
increases in delinquent behavior and friend antisociality
from early to middle adolescence compared to adolescents in
the sub-group characterized by increasing levels of parents'
knowledge. Transactional associations consistent with social
influence and social selection processes also were
suppressed in the increasing knowledge sub-group as compared
to the decreasing knowledge sub-group.},
Doi = {10.1007/s10802-007-9178-4},
Key = {fds272086}
}
@article{fds272134,
Author = {Laird, RD and Pettit, GS and Bates, JE and Dodge,
KA},
Title = {Parents' monitoring-relevant knowledge and adolescents'
delinquent behavior: evidence of correlated developmental
changes and reciprocal influences.},
Journal = {Child development},
Volume = {74},
Number = {3},
Pages = {752-768},
Year = {2003},
Month = {May},
Abstract = {Links between parental knowledge and adolescent delinquent
behavior were tested for correlated rates of developmental
change and reciprocal associations. For 4 years beginning at
age 14, adolescents (N = 396) reported on their delinquent
behavior and on their parents' knowledge of their
whereabouts and activities. Parents completed measures of
their adolescents' delinquent behavior. Knowledge was
negatively correlated with delinquent behaviors at baseline,
and increases over time in knowledge were negatively
correlated with increases in parent-reported delinquent
behavior. Reciprocal associations indicate that low levels
of parental knowledge predict increases in delinquent
behavior and that high levels of delinquent behavior predict
decreases in knowledge. Discussion considers both
youth-driven and parent-driven processes that may account
for the correlated developmental changes and reciprocal
associations.},
Doi = {10.1111/1467-8624.00566},
Key = {fds272134}
}
@article{fds376699,
Author = {Al-Hassan, SM and Duell, N and Lansford, JE and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Bacchini, D and Bornstein,
MH and Chang, L and Deater-Deckard, K and Di Giunta,
L},
Title = {Parents’ learning support and school attitudes in relation
to adolescent academic identity and school performance in
nine countries},
Journal = {European Journal of Psychology of Education},
Year = {2024},
Month = {January},
Abstract = {An important question for parents and educators alike is how
to promote adolescents’ academic identity and school
performance. This study investigated relations among
parental education, parents’ attitudes toward their
adolescents’ school, parental support for learning at
home, and adolescents’ academic identity and school
performance over time and in different national contexts.
Longitudinal data were collected from adolescents and their
parents in nine countries (China, Colombia, Italy, Jordan,
Kenya, the Philippines, Sweden, Thailand, and the United
States). When adolescents were 16 years old, their mothers
(N = 1083) and fathers (N = 859) provided data. When
adolescents were 17 years old, 1049 adolescents (50% girls)
and their mothers (N = 1001) and fathers (N = 749) provided
data. Multiple-group path analyses indicated that, across
cultures, higher parent education was associated with better
adolescent school performance. Parents’ attitudes toward
their adolescents’ school and parent support for learning
in the home were not associated with adolescents’ school
performance but were associated with academic identity. The
findings suggest somewhat different pathways to school
performance versus academic identity. Implications for
helping parents and educators in different countries promote
adolescents’ academic identity and achievement are
discussed.},
Doi = {10.1007/s10212-024-00827-4},
Key = {fds376699}
}
@article{fds376321,
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 = {International Journal of Developmental Sciences},
Volume = {2},
Number = {1-2},
Pages = {100-119},
Year = {2008},
Month = {January},
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 = {fds376321}
}
@article{fds365096,
Author = {Iselin, A-MR and DiGiunta, L and Lunetti, C and Lansford, JE and Eisenberg, N and Dodge, KA and Pastorelli, C and Tirado, LMU and Bacchini, D and Thartori, E and Fiasconaro, I and Gliozzo, G and Favini,
A and Basili, E and Cirimele, F and Remondi, C and Skinner,
AT},
Title = {Pathways from Maternal Harsh Discipline Through Rumination
to Anxiety and Depression Symptoms: Gender and Normativeness
of Harsh Discipline as Moderators.},
Journal = {Research on child and adolescent psychopathology},
Volume = {50},
Number = {10},
Pages = {1313-1326},
Year = {2022},
Month = {October},
Abstract = {This study examined gender-specific longitudinal pathways
from harsh parenting through rumination to anxiety and
depression symptoms among early adolescents from three
countries and six subgroups. Participants were 567 mothers,
428 fathers, and 566 children (T1: M<sub>age</sub> = 10.89;
50% girls) from Medellín, Colombia (n = 100); Naples,
Italy (n = 95); Rome, Italy (n = 99); Durham, North
Carolina, United States (Black n = 92, Latinx
n = 80, and White n = 100). Parent reported maternal
and paternal harsh parenting were measured at T1. Adolescent
reported rumination was measured at T2 (M<sub>age</sub> = 12.58)
and anxiety and depression symptoms were measured at T1 and
T3 (M<sub>age</sub> = 13.71). Rumination mediated the
pathway from maternal harsh discipline to girls' anxiety and
depression symptoms, controlling for baseline anxiety and
depression symptoms. The more harsh discipline mothers used,
the more their daughters ruminated, which in turn was
associated with increased anxiety and depression symptoms.
Exploratory moderated mediation analyses indicated that the
strength of the mediational pathway from maternal harsh
discipline through girls' rumination to anxiety and
depression symptoms decreased as the normativeness of harsh
parenting increased. Mediational pathways for boys and for
paternal harsh discipline were not significant. Our findings
expand knowledge on specific contexts in which rumination is
a mechanism for understanding pathways to anxiety and
depression symptoms.},
Doi = {10.1007/s10802-022-00951-z},
Key = {fds365096}
}
@article{fds271931,
Author = {Lansford, JE and Yu, T and Pettit, GS and Bates, JE and Dodge,
KA},
Title = {Pathways of Peer Relationships from Childhood to Young
Adulthood.},
Journal = {Journal of applied developmental psychology},
Volume = {35},
Number = {2},
Pages = {111-117},
Year = {2014},
Month = {March},
ISSN = {0193-3973},
Abstract = {This study examined trajectories of peer social preference
during childhood and personality assessed in early
adolescence in relation to trajectories of friendship
quality during early adulthood. Participants (<i>N</i> =
585) were followed from age 5 to age 23. At ages 5 to 8,
peers provided sociometric nominations; at age 12
participants reported their own personality characteristics;
from age 19 to 23 participants rated their friendship
quality. Latent growth modeling revealed that trajectories
characterized by high levels of childhood peer social
preference were related to trajectories characterized by
high levels of early adulthood friendship quality. Early
adolescent personality characterized by extraversion and
conscientiousness predicted higher friendship quality at age
19, and conscientiousness predicted change in friendship
quality from age 19 to 23. This study demonstrates that peer
relationships show continuity from childhood to early
adulthood and that qualities of core personality are linked
to the development of adult friendships.},
Doi = {10.1016/j.appdev.2013.12.002},
Key = {fds271931}
}
@article{fds272281,
Author = {Kaplow, JB and Dodge, KA and Amaya-Jackson, L and Saxe,
GN},
Title = {Pathways to PTSD, part II: Sexually abused
children.},
Journal = {Am J Psychiatry},
Volume = {162},
Number = {7},
Pages = {1305-1310},
Year = {2005},
Month = {July},
Abstract = {OBJECTIVE: The goal of this research was to develop and test
a prospective model of posttraumatic stress symptoms in
sexually abused children that includes pretrauma, trauma,
and disclosure-related pathways. METHOD: At time 1, several
measures were used to assess pretrauma variables, trauma
variables, and stress reactions upon disclosure for 156
sexually abused children ages 8 to 13 years. At the time 2
follow-up (7 to 36 months following the initial interview),
the children were assessed for posttraumatic stress disorder
(PTSD) symptoms. RESULTS: A path analysis involving a series
of hierarchically nested ordinary least squares multiple
regression analyses indicated three direct paths to PTSD
symptoms: avoidant coping, anxiety/arousal, and
dissociation, all measured during or immediately after
disclosure of sexual abuse. Additionally, age and gender
predicted avoidant coping, while life stress and age at
abuse onset predicted symptoms of anxiety/arousal. Taken
together, these pathways accounted for approximately 57% of
the variance in PTSD symptoms. CONCLUSIONS: Symptoms
measured at the time of disclosure constitute direct,
independent pathways by which sexually abused children are
likely to develop later PTSD symptoms. These findings speak
to the importance of assessing children during the
disclosure of abuse in order to identify those at greatest
risk for later PTSD symptoms.},
Doi = {10.1176/appi.ajp.162.7.1305},
Key = {fds272281}
}
@article{fds272224,
Author = {Pettit, GS and Laird, RD and Bates, JE and Dodge,
KA},
Title = {Patterns of after-school care in middle childhood: Risk
factors and developmental outcomes},
Journal = {Merrill-Palmer Quarterly},
Volume = {43},
Number = {3},
Pages = {515-538},
Year = {1997},
Month = {July},
url = {http://www.jstor.org/stable/23093336},
Abstract = {Investigated was the extent to which children's involvement
in differing types of after-school care (ASC) in Grades 1,
3, and 5 predicted behavioral adjustment and academic
performance in Grade 6. Interviews with 466 mothers provided
information about children's ASC experiences. Teacher
ratings of children's adjustment were collected in
kindergarten; sixth-grade teacher ratings and school records
provided follow-up outcome data. High amounts of self-care
predicted poorer adjustment even after controlling for
socioeconomic status (SES) and prior adjustment. Poor
adjustment outcomes for self-care were most apparent for
children already displaying problem behavior in
kindergarten, and for children not participating in
adult-supervised extracurricular activities. The impact of
several types of care was moderated by SES and child sex.
These findings highlight the social context of the ASC
experience, with prior adjustment, family background, and
patterning of care all serving as important factors in the
care-outcome linkage.},
Key = {fds272224}
}
@article{fds272233,
Author = {McFadyen-Ketchum, SA and Bates, JE and Dodge, KA and Pettit,
GS},
Title = {Patterns of change in early childhood aggressive-disruptive
behavior: gender differences in predictions from early
coercive and affectionate mother-child interactions.},
Journal = {Child development},
Volume = {67},
Number = {5},
Pages = {2417-2433},
Year = {1996},
Month = {October},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9022248},
Abstract = {The present study focused on mother-child interaction
predictors of initial levels and change in child aggressive
and disruptive behavior at school from kindergarten to third
grade. Aggression-disruption was measured via annual reports
from teachers and peers. Ordinary least-squares regression
was used to identify 8 separate child aggression
trajectories, 4 for each gender: high initial levels with
increases in aggression, high initial levels with decrease
in aggression, low initial levels with increases in
aggression, and low initial levels with decreases in
aggression. Mother-child interaction measures of coercion
and nonaffection collected prior to kindergarten were
predictive of initial levels of aggression-disruption in
kindergarten in both boys and girls. However, boys and girls
differed in how coercion and nonaffection predicted change
in aggression-disruption across elementary school years. For
boys, high coercion and nonaffection were particularly
associated with the high-increasing-aggression trajectory,
but for girls, high levels of coercion and nonaffection were
associated with the high-decreasing-aggression trajectory.
This difference is discussed in the context of Patterson et
al.'s coercion training theory, and the need for
gender-specific theories of aggressive development is
noted.},
Doi = {10.1111/j.1467-8624.1996.tb01865.x},
Key = {fds272233}
}
@article{fds376700,
Author = {Lansford, JE and Rauer, A and Pettit, GS and Godwin, J and Bates, JE and Dodge, KA},
Title = {PATTERNS OF SINGLEHOOD, COHABITATION, AND MARRIAGE IN EARLY
ADULTHOOD IN RELATION TO WELL-BEING IN ESTABLISHED
ADULTHOOD},
Journal = {Research in Human Development},
Year = {2024},
Month = {January},
Abstract = {In a cohort followed from late adolescence until established
adulthood, this study examined how singlehood, cohabitation,
and marriage at different ages are related to well-being at
age 34. Participants (N = 585) from three U.S. sites
reported their marital and residential status at ages 18,
23, 28, and 34, when they also reported on physical,
psychological, and social indicators of well-being. Findings
suggest that being married compared to single earlier in
adulthood is related to several indicators of better age 34
well-being. Cohabiting participants’ well-being was more
similar to the well-being of the single than married
participants on most indicators.},
Doi = {10.1080/15427609.2024.2321400},
Key = {fds376700}
}
@article{fds272188,
Author = {Dishion, TJ and Dodge, KA},
Title = {Peer contagion in interventions for children and
adolescents: moving towards an understanding of the ecology
and dynamics of change.},
Journal = {Journal of abnormal child psychology},
Volume = {33},
Number = {3},
Pages = {395-400},
Year = {2005},
Month = {June},
Abstract = {The influence of deviant peers on youth behavior is of
growing concern, both in naturally occurring peer
interactions and in interventions that might inadvertently
exacerbate deviant development. The focus of this special
issue is on understanding the moderating and mediating
variables that account for peer contagion effects in
interventions for youth. This set of nine innovative papers
moves the field forward on three fronts: (1) Broadening the
empirical basis for understanding the conditions under which
peer contagion is more or less likely (that is, moderators
of effects); (2) Identifying mechanisms that might account
for peer contagion effects (mediators); and (3) Forging the
methodological rigor that is needed to study peer contagion
effects within the context of intervention trials. We
propose an ecological framework for disentangling the
effects of individuals, group interactions, and program
contexts in understanding peer contagion effects. Finally,
we suggest methodological enhancements to study peer
contagion in intervention trials.},
Doi = {10.1007/s10802-005-3579-z},
Key = {fds272188}
}
@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},
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{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{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},
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{fds272286,
Author = {Gifford Smith and M and Dodge, KA and Dishion, TJ and McCord,
J},
Title = {Peer influence in children and adolescents: Crossing the
bridge between developmental and intervention
science},
Journal = {Journal of Abnormal Child Psychology},
Volume = {33},
Number = {3},
Pages = {255-265},
Year = {2005},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15957555},
Abstract = {Considerable evidence supports the hypothesis that peer
relationships influence the growth of problem behavior in
youth. Developmental research consistently documents the
high levels of covariation between peer and youth deviance,
even controlling for selection effects. Ironically, the most
common public interventions for deviant youth involve
segregation from mainstream peers and aggregation into
settings with other deviant youth. Developmental research on
peer influence suggests that desired positive effects of
group interventions in education, mental health, juvenile
justice, and community programming may be offset by deviant
peer influences in these settings. Given the public health
policy issues raised by these findings, there is a need to
better understand the conditions under which these peer
contagion effects are most pronounced with respect to
intervention foci and context, the child's developmental
level, and specific strategies for managing youth behavior
in groups.},
Doi = {10.1007/s10802-005-3563-7},
Key = {fds272286}
}
@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{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{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},
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{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},
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{fds304172,
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 = {127-144},
Year = {2005},
Month = {January},
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.},
Doi = {10.1017/s0954579405050078},
Key = {fds304172}
}
@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},
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{fds272099,
Author = {Lansford, JE and Capanna, C and Dodge, KA and Caprara, GV and Bates, JE and Pettit, GS and Pastorelli, C},
Title = {Peer social preference and depressive symptoms of children
in Italy and the United States.},
Journal = {International journal of behavioral development},
Volume = {31},
Number = {3},
Pages = {274-283},
Year = {2007},
Month = {May},
ISSN = {0165-0254},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19777082},
Abstract = {This study examined the role of low social preference in
relation to subsequent depressive symptoms, with particular
attention to prior depressive symptoms, prior and concurrent
aggression, mutual friendships, and peer victimization.
Italian children (N = 288) were followed from grade 6
through grade 8, and American children (N = 585) were
followed from kindergarten through grade 12. Analyses
demonstrate that low social preference contributes to later
depressive symptoms. The effects are not accounted for by
depressive symptoms or aggression experienced prior to low
social preference but are mostly accounted for by the
co-occurrence of depressive symptoms with concurrent
aggressive behavior; gender, mutual friendships, and peer
victimization generally did not moderate these associations.
We conclude that peer relationship problems do predict later
depressive symptoms, and a possible mechanism through which
this effect occurs is through the effect of poor peer
relationships on increasing aggressive behavior, which is
associated with depressive symptoms.},
Doi = {10.1177/0165025407076440},
Key = {fds272099}
}
@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{fds271947,
Author = {Rudolph, KD and Lansford, JE and Agoston, AM and Sugimura, N and Schwartz, D and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Peer victimization and social alienation: Predicting deviant
peer affiliation in middle school},
Journal = {Child Development},
Volume = {85},
Number = {1},
Pages = {124-139},
Year = {2012},
Abstract = {Two prospective studies examined a theoretical model wherein
exposure to victimization, resulting from early behavioral
risk, heightens children's social alienation and subsequent
deviant peer affiliation (DPA). Across Study 1 (298 girls,
287 boys; K-7th grade; 5-12 years) and Study 2 (338 girls,
298 boys; 2nd-6th grade; 8-12 years), children, parents,
peers, and teachers reported on children's externalizing
behavior and internalizing symptoms, peer victimization,
social alienation, and DPA. Path analyses supported the
proposed pathway: Peer victimization predicted social
alienation, which then predicted DPA. Early externalizing
behavior set this path in motion and made an independent
contribution to DPA. This research identifies an important
pathway through which externalizing behavior and consequent
peer victimization launch children onto a risky social
trajectory.},
Doi = {10.1111/cdev.12112},
Key = {fds271947}
}
@article{fds271926,
Author = {Schwartz, D and Lansford, JE and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Peer victimization during middle childhood as a lead
indicator of internalizing problems and diagnostic outcomes
in late adolescence.},
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 = {44},
Number = {3},
Pages = {393-404},
Year = {2015},
Month = {May},
ISSN = {1537-4416},
Abstract = {We examined evidence that peer victimization in middle
childhood is a lead indicator of internalizing behavior
problems and diagnostic outcomes during adolescence. This
research was conducted as part of an ongoing multisite
longitudinal investigation. The participants were 388
children (198 boys, 190 girls). Peer victimization was
assessed with a peer nomination inventory that was
administered when the average age of the participants was
approximately 8.5 years. Internalizing problems were
assessed using a behavior problem checklist completed by
mothers in 9 consecutive years, and a structured clinical
interview was administered to the participants in the summer
following high school graduation (10-11 years after the
victimization assessment). Peer victimization in middle
childhood was correlated with internalizing problems on a
bivariate basis through the late years of adolescence.
Multilevel analyses also revealed associations between peer
victimization and increases in internalizing problems over
time. In addition, peer victimization had a modest link to
unipolar depressive disorders in late adolescence.
Victimization in the peer group during middle childhood
appears to be a marker of long-term risk for internalizing
behavior problems and unipolar depression.},
Doi = {10.1080/15374416.2014.881293},
Key = {fds271926}
}
@article{fds330213,
Author = {Schwartz, D and Lansford, JE and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Peer Victimization during Middle Childhood as a Marker of
Attenuated Risk for Adult Arrest.},
Journal = {Journal of abnormal child psychology},
Volume = {46},
Number = {1},
Pages = {57-65},
Year = {2018},
Month = {January},
Abstract = {This longitudinal investigation examined interactions
between aggression and peer victimization during middle
childhood in the prediction of arrest through the adult
years for 388 (198 boys, 190 girls) study participants. As
part of an ongoing multisite study (i.e., Child Development
Project), peer victimization and aggression were assessed
via a peer nomination inventory in middle childhood, and
juvenile and adult arrest histories were assessed via a
self-report questionnaire as well as review of court
records. Early aggression was linked to later arrest but
only for those youths who were rarely victimized by peers.
Although past investigators have viewed youths who are both
aggressive and victimized as a high-risk subgroup, our
findings suggest that the psychological and behavioral
attributes of these children may mitigate trajectories
toward antisocial problems.},
Doi = {10.1007/s10802-017-0354-x},
Key = {fds330213}
}
@article{fds271908,
Author = {Putnick, DL and Bornstein, MH and Lansford, JE and Malone, PS and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe
Tirado, LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini,
D and Bombi, AS and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Oburu, P},
Title = {Perceived mother and father acceptance-rejection predict
four unique aspects of child adjustment across nine
countries.},
Journal = {Journal of child psychology and psychiatry, and allied
disciplines},
Volume = {56},
Number = {8},
Pages = {923-932},
Year = {2015},
Month = {August},
ISSN = {0021-9630},
Abstract = {<h4>Background</h4>It is generally believed that parental
rejection of children leads to child maladaptation. However,
the specific effects of perceived parental
acceptance-rejection on diverse domains of child adjustment
and development have been incompletely documented, and
whether these effects hold across diverse populations and
for mothers and fathers are still open questions.<h4>Methods</h4>This
study assessed children's perceptions of mother and father
acceptance-rejection in 1,247 families from China, Colombia,
Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and
the United States as antecedent predictors of later
internalizing and externalizing behavior problems, school
performance, prosocial behavior, and social
competence.<h4>Results</h4>Higher perceived parental
rejection predicted increases in internalizing and
externalizing behavior problems and decreases in school
performance and prosocial behavior across 3 years
controlling for within-wave relations, stability across
waves, and parental age, education, and social desirability
bias. Patterns of relations were similar across mothers and
fathers and, with a few exceptions, all nine
countries.<h4>Conclusions</h4>Children's perceptions of
maternal and paternal acceptance-rejection have small but
nearly universal effects on multiple aspects of their
adjustment and development regardless of the family's
country of origin.},
Doi = {10.1111/jcpp.12366},
Key = {fds271908}
}
@article{fds272236,
Author = {Deater-Deckard, K and Bates, JE and Dodge, KA and Pettit,
GS},
Title = {Physical discipline among African American and European
American mothers: Links to children's externalizing
behaviors},
Journal = {Developmental Psychology},
Volume = {32},
Number = {6},
Pages = {1065-1072},
Publisher = {American Psychological Association (APA)},
Year = {1996},
Month = {January},
ISSN = {0012-1649},
Abstract = {The aim of this study was to test whether the relation
between physical discipline and child aggression was
moderated by ethnic-group status. A sample of 466 European
American and 100 African American children from a broad
range of socioeconomic levels were followed from
kindergarten through 3rd grade. Mothers reported their use
of physical discipline in interviews and questionnaires, and
mothers, teachers, and peers rated children's externalizing
problems annually. The interaction between ethnic status and
discipline was significant for teacher- and peer-rated
externalizing scores; physical discipline was associated
with higher externalizing scores, but only among European
American children. These findings provide evidence that the
link between physical punishment and child aggression may be
culturally specific. Copyright 1996 by the American
Psychological Association, Inc.},
Doi = {10.1037/0012-1649.32.6.1065},
Key = {fds272236}
}
@article{fds38995,
Author = {Deater-Deckard, K. and Dodge, K.A. and Bates, J.E. and Pettit,
G.S.},
Title = {Physical discipline among African-American and
European-American mothers: Links to children's externalizing
behaviors(Reprint)},
Booktitle = {E.L.I.T.E. Library: Extended Library Individualized to
Education},
Publisher = {Guilford, CT: Dushkin Publishing},
Year = {1997},
Key = {fds38995}
}
@article{fds272123,
Author = {Lansford, JE and Chang, L and Dodge, KA and Malone, PS and Oburu, P and Palmérus, K and Bacchini, D and Pastorelli, C and Bombi, AS and Zelli,
A and Tapanya, S and Chaudhary, N and Deater-Deckard, K and Manke, B and Quinn, N},
Title = {Physical discipline and children's adjustment: cultural
normativeness as a moderator.},
Journal = {Child development},
Volume = {76},
Number = {6},
Pages = {1234-1246},
Year = {2005},
Month = {November},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/16274437},
Abstract = {Interviews were conducted with 336 mother-child dyads
(children's ages ranged from 6 to 17 years; mothers' ages
ranged from 20 to 59 years) in China, India, Italy, Kenya,
the Philippines, and Thailand to examine whether
normativeness of physical discipline moderates the link
between mothers' use of physical discipline and children's
adjustment. Multilevel regression analyses revealed that
physical discipline was less strongly associated with
adverse child outcomes in conditions of greater perceived
normativeness, but physical discipline was also associated
with more adverse outcomes regardless of its perceived
normativeness. Countries with the lowest use of physical
discipline showed the strongest association between mothers'
use and children's behavior problems, but in all countries
higher use of physical discipline was associated with more
aggression and anxiety.},
Doi = {10.1111/j.1467-8624.2005.00847.x},
Key = {fds272123}
}
@article{fds317254,
Author = {Pastorelli, C and Lansford, JE and Luengo Kanacri and BP and Malone, PS and Di Giunta and L and Bacchini, D and Bombi, AS and Zelli, A and Miranda, MC and Bornstein, MH and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Chang, L and Deater-Deckard, K and Dodge, KA and Oburu, P and Skinner, AT and Sorbring, E},
Title = {Positive parenting and children's prosocial behavior in
eight countries.},
Journal = {Journal of child psychology and psychiatry, and allied
disciplines},
Volume = {57},
Number = {7},
Pages = {824-834},
Year = {2016},
Month = {July},
ISSN = {0021-9630},
Abstract = {<h4>Background</h4>Research supports the beneficial role of
prosocial behaviors on children's adjustment and successful
youth development. Empirical studies point to reciprocal
relations between negative parenting and children's
maladjustment, but reciprocal relations between positive
parenting and children's prosocial behavior are
understudied. In this study reciprocal relations between two
different dimensions of positive parenting (quality of the
mother-child relationship and the use of balanced positive
discipline) and children's prosocial behavior were examined
in Colombia, Italy, Jordan, Kenya, the Philippines, Sweden,
Thailand, and the United States.<h4>Methods</h4>Mother-child
dyads (N = 1105) provided data over 2 years in two waves
(Mage of child in wave 1 = 9.31 years, SD = 0.73; 50%
female).<h4>Results</h4>A model of reciprocal relations
between parenting dimensions, but not among parenting and
children's prosocial behavior, emerged. In particular,
children with higher levels of prosocial behavior at age 9
elicited higher levels of mother-child relationship quality
in the following year.<h4>Conclusions</h4>Findings yielded
similar relations across countries, evidencing that being
prosocial in late childhood contributes to some degree to
the enhancement of a nurturing and involved mother-child
relationship in countries that vary widely on
sociodemographic profiles and psychological characteristics.
Policy and intervention implications of this study are
discussed.},
Doi = {10.1111/jcpp.12477},
Key = {fds317254}
}
@article{fds367204,
Author = {Zietz, S and Cheng, E and Lansford, JE and Deater-Deckard, K and Di
Giunta, L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Chang, L and Bornstein,
MH},
Title = {Positive parenting, adolescent adjustment, and quality of
adolescent diet in nine countries.},
Journal = {Journal of adolescence},
Volume = {94},
Number = {8},
Pages = {1130-1141},
Year = {2022},
Month = {December},
Abstract = {<h4>Introduction</h4>We sought to understand the relation
between positive parenting and adolescent diet, whether
adolescents' internalizing and externalizing behaviors
mediate relations between positive parenting and adolescent
diet, and whether the same associations hold for both boys
and girls and across cultural groups.<h4>Methods</h4>Adolescents
(N = 1334) in 12 cultural groups in nine countries were
followed longitudinally from age 12 to 15. We estimated two
sets of multiple group structural equation models, one by
gender and one by cultural group.<h4>Results</h4>Modeling by
gender, our findings suggest a direct effect of positive
parenting at age 12 on a higher quality diet at age 15 for
males (β = .140; 95% CI: 0.057, 0.229), but an indirect
effect of positive parenting at age 12 on a higher quality
diet at age 15 by decreasing externalizing behaviors at age
14 for females (β = .011; 95% CI: 0.002, 0.029).
Modeling by cultural group, we found no significant direct
effect of positive parenting at age 12 on the quality of
adolescent diet at age 15. There was a significant negative
effect of positive parenting at age 12 on internalizing
(β = -.065; 95% CI: -0.119, -0.009) and externalizing
at age 14 (β = -.033; 95% CI: -0.086,
-0.018).<h4>Conclusions</h4>We founder gender differences in
the relations among positive parenting, adolescents'
externalizing and internalizing behaviors, and adolescent
diet. Our findings indicate that quality of parenting is
important not only in promoting adolescent mental health but
potentially also in promoting the quality of adolescents'
diet.},
Doi = {10.1002/jad.12089},
Key = {fds367204}
}
@article{fds358286,
Author = {Pastorelli, C and Zuffianò, A and Lansford, JE and Thartori, E and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Skinner,
AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Al-Hassan, S and Peña Alampay and L and Bacchini, D},
Title = {Positive Youth Development: Parental Warmth, Values, and
Prosocial Behavior in 11 Cultural Groups.},
Journal = {Journal of youth development : bridging research and
practice},
Volume = {16},
Number = {2-3},
Pages = {379-401},
Year = {2021},
Month = {January},
Abstract = {The current cross-cultural study aimed to extend research on
parenting and children's prosocial behavior by examining
relations among parental warmth, values related to family
obligations (i.e., children's support to and respect for
their parents, siblings, and extended family), and prosocial
behavior during the transition to adolescence (from ages 9
to 12). Mothers, fathers, and their children (N = 1107
families) from 8 countries including 11 cultural groups
(Colombia; Rome and Naples, Italy; Jordan; Kenya; the
Philippines; Sweden; Thailand; and African Americans,
European Americans, and Latin Americans in the United
States) provided data over 3 years in 3 waves
(M<sub>age</sub> of child in wave 1 = 9.34 years, SD = 0.75;
50.5% female). Overall, across all 11 cultural groups,
multivariate change score analysis revealed positive
associations among the change rates of parental warmth,
values related to family obligations, and prosocial behavior
during late childhood (from age 9 to 10) and
early-adolescence (from age 10 to 12). In most cultural
groups, more parental warmth at ages 9 and 10 predicted
steeper mean-level increases in prosocial behavior in
subsequent years. The findings highlight the prominent role
of positive family context, characterized by warm
relationships and shared prosocial values, in fostering
children's positive development in the transition to
adolescence. The practical implications of these findings
are discussed.},
Doi = {10.5195/jyd.2021.1026},
Key = {fds358286}
}
@article{fds271966,
Author = {Dodge, KA},
Title = {Practice and public policy in the era of gene-environment
interactions.},
Journal = {Novartis Foundation symposium},
Volume = {293},
Pages = {87-127},
Year = {2008},
Month = {January},
ISSN = {1528-2511},
url = {http://www.ncbi.nlm.nih.gov/pubmed/18972747},
Abstract = {This chapter argues that implications of the
gene-environment interaction revolution for public policy
and practice are contingent on how the findings get framed
in public discourse. Frame analysis is used to identify the
implications of the ways in which findings are cast. The
frame of 'defective group' perpetuates racial and class
stereotypes and limits policy efforts to redress health
disparities. Furthermore, empirical evidence finds it
inaccurate. The frame of'defective gene' precludes the
adaptive genetic significance of genes. The frame of
'individual genetic profile' offers individualized health
care but risks misapplication in policies that place
responsibility for disease prevention on the individual to
the policy relief of industry and toxic environments.
Framing the interaction in terms of 'defective environments'
promotes the identification of harmful environments that can
be regulated through policy. The 'therapeutic environment'
frame offers hope of discovering interventions that have
greater precision and effectiveness but risks
dis-incentivizing the pharmaceutical industry from
discovering drug treatments for 'obscure' gene-environment
match groups. Can a more accurate and helpful framing of the
gene-environment interaction be identified? Findings that
genes shape environments and that environments alter the
gene pool suggest a more textured and symbiotic relationship
that is still in search of an apt public
framing.},
Doi = {10.1002/9780470696781.ch7},
Key = {fds271966}
}
@article{fds361176,
Author = {Lansford, JE and Skinner, AT and Godwin, J and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu,
Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Steinberg,
L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein,
MH},
Title = {Pre-pandemic psychological and behavioral predictors of
responses to the COVID-19 pandemic in nine
countries.},
Journal = {Development and psychopathology},
Volume = {35},
Number = {3},
Pages = {1203-1218},
Year = {2023},
Month = {August},
Abstract = {Prior to the COVID-19 pandemic, adolescents (<i>N</i> =
1,330; <i>M</i><sub>ages</sub> = 15 and 16; 50% female),
mothers, and fathers from nine countries (China, Colombia,
Italy, Jordan, Kenya, Philippines, Sweden, Thailand, United
States) reported on adolescents' internalizing and
externalizing problems, adolescents completed a lab-based
task to assess tendency for risk-taking, and adolescents
reported on their well-being. During the pandemic,
participants (<i>M</i><sub>age</sub> = 20) reported on
changes in their internalizing, externalizing, and substance
use compared to before the pandemic. Across countries,
adolescents' internalizing problems pre-pandemic predicted
increased internalizing during the pandemic, and poorer
well-being pre-pandemic predicted increased externalizing
and substance use during the pandemic. Other relations
varied across countries, and some were moderated by
confidence in the government's handling of the pandemic,
gender, and parents' education.},
Doi = {10.1017/s0954579421001139},
Key = {fds361176}
}
@article{fds320238,
Author = {Rabiner, DL and Godwin, J and Dodge, KA},
Title = {Predicting academic achievement and attainment: The
contribution of early academic skills, attention
difficulties, and social competence},
Journal = {School Psychology Review},
Volume = {45},
Number = {2},
Pages = {250-267},
Publisher = {National Association of School Psychologists
(NASP)},
Year = {2016},
Month = {June},
Abstract = {Research predicting academic achievement from early
academic, attention, and socioemotional skills has largely
focused on elementary school outcomes and rarely included
peer assessments of social competence. We examined
associations between these early child characteristics and
academic outcomes into young adulthood using the Fast Track
normative sample (n = 386). Reading achievement after fifth
grade was significantly higher in children with better early
reading skills and significantly lower in children with
early attention difficulties. Math achievement was predicted
by early reading and math skills, while school grades were
significantly lower in children with lower peer acceptance
and higher attention difficulties. Children with early
attention difficulties were 40% less likely to graduate from
high school. Years of education by young adulthood was
significantly reduced in children with lower early reading
skills, lower social acceptance, and higher attention
difficulties; these early child characteristics affected
long-term academic outcomes indirectly through their impact
on intermediate academic outcomes.},
Doi = {10.17105/SPR45-2.250-267},
Key = {fds320238}
}
@article{fds370389,
Author = {Rothenberg, WA and Bizzego, A and Esposito, G and Lansford, JE and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu,
Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
E and Tapanya, S and Steinberg, L and Tirado, LMU and Yotanyamaneewong,
S and Alampay, LP},
Title = {Predicting Adolescent Mental Health Outcomes Across
Cultures: A Machine Learning Approach.},
Journal = {Journal of youth and adolescence},
Volume = {52},
Number = {8},
Pages = {1595-1619},
Year = {2023},
Month = {August},
Abstract = {Adolescent mental health problems are rising rapidly around
the world. To combat this rise, clinicians and policymakers
need to know which risk factors matter most in predicting
poor adolescent mental health. Theory-driven research has
identified numerous risk factors that predict adolescent
mental health problems but has difficulty distilling and
replicating these findings. Data-driven machine learning
methods can distill risk factors and replicate findings but
have difficulty interpreting findings because these methods
are atheoretical. This study demonstrates how data- and
theory-driven methods can be integrated to identify the most
important preadolescent risk factors in predicting
adolescent mental health. Machine learning models examined
which of 79 variables assessed at age 10 were the most
important predictors of adolescent mental health at ages 13
and 17. These models were examined in a sample of 1176
families with adolescents from nine nations. Machine
learning models accurately classified 78% of adolescents who
were above-median in age 13 internalizing behavior, 77.3%
who were above-median in age 13 externalizing behavior,
73.2% who were above-median in age 17 externalizing
behavior, and 60.6% who were above-median in age 17
internalizing behavior. Age 10 measures of youth
externalizing and internalizing behavior were the most
important predictors of age 13 and 17 externalizing/internalizing
behavior, followed by family context variables, parenting
behaviors, individual child characteristics, and finally
neighborhood and cultural variables. The combination of
theoretical and machine-learning models strengthens both
approaches and accurately predicts which adolescents
demonstrate above average mental health difficulties in
approximately 7 of 10 adolescents 3-7 years after the data
used in machine learning models were collected.},
Doi = {10.1007/s10964-023-01767-w},
Key = {fds370389}
}
@article{fds368801,
Author = {Rothenberg, WA and Sorbring, E and Lansford, JE and Peña Alampay and L and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Giunta, LD and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Tapanya, S and Steinberg, L and Maria Uribe Tirado and L and Yotanyamaneewong,
S},
Title = {Predicting child aggression: The role of parent and child
endorsement of reactive aggression across 13 cultural groups
in 9 nations.},
Journal = {Aggressive behavior},
Volume = {49},
Number = {3},
Pages = {183-197},
Year = {2023},
Month = {May},
Abstract = {Parent and child endorsement of reactive aggression both
predict the emergence of child aggression, but they are
rarely studied together and in longitudinal contexts. The
present study does so by examining the unique predictive
effects of parent and child endorsement of reactive
aggression at age 8 on child aggression at age 9 in 1456
children from 13 cultural groups in 9 nations. Multiple
group structural equation models explored whether age 8
child and parent endorsement of reactive aggression
predicted subsequent age 9 child endorsement of reactive
aggression and child aggression, after accounting for prior
child aggression and parent education. Results revealed that
greater parent endorsement of reactive aggression at age 8
predicted greater child endorsement of aggression at age 9,
that greater parent endorsement of reactive aggression at
age 8 uniquely predicted greater aggression at age 9 in
girls, and that greater child endorsement of reactive
aggression at age 8 uniquely predicted greater aggression at
age 9 in boys. All three of these associations emerged
across cultures. Implications of, and explanations for,
study findings are discussed.},
Doi = {10.1002/ab.22067},
Key = {fds368801}
}
@article{fds272174,
Author = {Greenberg, MT and Lengua, LJ and Coie, JD and Pinderhughes,
EE},
Title = {Predicting developmental outcomes at school entry using a
multiple-risk model: four American communities. The Conduct
Problems Prevention Research Group.},
Journal = {Developmental psychology},
Volume = {35},
Number = {2},
Pages = {403-417},
Year = {1999},
Month = {March},
ISSN = {0012-1649},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000078828100008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {The contributions of different risk factors in predicting
children's psychological and academic outcomes at the end of
1st grade were examined. Using a regression model, levels of
ecobehavioral risk were assessed in the following order:
specific demographics, broad demographics, family
psychosocial status, mother's depressive symptoms, and
neighborhood quality. Participants were 337 families from 4
American communities. Predictor variables were assessed in
kindergarten, and teacher, parent, and child outcomes
(behavioral and academic) were assessed at the end of 1st
grade. Results indicated that (a) each level of analysis
contributed to prediction of most outcomes, (b) 18%-29% of
the variance was predicted in outcomes, (c) a common set of
predictors predicted numerous outcomes, (d) ethnicity showed
little unique prediction, and (e) the quality of the
neighborhood showed small but unique prediction to
externalizing problems.},
Doi = {10.1037//0012-1649.35.2.403},
Key = {fds272174}
}
@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},
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{fds337499,
Author = {Saint-Eloi Cadely and H and Pittman, JF and Pettit, GS and Lansford, JE and Bates, JE and Dodge, KA and Holtzworth-Munroe,
A},
Title = {Predicting Patterns of Intimate Partner Violence
Perpetration From Late Adolescence to Young
Adulthood.},
Journal = {Journal of interpersonal violence},
Volume = {36},
Number = {9-10},
Pages = {NP4679-NP4704},
Year = {2021},
Month = {May},
Abstract = {Saint-Eloi Cadely et al. found longitudinal patterns for the
perpetration of both psychological and physical intimate
partner violence (IPV), including actively and minimally
aggressive patterns. The current study builds on these
findings by examining four theory-derived variables
(interparental aggression, social-information processing
[SIP] biases, relationship insecurities [preoccupied and
fearful], and discontinuity in relationship partner over
time) as predictors of membership within these patterns,
using multinomial logistic regression. The analysis sample
consisted of 484 participants who were romantically involved
at least once during the eight waves of data collection from
the ages of 18 to 25. In predicting psychological IPV, more
SIP biases, higher levels of a preoccupied insecurity, and
less discontinuity in relationship partners over time
differentiated the actively aggressive patterns from the
minimally aggressive pattern. In addition, two actively
aggressive patterns of psychological IPV differed in terms
of SIP biases and discontinuity in romantic partners.
Specifically, more SIP biases and less discontinuity in
romantic partnerships distinguished the extensively
aggressive pattern from the pattern that mainly consisted of
minor types of aggression. In predicting physical IPV, the
aggressive pattern differed from the nonaggressive pattern
in terms of more interparental aggression, more SIP biases,
and more relationship insecurities. The findings that
developmental patterns of IPV can be predicted by social and
psychological factors may aid both developmental theory and
practice.},
Doi = {10.1177/0886260518795173},
Key = {fds337499}
}
@article{fds272095,
Author = {Pettit, GS and Keiley, MK and Laird, RD and Bates, JE and Dodge,
KA},
Title = {Predicting the developmental course of mother-reported
monitoring across childhood and adolescence from early
proactive parenting, child temperament, and parents'
worries.},
Journal = {Journal of family psychology : JFP : journal of the Division
of Family Psychology of the American Psychological
Association (Division 43)},
Volume = {21},
Number = {2},
Pages = {206-217},
Year = {2007},
Month = {June},
ISSN = {0893-3200},
Abstract = {Change in mothers' reported monitoring and awareness of
their children's activities and companions across Grades 5,
6, 8, and 11 were examined with the use of latent factor
growth modeling. Proactive parenting and
resistant-to-control (RTC) child temperament assessed prior
to kindergarten, as well as parents' worries about their
children's behavior in Grades 5 and 8, were tested as
factors associated with change in monitoring over time.
Higher proactive parenting, lower RTC temperament, and the
mounting of a successful campaign to change their children's
behavior were associated with higher monitoring scores
overall. Monitoring levels decreased across time, but the
rate of decline was steeper among mothers with high RTC
children and slower among mothers who mounted a campaign and
judged it to be effective. These findings shed light on
factors contributing to continuity and change across
development in a key domain of parenting.},
Doi = {10.1037/0893-3200.21.2.206},
Key = {fds272095}
}
@article{fds362430,
Author = {Goulter, N and Oberth, C and McMahon, RJ and Lansford, JE and Dodge, KA and Crowley, DM and Bates, JE and Pettit, GS},
Title = {Predictive Validity of Adolescent Callous-Unemotional Traits
and Conduct Problems with Respect to Adult Outcomes: High-
and Low-Risk Samples.},
Journal = {Child psychiatry and human development},
Volume = {54},
Number = {5},
Pages = {1321-1335},
Year = {2023},
Month = {October},
Abstract = {Current understanding of the predictive validity of
callous-unemotional (CU) traits is limited by (a) the focus
on externalizing psychopathology and antisocial behaviors,
(b) a lack of long-term prospective longitudinal data, (c)
samples comprised of high-risk or low-risk individuals. We
tested whether adolescent CU traits and conduct problems
were associated with theoretically relevant adult outcomes
12-18 years later. Participants were drawn from two studies:
higher-risk Fast Track (FT; n = 754) and lower-risk
Child Development Project (CDP; n = 585). FT: conduct
problems positively predicted externalizing and
internalizing psychopathology and partner violence, and
negatively predicted health, wellbeing, and education. Three
conduct problems × CU traits interaction effects were also
found. CDP: CU traits positively predicted depression and
negatively predicted health and education; conduct problems
positively predicted externalizing and internalizing
psychopathology and substance use, and negatively predicted
wellbeing. CU traits did not provide incremental predictive
validity for multiple adult outcomes relative to conduct
problems.},
Doi = {10.1007/s10578-022-01334-7},
Key = {fds362430}
}
@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},
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{fds272152,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, EE},
Title = {Predictor variables associated with positive Fast Track
outcomes at the end of third grade.},
Journal = {Journal of abnormal child psychology},
Volume = {30},
Number = {1},
Pages = {37-52},
Year = {2002},
Month = {February},
ISSN = {0091-0627},
Abstract = {Progress has been made in understanding the outcome effects
of preventive interventions and treatments designed to
reduce children's conduct problems. However, limited
research has explored the factors that may affect the degree
to which an intervention is likely to benefit particular
individuals. This study examines selected child, family, and
community baseline characteristics that may predict proximal
outcomes from the Fast Track intervention. The primary goal
of this study was to examine predictors of outcomes after 3
years of intervention participation, at the end of 3rd
grade. Three types of proximal outcomes were examined:
parent-rated aggression, teacher-rated oppositional-aggressive
behavior, and special education involvement. The relation
between 11 risk factors and these 3 outcomes was examined,
with separate regression analyses for the intervention and
control groups. Moderate evidence of prediction of outcome
effects was found, although none of the baseline variables
were found to predict all 3 outcomes, and different patterns
of prediction emerged for home versus school
outcomes.},
Doi = {10.1023/A:1014227031125},
Key = {fds272152}
}
@article{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{fds367702,
Author = {Lansford, JE and Goulter, N and Godwin, J and McMahon, RJ and Dodge, KA and Crowley, M and Pettit, GS and Bates, JE and Lochman,
JE},
Title = {Predictors of problematic adult alcohol, cannabis, and other
substance use: A longitudinal study of two
samples.},
Journal = {Development and psychopathology},
Volume = {35},
Number = {4},
Pages = {2028-2043},
Year = {2023},
Month = {October},
Abstract = {This study examined whether a key set of adolescent and
early adulthood risk factors predicts problematic alcohol,
cannabis, and other substance use in established adulthood.
Two independent samples from the Child Development Project
(CDP; <i>n</i> = 585; 48% girls; 81% White, 17% Black, 2%
other race/ethnicity) and Fast Track (FT; <i>n</i> = 463;
45% girls; 52% White, 43% Black, 5% other race/ethnicity)
were recruited in childhood and followed through age 34
(CDP) or 32 (FT). Predictors of substance use were assessed
in adolescence based on adolescent and parent reports and in
early adulthood based on adult self-reports. Adults reported
their own problematic substance use in established
adulthood. In both samples, more risk factors from
adolescence and early adulthood predicted problematic
alcohol use in established adulthood (compared to
problematic cannabis use and other substance use).
Externalizing behaviors and prior substance use in early
adulthood were consistent predictors of problematic alcohol
and cannabis misuse in established adulthood across samples;
other predictors were specific to the sample and type of
substance misuse. Prevention efforts might benefit from
tailoring to address risk factors for specific substances,
but prioritizing prevention of externalizing behaviors holds
promise for preventing both alcohol and cannabis misuse in
established adulthood.},
Doi = {10.1017/s0954579422000670},
Key = {fds367702}
}
@article{fds272272,
Author = {Dodge, CFTS-BPOSCK and member},
Title = {Preparing students for the Twenty-First Century:
Contributions of the Prevention and Social Competence
Promotion Fields},
Journal = {Teachers College Record},
Volume = {93},
Pages = {297-305},
Year = {1991},
Key = {fds272272}
}
@article{fds362467,
Author = {Dodge, KA},
Title = {Presidential Address: Forging a developmental science
mission to improve population outcomes and eliminate
disparities for young children.},
Journal = {Child development},
Volume = {93},
Number = {2},
Pages = {313-325},
Year = {2022},
Month = {March},
Abstract = {Child development science has not fully realized its mission
to improve population outcomes for children and eliminate
disparities across race and income groups. One domain with
great need but also great potential is the challenge parents
face in raising a young child. A system of universal primary
psychosocial care is proposed, with three components: a
comprehensive infrastructure of community resources, such as
North Carolina's Smart Start; financial supports for
specific interventions, such as pre-kindergarten; and a way
to help families identify and address family-specific needs,
such as Family Connects. Empirical studies demonstrate the
promise of each component for population impact and
disparity elimination but also the need for continued
improvement. Developmental scientists are called upon to
fulfill their mission.},
Doi = {10.1111/cdev.13732},
Key = {fds362467}
}
@article{fds355524,
Author = {Shanahan, L and Hill, SN and Bechtiger, L and Steinhoff, A and Godwin,
J and Gaydosh, LM and Harris, KM and Dodge, KA and Copeland,
WE},
Title = {Prevalence and Childhood Precursors of Opioid Use in the
Early Decades of Life.},
Journal = {JAMA Pediatr},
Volume = {175},
Number = {3},
Pages = {276-285},
Year = {2021},
Month = {March},
Abstract = {IMPORTANCE: Opioid use disorder and opioid deaths have
increased dramatically in young adults in the US, but the
age-related course or precursors to opioid use among young
people are not fully understood. OBJECTIVE: To document
age-related changes in opioid use and study the childhood
antecedents of opioid use by age 30 years in 6 domains of
childhood risk: sociodemographic characteristics; school or
peer problems; parental mental illness, drug problems, or
legal involvement; substance use; psychiatric illness; and
physical health. DESIGN, SETTING, AND PARTICIPANTS: This
community-representative prospective longitudinal cohort
study assessed 1252 non-Hispanic White individuals and
American Indian individuals in rural counties in the central
Appalachia region of North Carolina from January 1993 to
December 2015. Data were analyzed from January 2019 to
January 2020. EXPOSURES: Between ages 9 and 16 years,
participants and their parents were interviewed up to 7
times using the Child and Adolescent Psychiatric Assessment
and reported risk factors in 6 risk domains. MAIN OUTCOMES
AND MEASURES: Participants were assessed again at ages 19,
21, 25, and 30 years for nonheroin opioid use (any and
weekly) and heroin use using the structured Young Adult
Psychiatric Assessment. RESULTS: Of 1252 participants, 342
(27%) were American Indian. By age 30 years, 322
participants had used a nonheroin opioid (24.2%; 95% CI,
21.8-26.5), 155 had used a nonheroin opioid weekly (8.8%;
95% CI, 7.2-10.3), and 95 had used heroin (6.6%; 95% CI,
5.2-7.9). Childhood risk markers for later opioid use
included male sex, tobacco use, depression, conduct
disorder, cannabis use, having peers exhibiting social
deviance, parents with legal involvement, and elevated
systemic inflammation. In final models, childhood tobacco
use, depression, and cannabis use were most robustly
associated with opioid use in young adulthood (ages 19 to 30
years). Chronic depression and dysthymia were strongly
associated with any nonheroin opioid use (OR. 5.43; 95% CI,
2.35-12.55 and OR, 7.13; 95% CI, 1.99-25.60, respectively)
and with weekly nonheroin opioid use (OR, 8.89; 95% CI,
3.61-21.93 and OR, 11.51; 95% CI, 3.05-42.72, respectively).
Among young adults with opioid use, those with heroin use
had the highest rates of childhood psychiatric disorders and
comorbidities. CONCLUSIONS AND RELEVANCE: Childhood tobacco
use and chronic depression may be associated with impaired
reward system functioning, which may increase young adults'
vulnerability to opioid-associated euphoria. Preventing and
treating early substance use and childhood mental illness
may help prevent later opioid use.},
Doi = {10.1001/jamapediatrics.2020.5205},
Key = {fds355524}
}
@article{fds272030,
Author = {Appleyard, K and Berlin, LJ and Rosanbalm, KD and Dodge,
KA},
Title = {Preventing early child maltreatment: implications from a
longitudinal study of maternal abuse history, substance use
problems, and offspring victimization.},
Journal = {Prev Sci},
Volume = {12},
Number = {2},
Pages = {139-149},
Year = {2011},
Month = {June},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21240556},
Abstract = {In the interest of improving child maltreatment prevention
science, this longitudinal, community based study of 499
mothers and their infants tested the hypothesis that
mothers' childhood history of maltreatment would predict
maternal substance use problems, which in turn would predict
offspring victimization. Mothers (35% White/non-Latina, 34%
Black/non-Latina, 23% Latina, 7% other) were recruited and
interviewed during pregnancy, and child protective services
records were reviewed for the presence of the participants'
target infants between birth and age 26 months. Mediating
pathways were examined through structural equation modeling
and tested using the products of the coefficients approach.
The mediated pathway from maternal history of sexual abuse
to substance use problems to offspring victimization was
significant (standardized mediated path [ab] = .07, 95%
CI [.02, .14]; effect size = .26), as was the mediated
pathway from maternal history of physical abuse to substance
use problems to offspring victimization (standardized
mediated path [ab] = .05, 95% CI [.01, .11]; effect
size = .19). There was no significant mediated pathway
from maternal history of neglect. Findings are discussed in
terms of specific implications for child maltreatment
prevention, including the importance of assessment and early
intervention for maternal history of maltreatment and
substance use problems, targeting women with maltreatment
histories for substance use services, and integrating child
welfare and parenting programs with substance use
treatment.},
Doi = {10.1007/s11121-010-0193-2},
Key = {fds272030}
}
@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{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{fds272101,
Author = {Dodge, KA},
Title = {Professionalizing the practice of public policy in the
prevention of violence.},
Journal = {Journal of abnormal child psychology},
Volume = {34},
Number = {4},
Pages = {475-479},
Year = {2006},
Month = {August},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/16823635},
Abstract = {The State of the Science Conference Statement on "Preventing
Violence and Related Health-Risking Social Behaviors in
Adolescents" accurately summarizes the state of knowledge
regarding risk factors for violence and intervention
efficacy. The Statement missed an opportunity, however, to
move the field of prevention practice and policy forward by
advocating for more systematic, central review of preventive
interventions through a new federal regulatory body, such as
an "FDA for Preventive Interventions." This body would
provide review of evidence-based programs and aid
decision-making in funding. As a complement to this body,
decision-makers also need guidelines in evidence-based
practice in ambiguous circumstances, which characterize much
of the reality of public policy. Therefore, this new
regulatory body should be accompanied by guidelines for
evidence-based practice in intervention and policy. Finally,
in order to move forward both of these concepts, a National
Academy of Sciences Panel should convene to deliberate how
these concepts can be implemented.},
Doi = {10.1007/s10802-006-9040-0},
Key = {fds272101}
}
@article{fds272210,
Author = {Dodge, KA},
Title = {Promoting social competence in children},
Journal = {Schools and Teaching},
Volume = {1},
Year = {1983},
Key = {fds272210}
}
@article{fds374379,
Author = {Musci, RJ and Kush, JM and Masyn, KE and Esmaeili, MA and Susukida, R and Goulter, N and McMahon, R and Eddy, JM and Ialongo, NS and Tolan, P and Godwin, J and Conduct Problems Prevention Research Group6, and Wilcox, HC},
Title = {Psychosis Symptom Trajectories Across Childhood and
Adolescence in Three Longitudinal Studies: An Integrative
Data Analysis with Mixture Modeling.},
Journal = {Prevention science : the official journal of the Society for
Prevention Research},
Volume = {24},
Number = {8},
Pages = {1636-1647},
Year = {2023},
Month = {November},
Abstract = {Psychotic-like experiences (PLEs) are common throughout
childhood, and the presence of these experiences is a
significant risk factor for poor mental health later in
development. Given the association of PLEs with a broad
number of mental health diagnoses, these experiences serve
as an important malleable target for early preventive
interventions. However, little is known about these
experiences across childhood. While these experiences may be
common, longitudinal measurement in non-clinical settings is
not. Therefore, in order to explore longitudinal
trajectories of PLEs in childhood, we harmonized three
school-based randomized control trials with longitudinal
follow-up to identify heterogeneity in trajectories of these
experiences. In an integrative data analysis (IDA) using
growth mixture modeling, we identified three latent
trajectory classes. One trajectory class was characterized
by persistent PLEs, one was characterized by high initial
probabilities but improving across the analytic period, and
one was characterized by no reports of PLEs. Compared to the
class without PLEs, those in the improving class were more
likely to be male and have higher levels of aggressive and
disruptive behavior at baseline. In addition to the
substantive impact this work has on PLE research, we also
discuss the methodological innovation as it relates to IDA.
This IDA demonstrates the complexity of pooling data across
multiple studies to estimate longitudinal mixture
models.},
Doi = {10.1007/s11121-023-01581-7},
Key = {fds374379}
}
@article{fds315893,
Author = {Icenogle, G and Steinberg, L and Olino, TM and Shulman, EP and Chein, J and Alampay, LP and Al-Hassan, SM and Bacchini, D and Chang, L and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford,
JE and Malone, P and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM},
Title = {Puberty predicts approach but not avoidance behavior on the
Iowa Gambling Task},
Journal = {Child Develop},
Year = {2016},
Month = {February},
Key = {fds315893}
}
@article{fds322250,
Author = {Icenogle, G and Steinberg, L and Olino, TM and Shulman, EP and Chein, J and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D and Chang,
L and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Malone, PS and Oburu, P and Pastorelli, C and Skinner,
AT and Sorbring, E and Tapanya, S and Uribe Tirado,
LM},
Title = {Puberty Predicts Approach But Not Avoidance on the Iowa
Gambling Task in a Multinational Sample.},
Journal = {Child development},
Volume = {88},
Number = {5},
Pages = {1598-1614},
Year = {2017},
Month = {September},
Abstract = {According to the dual systems model of adolescent risk
taking, sensation seeking and impulse control follow
different developmental trajectories across adolescence and
are governed by two different brain systems. The authors
tested whether different underlying processes also drive age
differences in reward approach and cost avoidance. Using a
modified Iowa Gambling Task in a multinational,
cross-sectional sample of 3,234 adolescents (ages 9-17;
M = 12.87, SD = 2.36), pubertal maturation, but not age,
predicted reward approach, mediated through higher sensation
seeking. In contrast, age, but not pubertal maturation,
predicted increased cost avoidance, mediated through greater
impulse control. These findings add to evidence that
adolescent behavior is best understood as the product of two
interacting, but independently developing, brain
systems.},
Doi = {10.1111/cdev.12655},
Key = {fds322250}
}
@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},
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{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},
Doi = {10.1097/DBP.0b013e31811ff8b8},
Key = {fds272090}
}
@misc{fds219475,
Author = {Dodge, K.A. and Goodman, W.B. and Murphy, R.A. and O’Donnell, K. and Sato, J.},
Title = {Randomized controlled trial evaluation of universal
postnatal nurse home visiting: Impacts on child emergency
medical care at age 12-months},
Journal = {Pediatrics},
Volume = {132},
Pages = {S140-S146},
Year = {2013},
Key = {fds219475}
}
@article{fds346368,
Author = {Goodman, WB and Dodge, KA and Bai, Y and O'Donnell, KJ and Murphy,
RA},
Title = {Randomized controlled trial of Family Connects: Effects on
child emergency medical care from birth to 24
months.},
Journal = {Dev Psychopathol},
Volume = {31},
Number = {5},
Pages = {1863-1872},
Year = {2019},
Month = {December},
Abstract = {One of Tom Dishion's most significant contributions to
prevention science was the development of affordable,
ecologically valid interventions, such as the Family
Check-Up, that screen for child and family risk factors
broadly, but concentrate family-specific interventions on
those with greatest potential for population impact. In the
spirit of this approach, investigators examined effects of a
brief, universal postnatal home visiting program on child
emergency medical care and billing costs from birth to age
24 months. Family Connects is a community-wide public health
intervention that combines identification and alignment of
community services and resources with brief, postpartum
nurse home visits designed to assess risk, provide
supportive guidance, and connect families with identified
risk to community resources. Over 18 months, families of all
4,777 resident Durham County, North Carolina, births were
randomly assigned based on even or odd birth date to receive
a postnatal nurse home visiting intervention or services as
usual (control). Independently, 549 of these families were
randomly selected and participated in an impact evaluation
study. Families, blind to study goals, provided written
consent to access hospital administrative records. Results
indicate that children randomly assigned to Family Connects
had significantly less total emergency medical care (by 37%)
through age 24 months, with results observed across almost
all subgroups. Examination of billing records indicate a
$3.17 decrease in total billing costs for each $1 in program
costs. Overall, results suggest that community-wide
postpartum support program can significantly reduce
population rates of child emergency medical care through age
24 months while being cost-beneficial to
communities.},
Doi = {10.1017/S0954579419000889},
Key = {fds346368}
}
@article{fds271939,
Author = {Dodge, KA and Goodman, WB and Murphy, RA and O'Donnell, K and Sato,
J},
Title = {Randomized controlled trial of universal postnatal nurse
home visiting: impact on emergency care.},
Journal = {Pediatrics},
Volume = {132 Suppl 2},
Number = {Suppl 2},
Pages = {S140-S146},
Year = {2013},
Month = {November},
url = {http://www.ncbi.nlm.nih.gov/pubmed/24187116},
Abstract = {BACKGROUND AND OBJECTIVES: Although nurse home visiting has
proven efficacious with small samples, scaling up to
community populations with diverse families has not yet
proven effective. The Durham Connects program was developed
in collaboration with community leaders as a brief,
universal, postnatal nurse home visiting intervention
designed to screen for risk, provide brief intervention, and
connect families with more intensive evidence-based services
as needed. This study tested program effectiveness in
reducing infant emergency medical care between birth and age
12 months. METHODS: All 4777 resident births in Durham,
North Carolina across 18 months were randomly assigned, with
even birth date families to intervention and odd birth date
families to control. Intervention families were offered 3 to
7 contacts between 3 and 12 weeks after birth to assess
family needs and connect parents with community resources to
improve infant health and well-being. Hospital records were
analyzed by using an intent-to-treat design to evaluate
impact among a representative subset of 549 families.
RESULTS: After demographic factors (ie, birth risk, Medicaid
status, ethnicity, and single parenthood) were covaried,
relative to control families, families assigned to
intervention had 50% less total emergency medical care use
(mean [M] emergency department visits and hospital
overnights) (M(intervention) = 0.78 and M(control) = 1.57; P
< .001, effect size = 0.28) across the first 12 months of
life. CONCLUSIONS: This brief, universal, postnatal nurse
home visiting program improves population-level infant
health care outcomes for the first 12 months of life. Nurse
home visiting can be implemented universally at high
fidelity with positive impacts on infant emergency health
care that are similar to those of longer, more intensive
home visiting programs. This approach offers a novel
solution to the paradox of targeting by offering
individually tailored intervention while achieving
population-level impact.},
Doi = {10.1542/peds.2013-1021M},
Key = {fds271939}
}
@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},
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}
}
@article{fds272227,
Author = {Dodge, KA and Lochman, JE and Harnish, JD and Bates, JE and Pettit,
GS},
Title = {Reactive and proactive aggression in school children and
psychiatrically impaired chronically assaultive
youth.},
Journal = {Journal of abnormal psychology},
Volume = {106},
Number = {1},
Pages = {37-51},
Year = {1997},
Month = {February},
ISSN = {0021-843X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9103716},
Abstract = {The authors proposed that reactively aggressive and
proactively aggressive types of antisocial youth would
differ in developmental histories, concurrent adjustment,
and social information-processing patterns. In Study 1, 585
boys and girls classified into groups called reactive
aggressive, proactive aggressive, pervasively aggressive
(combined type), and nonaggressive revealed distinct
profiles. Only the reactive aggressive groups demonstrated
histories of physical abuse and early onset of problems,
adjustment problems in peer relations, and inadequate
encoding and problem-solving processing patterns. Only the
proactive aggressive groups demonstrated a processing
pattern of anticipating positive outcomes for aggressing. In
Study 2, 50 psychiatrically impaired chronically violent
boys classified as reactively violent or proactively violent
demonstrated differences in age of onset of problem
behavior, adjustment problems, and processing
problems.},
Doi = {10.1037//0021-843x.106.1.37},
Key = {fds272227}
}
@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{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},
Doi = {10.1080/15295192.2011.613727},
Key = {fds272012}
}
@article{fds271930,
Author = {Harrist, AW and Achacoso, JA and John, A and Pettit, GS and Bates, JE and Dodge, KA},
Title = {Reciprocal and Complementary Sibling Interactions: Relations
with Socialization Outcomes in the Kindergarten
Classroom.},
Journal = {Early education and development},
Volume = {25},
Number = {2},
Pages = {202-222},
Year = {2014},
Month = {January},
ISSN = {1040-9289},
Abstract = {<h4>Research findings</h4>To examine associations between
sibling interaction patterns and later social outcomes in
single- and two-parent families, 113 kindergarteners took
part in naturalistic observations at home with siblings,
classmates participated in sociometric interviews, and
teachers completed behavior ratings. Sibling interactions
were coded using a newly-developed 39-item checklist, and
proportions of complementary and reciprocal sibling
interactions computed. Complementarity occurred more among
dyads where kindergartners were with toddler or infant
siblings than among kindergartners with older or near-age
younger siblings. Higher levels of complementarity predicted
lower levels of internalizing but were not related to
externalizing problems. Kindergartners' sociometric status
in the classroom differed as a function of sibling
interaction patterns, with neglected and controversial
children experiencing less complementarity/more reciprocity
than popular, average, and rejected children. Finally, there
was some evidence for differential associations of sibling
interaction patterns with social outcomes for children in
single- versus two-parent families: regressions testing
interaction effects show sibling reciprocity positively
associated with kindergartners' social skills only in
single-parent families, and complementary sibling
interactions positively related to internalizing problems
only in two-parent families.<h4>Implications for
practice</h4>Those working with divorcing or other
single-parent families might consider sibling interactions
as a potential target for social skill building.},
Doi = {10.1080/10409289.2014.848500},
Key = {fds271930}
}
@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{fds347072,
Author = {Dodge, KA},
Title = {Redefining the Science and Policy of Early Childhood
Intervention Programs.},
Journal = {Pediatrics},
Volume = {144},
Number = {6},
Pages = {e20192606},
Year = {2019},
Month = {December},
Doi = {10.1542/peds.2019-2606},
Key = {fds347072}
}
@article{fds271980,
Author = {Berlin, LJ and Dodge, KA},
Title = {Relations among relationships.},
Journal = {Child abuse & neglect},
Volume = {28},
Number = {11},
Pages = {1127-1132},
Year = {2004},
Month = {November},
ISSN = {0145-2134},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15567019},
Doi = {10.1016/j.chiabu.2004.07.002},
Key = {fds271980}
}
@article{fds272184,
Author = {Berlin, LJ and Dodge, KA},
Title = {Relations among relationships. Invited commentary on "Child
abuse and neglect and adult intimate relationships: A
prospective study"},
Journal = {Child Abuse and Neglect},
Volume = {28},
Pages = {1127-1132},
Year = {2004},
Doi = {10.1016/j.chiabu.2004.07.002},
Key = {fds272184}
}
@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}
}
@article{fds346823,
Author = {Hanson, JL and Albert, WD and Skinner, AT and Shen, SH and Dodge, KA and Lansford, JE},
Title = {Resting state coupling between the amygdala and ventromedial
prefrontal cortex is related to household income in
childhood and indexes future psychological vulnerability to
stress.},
Journal = {Development and psychopathology},
Volume = {31},
Number = {3},
Pages = {1053-1066},
Year = {2019},
Month = {August},
Abstract = {While child poverty is a significant risk factor for poor
mental health, the developmental pathways involved with
these associations are poorly understood. To advance
knowledge about these important linkages, the present study
examined the developmental sequelae of childhood exposure to
poverty in a multiyear longitudinal study. Here, we focused
on exposure to poverty, neurobiological circuitry connected
to emotion dysregulation, later exposure to stressful life
events, and symptoms of psychopathology. We grounded our
work in a biopsychosocial perspective, with a specific
interest in "stress sensitization" and emotion
dysregulation. Motivated by past work, we first tested
whether exposure to poverty was related to changes in the
resting-state coupling between two brain structures
centrally involved with emotion processing and regulation
(the amygdala and the ventromedial prefrontal cortex;
vmPFC). As predicted, we found lower household income at age
10 was related to lower resting-state coupling between these
areas at age 15. We then tested if variations in
amygdala-vmPFC connectivity interacted with more
contemporaneous stressors to predict challenges with mental
health at age 16. In line with past reports showing risk for
poor mental health is greatest in those exposed to early and
then later, more contemporaneous stress, we predicted and
found that lower vmPFC-amygdala coupling in the context of
greater contemporaneous stress was related to higher levels
of internalizing and externalizing symptoms. We believe
these important interactions between neurobiology and life
history are an additional vantage point for understanding
risk and resiliency, and suggest avenues for prediction of
psychopathology related to early life challenge.},
Doi = {10.1017/s0954579419000592},
Key = {fds346823}
}
@article{fds272291,
Author = {Dodge, KA and Rabiner, DL},
Title = {Returning to roots: on social information processing and
moral development.},
Journal = {Child development},
Volume = {75},
Number = {4},
Pages = {1003-1008},
Year = {2004},
Month = {July},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15260860},
Abstract = {Social information processing theory has been posited as a
description of how mental operations affect behavioral
responding in social situations. Arsenio and Lemerise (this
issue) proposed that consideration of concepts and methods
from moral domain models could enhance this description.
This paper agrees with their proposition, although it
suggests that numerous additional concepts about the nature
of latent mental structures (e.g., working models, schemas,
scripts, object relations, classical conditioning) provide
equally compelling refinements to processing theory.
Furthermore, theoretical and methodological challenges in
integrating latent mental structures into processing theory
remain.},
Doi = {10.1111/j.1467-8624.2004.00721.x},
Key = {fds272291}
}
@article{fds330211,
Author = {Lansford, JE and Godwin, J and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Alampay, LP and Uribe Tirado and LM and Al-Hassan, SM and Bacchini, D},
Title = {Reward sensitivity, impulse control, and social cognition as
mediators of the link between childhood family adversity and
externalizing behavior in eight countries.},
Journal = {Development and psychopathology},
Volume = {29},
Number = {5},
Pages = {1675-1688},
Year = {2017},
Month = {December},
Abstract = {Using data from 1,177 families in eight countries (Colombia,
Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and
the United States), we tested a conceptual model of direct
effects of childhood family adversity on subsequent
externalizing behaviors as well as indirect effects through
psychological mediators. When children were 9 years old,
mothers and fathers reported on financial difficulties and
their use of corporal punishment, and children reported
perceptions of their parents' rejection. When children were
10 years old, they completed a computerized battery of tasks
assessing reward sensitivity and impulse control and
responded to questions about hypothetical social
provocations to assess their hostile attributions and
proclivity for aggressive responding. When children were 12
years old, they reported on their externalizing behavior.
Multigroup structural equation models revealed that across
all eight countries, childhood family adversity had direct
effects on externalizing behaviors 3 years later, and
childhood family adversity had indirect effects on
externalizing behavior through psychological mediators. The
findings suggest ways in which family-level adversity poses
risk for children's subsequent development of problems at
psychological and behavioral levels, situated within diverse
cultural contexts.},
Doi = {10.1017/s0954579417001328},
Key = {fds330211}
}
@article{fds272187,
Author = {Dodge, KA},
Title = {Risk and protection in the perpetration of child
abuse},
Journal = {North Carolina Medical Journal},
Volume = {66},
Number = {5},
Pages = {367-369},
Year = {2005},
ISSN = {0029-2559},
url = {http://www.ncbi.nlm.nih.gov/pubmed/16323584},
Abstract = {In sum, the adoption of a risk and protective factor
approach to understanding and preventing child abuse is
highly consistent with empirical study of how child abuse
develops and with efforts in the prevention of heart
disease. This analogy can be helpful in designing a
comprehensive approach to the prevention of child abuse. It
should not be taken too far, however. For example, it may be
destructive to perceive abusive parents as "sick." There may
be better metaphors that do not invoke sickness, such as
literacy. So, 'the analogy would go like this: abusive
parents are like illiterate adults, and prevention of abuse
will require a universal comprehensive, life-long, public
education system that includes years of focused education
for all, coupled with a selective special education system
for high-risk individuals.},
Key = {fds272187}
}
@article{fds304171,
Author = {Dodge, KA},
Title = {Risk and protection in the perpetration of child
abuse.},
Journal = {North Carolina medical journal},
Volume = {66},
Number = {5},
Pages = {364-366},
Year = {2005},
Month = {September},
ISSN = {0029-2559},
url = {http://www.ncbi.nlm.nih.gov/pubmed/16323584},
Abstract = {In sum, the adoption of a risk and protective factor
approach to understanding and preventing child abuse is
highly consistent with empirical study of how child abuse
develops and with efforts in the prevention of heart
disease. This analogy can be helpful in designing a
comprehensive approach to the prevention of child abuse. It
should not be taken too far, however. For example, it may be
destructive to perceive abusive parents as "sick." There may
be better metaphors that do not invoke sickness, such as
literacy. So, 'the analogy would go like this: abusive
parents are like illiterate adults, and prevention of abuse
will require a universal comprehensive, life-long, public
education system that includes years of focused education
for all, coupled with a selective special education system
for high-risk individuals.},
Key = {fds304171}
}
@article{fds335170,
Author = {Bushman, BJ and Coyne, SM and Anderson, CA and Björkqvist, K and Boxer,
P and Dodge, KA and Dubow, EF and Farrington, DP and Gentile, DA and Huesmann, LR and Lansford, JE and Novaco, RW and Ostrov, JM and Underwood, MK and Warburton, WA and Ybarra, ML},
Title = {Risk factors for youth violence: Youth violence commission,
International Society For Research On Aggression
(ISRA).},
Journal = {Aggressive behavior},
Volume = {44},
Number = {4},
Pages = {331-336},
Year = {2018},
Month = {July},
Doi = {10.1002/ab.21766},
Key = {fds335170}
}
@article{fds272063,
Author = {Dick, DM and Latendresse, SJ and Lansford, JE and Budde, JP and Goate,
A and Dodge, KA and Pettit, GS and Bates, JE},
Title = {Role of GABRA2 in trajectories of externalizing behavior
across development and evidence of moderation by parental
monitoring.},
Journal = {Archives of general psychiatry},
Volume = {66},
Number = {6},
Pages = {649-657},
Year = {2009},
Month = {June},
ISSN = {0003-990X},
Abstract = {<h4>Context</h4>As we identify genes involved in psychiatric
disorders, the next step will be to study how the risk
associated with susceptibility genes manifests across
development and in conjunction with the environment. We
describe analyses aimed at characterizing the pathway of
risk associated with GABRA2, a gene previously associated
with adult alcohol dependence, in a community sample of
children followed longitudinally from childhood through
young adulthood.<h4>Objective</h4>To test for an association
between GABRA2 and trajectories of externalizing behavior
from adolescence to young adulthood and for moderation of
genetic effects by parental monitoring.<h4>Design</h4>Data
were analyzed from the Child Development Project, with
yearly assessments conducted since that time. A saliva
sample was collected for DNA at the 2006 follow-up, with a
93% response rate in the target sample. Growth mixture
modeling was conducted using Mplus to identify trajectories
of externalizing behavior and to test for effects of GABRA2
sequence variants and parental monitoring.<h4>Setting</h4>Nashville
and Knoxville, Tennessee, and Bloomington,
Indiana.<h4>Participants</h4>A community-based sample of
families enrolled at 3 sites as children entered
kindergarten in 1987 and 1988. Analyses for the white subset
of the sample (n = 378) are reported here.<h4>Main outcome
measures</h4>Parental monitoring measured at 11 years of
age; Child Behavior Checklist youth reports of externalizing
behavior at ages 12, 14, 15, 16, 17, 19, 20, 21, and 22
years.<h4>Results</h4>Two classes of externalizing behavior
emerged: a stable high externalizing class and a moderate
decreasing externalizing behavior class. The GABRA2 gene was
associated with class membership, with subjects who showed
persistent elevated trajectories of externalizing behavior
more likely to carry the genotype previously associated with
increased risk of adult alcohol dependence. A significant
interaction with parental monitoring emerged; the
association of GABRA2 with externalizing trajectories
diminished with high levels of parental monitoring.<h4>Conclusions</h4>These
analyses underscore the importance of studying genetic
effects across development and of identifying environmental
factors that moderate risk.},
Doi = {10.1001/archgenpsychiatry.2009.48},
Key = {fds272063}
}
@article{fds271938,
Author = {Rauer, AJ and Pettit, GS and Lansford, JE and Bates, JE and Dodge,
KA},
Title = {Romantic relationship patterns in young adulthood and their
developmental antecedents},
Journal = {Developmental Psychology},
Volume = {49},
Number = {11},
Pages = {2159-2171},
Year = {2012},
Abstract = {The delayed entry into marriage that characterizes modern
society raises questions about young adults' romantic
relationship trajectories and whether patterns found to
characterize adolescent romantic relationships persist into
young adulthood. The current study traced developmental
transitions into and out of romantic relationships from age
18 through age 25 in a sample of 511 young adults. The
developmental antecedents of these different romantic
relationship experiences in both distal and proximal family
and peer domains were also examined. Analyses included both
person-oriented and variable-oriented approaches. Findings
show 5 distinct clusters varying in timing, duration, and
frequency of participation in romantic relationships that
range from those who had only recently entered into a
romantic relationship to those who had been in the same
relationship from age 18 to age 25. These relationship
outcome trajectory clusters were predicted by variations in
competence in early relationships with family and peers.
Interpersonal experiences in family and peer contexts in
early childhood through adolescence thus may form a scaffold
on which later competence in romantic relationships
develops. Findings shed light on both normative and
nonnormative developmental transitions of romantic
relationships in young adulthood.},
Doi = {10.1037/a0031845},
Key = {fds271938}
}
@article{fds317737,
Author = {Rauer, AJ and Pettit, GS and Samek, DR and Lansford, JE and Dodge, KA and Bates, JE},
Title = {Romantic relationships and alcohol use: A long-term,
developmental perspective.},
Journal = {Development and psychopathology},
Volume = {28},
Number = {3},
Pages = {773-789},
Year = {2016},
Month = {August},
Abstract = {This study considers the developmental origins of alcohol
use in young adulthood. Despite substantial evidence linking
committed romantic relationships to less problematic alcohol
use in adulthood, the uniformity of these protective
benefits across different romantic relationships is unclear.
Further, the extent to which the establishment and
maintenance of these romantic relationships is preceded by
earlier adolescence alcohol use remains unknown. To address
these gaps in the literature, the current study utilized
multitiple-dimensional, multiple-informant data spanning 20
years on 585 individuals in the Child Development Project.
Findings from both variable- and person-centered analyses
support a progression of associations predicting adolescent
alcohol use (ages 15-16), drinking, and romantic
relationships in early adulthood (ages 18-25), and then
problematic young adult alcohol use (age 27). Although
adolescent alcohol use predicted greater romantic
involvement and turnover in early adulthood, romantic
involvement, but not turnover, appeared to reduce the
likelihood of later problematic drinking. These findings
remained robust even after accounting for a wide array of
selection and socialization factors. Moreover,
characteristics of the individuals (e.g., gender) and of
their romantic relationships (e.g., partner substance use
problems and romantic relationship satisfaction) did not
moderate these findings. Findings underscore the importance
of using a developmental-relational perspective to consider
the antecedents and consequences of alcohol use early in the
life span.},
Doi = {10.1017/s0954579416000304},
Key = {fds317737}
}
@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{fds271950,
Author = {Bierman, KL and Coie, J and Dodge, K and Greenberg, M and Lochman, J and McMohan, R and Pinderhughes, E and Conduct Problems Prevention
Research Group},
Title = {School outcomes of aggressive-disruptive children:
prediction from kindergarten risk factors and impact of the
fast track prevention program.},
Journal = {Aggressive behavior},
Volume = {39},
Number = {2},
Pages = {114-130},
Year = {2013},
Month = {March},
ISSN = {0096-140X},
Abstract = {A multi-gate screening process identified 891 children with
aggressive-disruptive behavior problems at school entry.
Fast Track provided a multi-component preventive
intervention in the context of a randomized-controlled
design. In addition to psychosocial support and skill
training for parents and children, the intervention included
intensive reading tutoring in first grade, behavioral
management consultation with teachers, and the provision of
homework support (as needed) through tenth grade. This study
examined the impact of the intervention, as well as the
impact of the child's initial aggressive-disruptive
behaviors and associated school readiness skills (cognitive
ability, reading readiness, attention problems) on academic
progress and educational placements during elementary school
(Grades 1-4) and during the secondary school years (Grades
7-10), as well as high school graduation. Child behavior
problems and skills at school entry predicted school
difficulties (low grades, grade retention, placement in a
self-contained classroom, behavior disorder classification,
and failure to graduate). Disappointingly, intervention did
not significantly improve these long-term school
outcomes.},
Doi = {10.1002/ab.21467},
Key = {fds271950}
}
@article{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},
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{fds326573,
Author = {Wang, FL and Chassin, L and Bates, JE and Dick, D and Lansford, JE and Pettit, GS and Dodge, KA},
Title = {Serotonin functioning and adolescents' alcohol use: A
genetically informed study examining mechanisms of
risk.},
Journal = {Development and psychopathology},
Volume = {30},
Number = {1},
Pages = {213-233},
Year = {2018},
Month = {February},
Abstract = {The current study used data from two longitudinal samples to
test whether self-regulation, depressive symptoms, and
aggression/antisociality were mediators in the relation
between a polygenic score indexing serotonin (5-HT)
functioning and alcohol use in adolescence. The results from
an independent genome-wide association study of
5-hydroxyindoleacetic acid in the cerebrospinal fluid were
used to create 5-HT polygenic risk scores. Adolescents
and/or parents reported on adolescents' self-regulation
(Time 1), depressive symptoms (Time 2), aggression/antisociality
(Time 2), and alcohol use (Time 3). The results showed that
5-HT polygenic risk did not predict self-regulation.
However, adolescents with higher levels of 5-HT polygenic
risk showed greater depression and aggression/antisociality.
Adolescents' aggression/antisociality mediated the relation
between 5-HT polygenic risk and later alcohol use. Deficits
in self-regulation also predicted depression and
aggression/antisociality, and indirectly predicted alcohol
use through aggression/antisociality. Pathways to alcohol
use were especially salient for males from families with low
parental education in one of the two samples. The results
provide insights into the longitudinal mechanisms underlying
the relation between 5-HT functioning and alcohol use (i.e.,
earlier aggression/antisociality). There was no evidence
that genetically based variation in 5-HT functioning
predisposed individuals to deficits in self-regulation.
Genetically based variation in 5-HT functioning and
self-regulation might be separate, transdiagnostic risk
factors for several types of psychopathology.},
Doi = {10.1017/s095457941700058x},
Key = {fds326573}
}
@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},
Doi = {10.1007/s11414-008-9133-3},
Key = {fds167314}
}
@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},
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{fds327154,
Author = {Alampay, LP and Godwin, J and Lansford, JE and Bombi, AS and Bornstein,
MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
E and Tapanya, S and Uribe Tirado and LM and Zelli, A and Al-Hassan, S and Bacchini, D},
Title = {Severity and Justness Do Not Moderate the Relation Between
Corporal Punishment and Negative Child Outcomes: A
Multicultural and Longitudinal Study.},
Journal = {International journal of behavioral development},
Volume = {41},
Number = {4},
Pages = {491-502},
Year = {2017},
Month = {July},
Abstract = {There is strong evidence of a positive association between
corporal punishment and negative child outcomes, but
previous studies have suggested that the manner in which
parents implement corporal punishment moderates the effects
of its use. This study investigated whether severity and
justness in the use of corporal punishment moderate the
associations between frequency of corporal punishment and
child externalizing and internalizing behaviors. This
question was examined using a multicultural sample from
eight countries and two waves of data collected one year
apart. Interviews were conducted with 998 children aged 7-10
years, and their mothers and fathers, from China, Colombia,
Italy, Jordan, Kenya, Philippines, Thailand, and the United
States. Mothers and fathers responded to questions on the
frequency, severity, and justness of their use of corporal
punishment; they also reported on the externalizing and
internalizing behavior of their child. Children reported on
their aggression. Multigroup path models revealed that
across cultural groups, and as reported by mothers and
fathers, there is a positive relation between the frequency
of corporal punishment and externalizing child behaviors.
Mother-reported severity and father-reported justness were
associated with child-reported aggression. Neither severity
nor justness moderated the relation between frequency of
corporal punishment and child problem behavior. The null
result suggests that more use of corporal punishment is
harmful to children regardless of how it is implemented, but
requires further substantiation as the study is unable to
definitively conclude that there is no true interaction
effect.},
Doi = {10.1177/0165025417697852},
Key = {fds327154}
}
@article{fds272254,
Author = {Boivin, M and Dodge, KA and Coie, JD},
Title = {Similarities et dissimilarities entre le groupe et
l'individu quant aux comportements associes au statut aupres
des pairs dans les groupes de jeux experimentaux},
Journal = {Science et Comportement},
Volume = {19},
Pages = {331-349},
Year = {1989},
Key = {fds272254}
}
@article{fds272204,
Author = {Dodge, KA and McClaskey, CL and Feldman, E},
Title = {Situational approach to the assessment of social competence
in children.},
Journal = {Journal of consulting and clinical psychology},
Volume = {53},
Number = {3},
Pages = {344-353},
Year = {1985},
Month = {June},
ISSN = {0022-006X},
Abstract = {The present study attempted to generate and evaluate a
taxonomy of the situations and tasks most likely to lead
deviant children to experience social difficulties. In Study
1, elementary school teachers and clinicians were asked to
notice such situations as they occurred. The outcome was a
44-item Taxonomy of Problematic Social Situations for
Children. This survey was administered to teachers of 45
socially rejected children and 39 adaptive children. The
survey was found to have high internal consistency and high
test-retest reliability. Six situation types emerged as
factors in analyses: Peer Group Entry; Response to Peer
Provocations; Response to Failure; Response to Success;
Social Expectations; and Teacher Expectations. Teachers
rated the rejected group as having more problems than the
adaptive group in each situation, but particularly in
Response to Peer Provocations and Teacher Expectations. In
Study 2, 15 items within the six factors were presented in
hypothetical format to 39 clinic-referred rejected
aggressive children and 34 adaptive children, who were asked
to role-play their responses. The items, in particular the
provocation items, again differentiated the two groups. Sex
and age differences were also found. The usefulness of this
taxonomy in a three-step model of clinical assessment is
proposed. © 1985 American Psychological
Association.},
Doi = {10.1037//0022-006x.53.3.344},
Key = {fds272204}
}
@article{fds359019,
Author = {Chang, L and Liu, YY and Lu, HJ and Lansford, JE and Bornstein, MH and Steinberg, L and Deater-Deckard, K and Rothenberg, WA and Skinner,
AT and Dodge, KA},
Title = {Slow Life History Strategies and Increases in Externalizing
and Internalizing Problems During the COVID-19
Pandemic.},
Journal = {Journal of research on adolescence : the official journal of
the Society for Research on Adolescence},
Volume = {31},
Number = {3},
Pages = {595-607},
Year = {2021},
Month = {September},
Abstract = {The COVID-19 pandemic is but one of many instances of
environmental adversities that have recurred in human
history. Biobehavioral resource allocation strategies, known
as fast (reproduction-focused) versus slow
(development-focused) life history (LH) tradeoff strategies,
evolved to deal with environmental challenges such as
infectious diseases. Based on 141 young people and their
mothers observed prior to (ages 9 and 13) and during (age
20) COVID-19, we investigated longitudinal relations
involving slow LH strategies. The results support the
adaptive role of slow LH strategies in reducing
COVID-related increases in externalizing problems. In
addition, the effect of early adversity on COVID-related
increases in externalizing was mediated, and the effect on
COVID-related increases in internalizing was moderated, by
slow LH strategies.},
Doi = {10.1111/jora.12661},
Key = {fds359019}
}
@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},
Doi = {10.1111/j.1467-8624.1980.tb02522.x},
Key = {fds272200}
}
@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},
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{fds272207,
Author = {Dodge, KA and Schlundt, DG and Schocken, I and Delugach,
JD},
Title = {Social competence and children's sociometric status: The
role of peer group entry strategies},
Journal = {Merrill-Palmer Quarterly},
Volume = {29},
Pages = {309-336},
Year = {1983},
Key = {fds272207}
}
@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{fds272193,
Author = {Feldman, E and Dodge, KA},
Title = {Social information processing and sociometric status: sex,
age, and situational effects.},
Journal = {Journal of abnormal child psychology},
Volume = {15},
Number = {2},
Pages = {211-227},
Year = {1987},
Month = {June},
ISSN = {0091-0627},
Abstract = {Theoretically based measures of social information-processing
patterns in specific situations were developed and
administered to popular, average, socially rejected, and
socially neglected girls and boys in the first, third, and
fifth grades (total n = 95). Measures included
interpretations of peers' intentions, quantity and quality
of responses generated to problematic stimuli, evaluations
of responses, and enactments of particular responses. Three
kinds of situations were generated empirically as stimuli:
being teased, being provoked ambiguously, and initiating
entry into a peer group. Deviant children (rejected and
neglected) were found to respond deficiently compared to
average and popular children, but only in the situation in
which they were teased. Older children performed more
competently than younger children in all three situations.
Interactions among gender, sociometric status, and age also
were found. Findings were interpreted as evidence of the
elusiveness and complexity of social information-processing
defects among low sociometric status children.},
Doi = {10.1007/bf00916350},
Key = {fds272193}
}
@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{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{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{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},
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}
}
@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},
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{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{fds272237,
Author = {Crick, NR and Dodge, KA},
Title = {Social information-processing mechanisms in reactive and
proactive aggression.},
Journal = {Child development},
Volume = {67},
Number = {3},
Pages = {993-1002},
Year = {1996},
Month = {June},
url = {http://www.ncbi.nlm.nih.gov/pubmed/8706540},
Abstract = {Theories of aggressive behavior and ethological observations
in animals and children suggest the existence of distinct
forms of reactive (hostile) and proactive (instrumental)
aggression. Toward the validation of this distinction,
groups of reactive aggressive, proactive aggressive, and
nonaggressive children were identified (n = 624
9-12-year-olds). Social information-processing patterns were
assessed in these groups by presenting hypothetical
vignettes to subjects. 3 hypotheses were tested: (1) only
the reactive-aggressive children would demonstrate hostile
biases in their attributions of peers' intentions in
provocation situations (because such biases are known to
lead to reactive anger); (2) only proactive-aggressive
children would evaluate aggression and its consequences in
relatively positive ways (because proactive aggression is
motivated by its expected external outcomes); and (3)
proactive-aggressive children would select instrumental
social goals rather than relational goals more often than
nonaggressive children. All 3 hypotheses were at least
partially supported.},
Doi = {10.1111/j.1467-8624.1996.tb01778.x},
Key = {fds272237}
}
@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},
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{fds272203,
Author = {Richard, BA and Dodge, KA},
Title = {Social maladjustment and problem solving in school-aged
children.},
Journal = {Journal of consulting and clinical psychology},
Volume = {50},
Number = {2},
Pages = {226-233},
Year = {1982},
Month = {April},
ISSN = {0022-006X},
Abstract = {Examined the relationship between social adjustment and the
cognitive skills of solving interpersonal problems. 68
popular, aggressive, or isolated boys at 2 grade levels
(2nd-3rd and 4th-5th) were presented with 6 hypothetical
problem situations and asked to generate alternative
solutions to the problems. Ss were subsequently asked to
evaluate the effectiveness of solutions presented to them by
the experimenter. It was found that the popular Ss generated
more solutions than either the aggressive or isolated
groups, which did not differ. The initial solutions of all
groups were rated as "effective," in most cases, by
independent coders. Subsequent solutions, however, varied as
a function of S status. Popular Ss continued to generate
effective solutions, whereas deviant Ss generated aggressive
and ineffective solutions. No differences among S groups
were found in the evaluations of the effectiveness of given
solutions. Data support the notion that deviant boys are
deficient in the cognitive problem-solving skills of
generating alternative solutions but are not deficient in
the evaluation of presented solutions. (22 ref) (PsycINFO
Database Record (c) 2006 APA, all rights reserved). © 1982
American Psychological Association.},
Doi = {10.1037//0022-006x.50.2.226},
Key = {fds272203}
}
@article{fds38990,
Author = {Bierman, K. and the Conduct Problems Prevention Research
Group (K.A. Dodge and member)},
Title = {Social skills training in the FAST Track
Program},
Pages = {65-89},
Booktitle = {Preventing childhood disorders, substance use, and
delinquency},
Publisher = {Thousand Oaks, CA: Sage},
Editor = {R. Dev. Peters and R.J. McMahon},
Year = {1996},
Key = {fds38990}
}
@article{fds272216,
Author = {Schwartz, D and Dodge, KA and Coie, JD and Hubbard, JA and Cillessen,
AH and Lemerise, EA and Bateman, H},
Title = {Social-cognitive and behavioral correlates of aggression and
victimization in boys' play groups.},
Journal = {Journal of abnormal child psychology},
Volume = {26},
Number = {6},
Pages = {431-440},
Year = {1998},
Month = {December},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9915650},
Abstract = {A contrived play group procedure was utilized to examine the
behavioral and social-cognitive correlates of reactive
aggression, proactive aggression, and victimization via
peers. Eleven play groups, each of which consisted of six
familiar African-American 8-year-old boys, met for 45-min
sessions on five consecutive days. Social-cognitive
interviews were conducted following the second and fourth
sessions. Play group interactions were videotaped and
examined by trained observers. High rates of proactive
aggression were associated with positive outcome
expectancies for aggression/assertion, frequent displays of
assertive social behavior, and low rates of submissive
behavior. Reactive aggression was associated with hostile
attributional tendencies and frequent victimization by
peers. Victimization was associated with submissive
behavior, hostile attributional bias, reactive aggression,
and negative outcome expectations for aggression/assertion.
These results demonstrate that there is a theoretically
coherent and empirically distinct set of correlates
associated with each of the examined aggression subtypes,
and with victimization by peers.},
Doi = {10.1023/a:1022695601088},
Key = {fds272216}
}
@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},
Doi = {10.1146/annurev.ps.44.020193.003015},
Key = {fds272259}
}
@article{fds272246,
Author = {Lochman, JE and Dodge, KA},
Title = {Social-cognitive processes of severely violent, moderately
aggressive, and nonaggressive boys.},
Journal = {Journal of consulting and clinical psychology},
Volume = {62},
Number = {2},
Pages = {366-374},
Year = {1994},
Month = {April},
ISSN = {0022-006X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/8201075},
Abstract = {This study examined social-cognitive processes of aggressive
and nonaggressive boys at preadolescent and early adolescent
age levels. The social-cognitive variables included
processing of cues, attributions, social problem solving,
affect labeling, outcome expectations, and perceived
competence and self-worth. Results indicated that a wide
range of social-cognitive processes is distorted and
deficient for violent and moderately aggressive children,
and that different types of social cognition contribute
unique variance in discriminating among groups. Severely
violent boys at both age levels had difficulties with cue
recall, attributions, social problem solving, general
self-worth, and a pattern of endorsing unusually positive
affects that they may experience in different settings.
Moderately aggressive boys shared some of the
social-cognitive difficulties demonstrated by severely
violent boys, but they also displayed indications that their
aggression may be more planfully aimed to achieve expected
outcomes. When the moderately aggressive and the violent
boys differed from the nonaggressive boys on attributional
biases and low perceived self-worth, a continuum existed
with violent boys displaying more extreme social-cognitive
dysfunctions than the moderately aggressive boys. These
findings carry implications for cognitive-behavioral
intervention with severely violent and moderately aggressive
youths.},
Doi = {10.1037//0022-006x.62.2.366},
Key = {fds272246}
}
@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{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{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{fds304163,
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 = {649-665},
Year = {1994},
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 = {fds304163}
}
@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{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},
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{fds272228,
Author = {Deater Deckard and K and Dodge, KA},
Title = {Spare the rod, spoil the authors: Emerging themes in
research on parenting and child development},
Journal = {Psychological Inquiry},
Volume = {8},
Pages = {230-235},
Year = {1997},
Doi = {10.1207/s15327965pli0803_13},
Key = {fds272228}
}
@article{fds272232,
Author = {Pettit, GS and Clawson, MA and Dodge, KA and Bates,
JE},
Title = {Stability and change in peer-rejected status: The role of
child behavior, parenting, and family ecology},
Journal = {Merrill-Palmer Quarterly},
Volume = {42},
Number = {2},
Pages = {267-294},
Year = {1996},
Month = {April},
url = {http://www.jstor.org/stable/23087880},
Abstract = {Antecedents and correlates of peer rejection in kindergarten
and first grade were examined. Interviews with 585 mothers
provided data on parenting and family ecology. Child
behavior was indexed by peer and teacher ratings. Children
were classified as sociometrically accepted in both grades,
rejected in only one grade, or rejected in both grades.
Compared to accepted children, rejected children were more
likely to come from lower SES families in which restrictive
discipline occurred at a high rate, and were more aggressive
and less socially and academically skilled. Children
rejected in both grades were more aggressive than children
rejected in one grade. Decreases in aggression and increases
in academic performance were shown by children whose status
improved across grades, with the opposite pattern shown by
children whose status worsened. Findings are discussed in
terms of the etiology and maintenance of peer rejection in
the early school years.},
Key = {fds272232}
}
@article{fds332672,
Author = {Crowley, DM and Dodge, KA and Barnett, WS and Corso, P and Duffy, S and Graham, P and Greenberg, M and Haskins, R and Hill, L and Jones, DE and Karoly, LA and Kuklinski, MR and Plotnick, R},
Title = {Standards of Evidence for Conducting and Reporting Economic
Evaluations in Prevention Science.},
Journal = {Prevention science : the official journal of the Society for
Prevention Research},
Volume = {19},
Number = {3},
Pages = {366-390},
Year = {2018},
Month = {April},
Abstract = {Over a decade ago, the Society for Prevention Research
endorsed the first standards of evidence for research in
preventive interventions. The growing recognition of the
need to use limited resources to make sound investments in
prevention led the Board of Directors to charge a new task
force to set standards for research in analysis of the
economic impact of preventive interventions. This article
reports the findings of this group's deliberations, proposes
standards for economic analyses, and identifies
opportunities for future prevention science. Through
examples, policymakers' need and use of economic analysis
are described. Standards are proposed for framing economic
analysis, estimating costs of prevention programs,
estimating benefits of prevention programs, implementing
summary metrics, handling uncertainty in estimates, and
reporting findings. Topics for research in economic analysis
are identified. The SPR Board of Directors endorses the
"Standards of Evidence for Conducting and Reporting Economic
Evaluations in Prevention Science."},
Doi = {10.1007/s11121-017-0858-1},
Key = {fds332672}
}
@article{fds38964,
Author = {Dodge, K.A.},
Title = {Studying mechanisms in the cycle of violence},
Pages = {19-36},
Booktitle = {The Science and Psychiatry of Violence},
Publisher = {London: Butterworth-Heinemann},
Editor = {C. Thompson},
Year = {1993},
Key = {fds38964}
}
@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},
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{fds304166,
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 = {278-294},
Year = {1997},
Month = {April},
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
component skills. The findings that some 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/j.1467-8624.1997.tb01940.x},
Key = {fds304166}
}
@article{fds272250,
Author = {Dodge, CFTS-BPOSCK and member},
Title = {Support for school-based social competence
promotion},
Journal = {American Psychologist},
Volume = {45},
Pages = {986-988},
Year = {1990},
Key = {fds272250}
}
@article{fds304167,
Author = {Pettit, GS and Bates, JE and Dodge, KA},
Title = {Supportive Parenting, Ecological Context, and Children's
Adjustment: A Seven-Year Longitudinal Study},
Journal = {Child Development},
Volume = {68},
Number = {5},
Pages = {908-923},
Publisher = {WILEY},
Year = {1997},
Month = {January},
Abstract = {Two major questions regarding the possible impact of early
supportive parenting (SP) on children's school adjustment
were addressed: (1) Does SP assessed prekindergarten predict
grade 6 adjustment after controlling for early harsh
parenting (HP)? (2) Does SP moderate (buffer) the impact of
early family adversity on grade 6 adjustment? Parenting and
family adversity data were drawn from home-visit interviews
with 585 mothers conducted prekindergarten. Four SP measures
were derived: mother-to-child warmth, proactive teaching,
inductive discipline, and positive involvement. HP was
indexed as the use of harsh, physical discipline. Family
adversity indicators were socioeconomic disadvantage, family
stress, and single parenthood. Children's adjustment
(behavior problems, social skills, and academic performance)
in kindergarten and grade 6 was assessed via teacher ratings
and school records. SP predicted adjustment in grade 6, even
after controlling for kindergarten adjustment and HP. High
levels of SP mitigated the effects of family adversity on
later behavior problems. These findings implicate both
direct (main effect) and indirect (moderator of adversity)
processes in the linkage between positive and supportive
aspects of parenting and children's school
adjustment.},
Doi = {10.1111/j.1467-8624.1997.tb01970.x},
Key = {fds304167}
}
@article{fds272225,
Author = {Pettit, GS and Bates, JE and Dodge, KA},
Title = {Supportive parenting, ecological context, and children’s
adjustment},
Journal = {Child Development},
Volume = {68},
Number = {5},
Pages = {908-923},
Year = {1997},
Abstract = {Two major questions regarding the possible impact of early
supportive parenting (SP) on children's school adjustment
were addressed: (1) Does SP assessed prekindergarten predict
grade 6 adjustment after controlling for early harsh
parenting (HP)? (2) Does SP moderate (buffer) the impact of
early family adversity on grade 6 adjustment? Parenting and
family adversity data were drawn from home-visit interviews
with 585 mothers conducted prekindergarten. Four SP measures
were derived: mother-to-child warmth, proactive teaching,
inductive discipline, and positive involvement. HP was
indexed as the use of harsh, physical discipline. Family
adversity indicators were socioeconomic disadvantage, family
stress, and single parenthood. Children's adjustment
(behavior problems, social skills, and academic performance)
in kindergarten and grade 6 was assessed via teacher ratings
and school records. SP predicted adjustment in grade 6, even
after controlling for kindergarten adjustment and HP. High
levels of SP mitigated the effects of family adversity on
later behavior problems. These findings implicate both
direct (main effect) and indirect (moderator of adversity)
processes in the linkage between positive and supportive
aspects of parenting and children's school
adjustment.},
Doi = {10.1111/j.1467-8624.1997.tb01970.x},
Key = {fds272225}
}
@article{fds271919,
Title = {Targeting High‐Risk, Socially Influential Middle School
Students to Reduce Aggression: Universal Versus Selective
Preventive Intervention Effects},
Journal = {Journal of Research on Adolescence},
Volume = {24},
Number = {2},
Pages = {364-382},
Publisher = {Wiley},
Year = {2014},
Month = {June},
ISSN = {1050-8392},
Abstract = {<jats:p>Early adolescence may be an opportune time for
violence prevention, particularly if shifts in risk patterns
and the importance of peer influence are considered. An
important question is whether to target high‐risk students
or the entire population. Thirty‐seven schools were
randomized to four conditions: universal classroom
intervention; selective family intervention; combined
interventions; or control to test effects on a high‐risk
sample (<jats:italic>N </jats:italic>=<jats:italic> </jats:italic>1,805)
of sixth graders targeted due to elevated aggression and
social influence. Intent‐to‐treat and dosage‐weighted
growth comparisons through two years of postintervention
revealed selective intervention benefits for physical
aggression, aggressive strategies, and targeted family
characteristics. Universal and combined interventions
affected valuing academic achievement. Implications for
middle school prevention, particularly selective targeting
of socially influential high‐risk youth, are
discussed.</jats:p>},
Doi = {10.1111/jora.12067},
Key = {fds271919}
}
@article{fds271940,
Author = {Schermerhorn, AC and Bates, JE and Goodnight, JA and Lansford, JE and Dodge, KA and Pettit, GS},
Title = {Temperament moderates associations between exposure to
stress and children’s externalizing problems},
Journal = {Child Development},
Volume = {84},
Number = {5},
Pages = {1579-1593},
Year = {2012},
Abstract = {The interaction between a temperament profile (four groups
determined by high vs. low resistance to control
[unmanageability] and unadaptability [novelty distress]) and
family stress in predicting externalizing problems at school
in children followed from kindergarten through eighth grade
(ages 5-13) was investigated. The sample consisted of 556
families (290 boys). At Time 1 just prior to kindergarten,
mothers retrospectively reported on their child's
temperament during infancy. Each year, mothers reported
stress and teachers reported children's externalizing
problems. Temperament profile was tested as a moderator of
the stress-externalizing association for various time
periods. Results indicated that the combination of high
resistance to control and high unadaptability strengthens
the stress-externalizing association. Findings are discussed
in terms of possible underlying mechanisms.},
Doi = {10.1111/cdev.12076},
Key = {fds271940}
}
@article{fds272100,
Author = {Goodnight, JA and Bates, JE and Staples, AD and Pettit, GS and Dodge,
KA},
Title = {Temperamental resistance to control increases the
association between sleep problems and externalizing
behavior development.},
Journal = {Journal of family psychology : JFP : journal of the Division
of Family Psychology of the American Psychological
Association (Division 43)},
Volume = {21},
Number = {1},
Pages = {39-48},
Year = {2007},
Month = {March},
ISSN = {0893-3200},
Abstract = {This study examined the moderating effects of temperamental
resistance to control on the link between development of
sleep problems and development of externalizing behaviors
over a 5-year period. Resistance to control was assessed
with mothers' retrospective reports of temperament in
infancy, provided when children were 5 years of age. Sleep
problems were assessed with mother reports on an annual
basis from age 5 to age 9. Externalizing behaviors were
assessed with teacher reports on an annual basis from age 5
to age 9. A cross-domain latent growth curve model indicated
that sleep problem trajectories were positively associated
with externalizing behavior trajectories only for children
high in resistance to control. In addition, resistance to
control was positively associated with initial (age 5) sleep
problems and initial (age 5) externalizing behaviors. The
authors speculate that the development of sleep problems
promotes the development of behavior problems for resistant
children, whose self-regulatory abilities are especially
tenuous. Implications for prevention and treatment of
conduct problems are considered.},
Doi = {10.1037/0893-3200.21.1.39},
Key = {fds272100}
}
@article{fds355528,
Author = {Saint-Eloi Cadely and H and Pittman, JF and Pettit, GS and Lansford, JE and Bates, JE and Dodge, KA and Holtzworth-Munroe,
A},
Title = {Temporal Associations Between Psychological and Physical
Intimate Partner Violence: A Cross-Lag Analysis},
Journal = {Partner Abuse},
Volume = {11},
Number = {1},
Pages = {22-38},
Year = {2020},
Month = {January},
Abstract = {The present study examined the relationship between
psychological and physical forms of intimate partner
violence (IPV) across four waves of data during the
developmental period of young adulthood. The links from
early psychological aggression to later physical aggression
and from early physical aggression to later psychological
aggression across waves were tested while controlling for
their cross-time stabilities and concurrent associations.
IPV data were collected annually from 434 young adult
respondents involved in a romantic relationship at least
once during the respective years from the ages of 22–25.
On average, participants provided IPV data for 3 out of the
4 years covered by the study (M = 2.82; standard deviation
[SD] = 1.14). Results of a cross-lagged structural equation
model (SEM) model indicated significant cross-time
stabilities as well as significant, positive concurrent
associations for both forms of aggression. Most important to
this study were the findings that, controlling for these
stabilities and concurrent associations, early psychological
aggression was a consistent positive predictor of later
physical aggression across waves whereas the opposite
direction from early physical aggression to later
psychological aggression was either non-significant or
significant and negative.},
Doi = {10.1891/1946-6560.11.1.22},
Key = {fds355528}
}
@article{fds272073,
Author = {Dodge, KA and Greenberg, MT and Malone, PS and Conduct Problems
Prevention Research Group},
Title = {Testing an idealized dynamic cascade model of the
development of serious violence in adolescence.},
Journal = {Child development},
Volume = {79},
Number = {6},
Pages = {1907-1927},
Year = {2008},
Month = {November},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19037957},
Abstract = {A dynamic cascade model of development of serious adolescent
violence was proposed and tested through prospective inquiry
with 754 children (50% male; 43% African American) from 27
schools at 4 geographic sites followed annually from
kindergarten through Grade 11 (ages 5-18). Self, parent,
teacher, peer, observer, and administrative reports provided
data. Partial least squares analyses revealed a cascade of
prediction and mediation: An early social context of
disadvantage predicts harsh-inconsistent parenting, which
predicts social and cognitive deficits, which predicts
conduct problem behavior, which predicts elementary school
social and academic failure, which predicts parental
withdrawal from supervision and monitoring, which predicts
deviant peer associations, which ultimately predicts
adolescent violence. Findings suggest targets for in-depth
inquiry and preventive intervention.},
Doi = {10.1111/j.1467-8624.2008.01233.x},
Key = {fds272073}
}
@article{fds272087,
Author = {Fontaine, RG and Yang, C and Dodge, KA and Bates, JE and Pettit,
GS},
Title = {Testing an individual systems model of response evaluation
and decision (RED) and antisocial behavior across
adolescence.},
Journal = {Child development},
Volume = {79},
Number = {2},
Pages = {462-475},
Year = {2008},
Month = {March},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/18366434},
Abstract = {This study examined the bidirectional development of
aggressive response evaluation and decision (RED) and
antisocial behavior across five time points in adolescence.
Participants (n = 522) were asked to imagine themselves
behaving aggressively while viewing videotaped ambiguous
provocations and answered a set of RED questions following
each aggressive retaliation (administered at Grades 8 and 11
[13 and 16 years, respectively]). Self- and mother reports
of antisocial behavior were collected at Grades 7, 9/10, and
12 (12, 14/15, and 17 years, respectively). Using structural
equation modeling, the study found a partial mediating
effect at each hypothesized mediational path despite high
stability of antisocial behavior across adolescence.
Findings are consistent with an individual systems
perspective by which adolescents' antisocial conduct
influences how they evaluate aggressive interpersonal
behaviors, which affects their future antisocial
conduct.},
Doi = {10.1111/j.1467-8624.2007.01136.x},
Key = {fds272087}
}
@article{fds271923,
Author = {Carré, JM and Iselin, A-MR and Welker, KM and Hariri, AR and Dodge,
KA},
Title = {Testosterone reactivity to provocation mediates the effect
of early intervention on aggressive behavior.},
Journal = {Psychological science},
Volume = {25},
Number = {5},
Pages = {1140-1146},
Year = {2014},
Month = {May},
ISSN = {0956-7976},
Abstract = {We tested the hypotheses that the Fast Track intervention
program for high-risk children would reduce adult aggressive
behavior and that this effect would be mediated by decreased
testosterone responses to social provocation. Participants
were a subsample of males from the full trial sample, who
during kindergarten had been randomly assigned to the
10-year Fast Track intervention or to a control group. The
Fast Track program attempted to develop children's social
competencies through child social-cognitive and
emotional-coping skills training, peer-relations coaching,
academic tutoring, and classroom management, as well as
training for parents to manage their child's behavior. At a
mean age of 26 years, participants responded to laboratory
provocations. Results indicated that, relative to control
participants, men assigned to the intervention demonstrated
reduced aggression and testosterone reactivity to social
provocations. Moreover, reduced testosterone reactivity
mediated the effect of intervention on aggressive behavior,
which provides evidence for an enduring biological mechanism
underlying the effect of early psychosocial intervention on
aggressive behavior in adulthood.},
Doi = {10.1177/0956797614525642},
Key = {fds271923}
}
@article{fds324191,
Author = {Calvert, SL and Appelbaum, M and Dodge, KA and Graham, S and Nagayama
Hall, GC and Hamby, S and Fasig-Caldwell, LG and Citkowicz, M and Galloway, DP and Hedges, LV},
Title = {The American Psychological Association Task Force assessment
of violent video games: Science in the service of public
interest.},
Journal = {The American psychologist},
Volume = {72},
Number = {2},
Pages = {126-143},
Year = {2017},
Month = {February},
Abstract = {A task force of experts was convened by the American
Psychological Association (APA) to update the knowledge and
policy about the impact of violent video game use on
potential adverse outcomes. This APA Task Force on Media
Violence examined the existing literature, including the
meta-analyses in the field, since the last APA report on
media violence in 2005. Because the most recent
meta-analyses were published in 2010 and reflected work
through 2009, the task force conducted a search of the
published studies from 2009-2013. These recently published
articles were scored and assessed by a systematic
evidentiary review, followed by a meta-analysis of the high
utility studies, as documented in the evidentiary review.
Consistent with the literature that we reviewed, we found
that violent video game exposure was associated with: an
increased composite aggression score; increased aggressive
behavior; increased aggressive cognitions; increased
aggressive affect, increased desensitization, and decreased
empathy; and increased physiological arousal. The size of
the effects was similar to that in prior meta-analyses,
suggesting a stable result. Our task force concluded that
violent video game use is a risk factor for adverse
outcomes, but found insufficient studies to examine any
potential link between violent video game use and
delinquency or criminal behavior. Our technical report is
the basis of this article. (PsycINFO Database
Record},
Doi = {10.1037/a0040413},
Key = {fds324191}
}
@article{fds272002,
Author = {Dodge, KA and Murphy, RR and Buchsbaum, K},
Title = {The assessment of intention-cue detection skills in
children: implications for developmental
psychopathology.},
Journal = {Child development},
Volume = {55},
Series = {Special issue on developmental psychopathology},
Number = {1},
Pages = {163-173},
Year = {1984},
Month = {February},
Abstract = {A reliable measure of children's skills in discriminating
intention cues in others was developed for this
investigation in order to test the hypothesis that
intention-cue detection skill is related to social
competence in children. Videotapes were prepared in which
one child provoked another child. The intention of the first
child varied across videotapes. The subject's task was to
discriminate among types of intentions. Care was taken to
ensure that scores on this measure were not confounded by a
child's verbal capacity or general discrimination skill.
This instrument was administered to 176 children in
kindergarten, second grade, and fourth grade, who were
identified by sociometric measures as having a peer status
as popular, average, socially rejected, or socially
neglected. Scores on this measure were found to increase as
a function of increasing age, and normal children (popular
and average) were found to score more highly than deviant
children (neglected and rejected). The errors by deviant
children tended to consist of erroneous labels of prosocial
intentions as hostile. Also, children's statements about
their probable behavioral responses to provocations by peers
were found to vary as a function of subjects' perceptions of
the intention of the peer causing the provocation, not as a
function of the actual intention portrayed by the peer.
Sociometric status differences in these responses were also
found. These findings were consistent with a hypothesis of a
developmental lag among socially deviant children in the
acquisition of intention-cue detection skills.},
Doi = {10.1111/j.1467-8624.1984.tb00281.x},
Key = {fds272002}
}
@article{fds272026,
Author = {Deater Deckard and K and Lansford, JE and Malone, PS and Alampay, LP and Sorbring, E and Bacchini, D and Bombi, AS and Bornstein, MH and Chang,
L and Di Giunta and L and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Tapanya, S and Tirado, LMU and Zelli, A and Al Hassan,
SM},
Title = {The association between parental warmth and control in
thirteen cultural groups},
Journal = {Journal of Family Psychology},
Volume = {25},
Number = {5},
Pages = {791-794},
Year = {2011},
ISSN = {0893-3200},
Abstract = {The goal of the current study was to investigate potential
cross-cultural differences in the covariation between two of
the major dimensions of parenting behavior: control and
warmth. Participants included 1,421 (51% female) 7- to
10-year-old (M = 8.29, SD = .67 years) children and their
mothers and fathers representing 13 cultural groups in nine
countries in Africa, Asia, Europe, the Middle East, and
North and South America. Children and parents completed
questionnaires and interviews regarding mother and father
control and warmth. Greater warmth was associated with more
control, but this association varied widely between cultural
groups. © 2011 American Psychological Association.},
Doi = {10.1037/a0025120},
Key = {fds272026}
}
@article{fds304175,
Author = {Deater-Deckard, K and Lansford, JE and Malone, PS and Alampay, LP and Sorbring, E and Bacchini, D and Bombi, AS and Bornstein, MH and Chang,
L and Di Giunta and L and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Tapanya, S and Tirado, LMU and Zelli, A and Al-Hassan,
SM},
Title = {The association between parental warmth and control in
thirteen cultural groups.},
Journal = {Journal of family psychology : JFP : journal of the Division
of Family Psychology of the American Psychological
Association (Division 43)},
Volume = {25},
Number = {5},
Pages = {790-794},
Year = {2011},
Month = {October},
ISSN = {0893-3200},
Abstract = {The goal of the current study was to investigate potential
cross-cultural differences in the covariation between two of
the major dimensions of parenting behavior: control and
warmth. Participants included 1,421 (51% female) 7- to
10-year-old (M = 8.29, SD = .67 years) children and their
mothers and fathers representing 13 cultural groups in nine
countries in Africa, Asia, Europe, the Middle East, and
North and South America. Children and parents completed
questionnaires and interviews regarding mother and father
control and warmth. Greater warmth was associated with more
control, but this association varied widely between cultural
groups.},
Doi = {10.1037/a0025120},
Key = {fds304175}
}
@article{fds272255,
Author = {Barefoot, JC and Dodge, KA and Peterson, BL and Dahlstrom, WG and Williams, RB},
Title = {The Cook-Medley hostility scale: item content and ability to
predict survival.},
Journal = {Psychosom Med},
Volume = {51},
Number = {1},
Pages = {46-57},
Year = {1989},
ISSN = {0033-3174},
url = {http://www.ncbi.nlm.nih.gov/pubmed/2928460},
Abstract = {Previous studies have identified the MMPI-based Cook and
Medley hostility scale (Ho) as a predictor of health
outcomes. To achieve a better understanding of the construct
measured by this scale, Ho items were classified on an a
priori basis. Six subsets were identified: Cynicism, Hostile
Attributions, Hostile Affect, Aggressive Responding, Social
Avoidance, and Other. Study 1 examined the correlations of
these subsets with scales of the NEO Personality Inventory
in two samples of undergraduates. Good convergent and
discriminant validity were demonstrated, but there was some
evidence that items in the Social Avoidance and Other
categories reflect constructs other than hostility. Study 2
examined the ability of the Ho scale and the item subsets to
predict the 1985 survival of 118 lawyers who had completed
the MMPI in 1956 and 1957. As in previous studies, those
with high scores had poorer survival (chi 2 = 6.37, p =
0.012). Unlike previous studies, the relation between Ho
scores and survival was linear. Cynicism, Hostile Affect,
and Aggressive Responding subsets were related to survival,
whereas the other subsets were not. The sum of the three
predictive subsets, with a chi 2 of 9.45 (p = 0.002), was a
better predictor than the full Ho scale, suggesting that it
may be possible to refine the scale and achieve an even more
effective measure of those aspects of hostility that are
deleterious to health.},
Doi = {10.1097/00006842-198901000-00005},
Key = {fds272255}
}
@article{fds272130,
Author = {Deater-Deckard, K and Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE},
Title = {The development of attitudes about physical punishment: an
8-year longitudinal study.},
Journal = {Journal of family psychology : JFP : journal of the Division
of Family Psychology of the American Psychological
Association (Division 43)},
Volume = {17},
Number = {3},
Pages = {351-360},
Year = {2003},
Month = {September},
Abstract = {We examined young adolescents' endorsement of parental use
of corporal punishment to elucidate processes underlying the
intergenerational transmission of discipline strategies. The
community sample was ethnically and socioeconomically
diverse. Mothers completed interviews and questionnaires
when the target children were entering kindergarten (n =
566) and in 6th and 8th grades. Adolescents completed
questionnaires when they were in 8th grade (n = 425).
Adolescents' attitudes about corporal punishment varied
widely. Those adolescents who had been spanked by their own
mothers were more approving of this discipline method,
regardless of the overall frequency, timing, or chronicity
of physical discipline they had received. However, there was
no correlation among adolescents for whom physical
maltreatment in early or middle childhood was
suspected.},
Doi = {10.1037/0893-3200.17.3.351},
Key = {fds272130}
}
@article{fds38862,
Title = {The development of emotion regulation},
Journal = {Developmental Psychology},
Volume = {25},
Series = {Special section},
Pages = {339-402},
Editor = {K.A. Dodge},
Year = {1989},
Key = {fds38862}
}
@article{fds272080,
Author = {Lansford, JE and Erath, S and Yu, T and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {The developmental course of illicit substance use from age
12 to 22: links with depressive, anxiety, and behavior
disorders at age 18.},
Journal = {Journal of child psychology and psychiatry, and allied
disciplines},
Volume = {49},
Number = {8},
Pages = {877-885},
Year = {2008},
Month = {August},
url = {http://www.ncbi.nlm.nih.gov/pubmed/18564069},
Abstract = {<h4>Background</h4>Previous theory and research suggest
links between substance use and externalizing behavior
problems, but links between substance use and internalizing
problems are less clear. The present study sought to
understand concurrent links among diagnoses of substance use
disorders, internalizing disorders, and behavior disorders
at age 18 as well as developmental trajectories of illicit
substance use prior to and after this point.<h4>Methods</h4>Using
data from 585 participants in the Child Development Project,
this study examined comorbidity among substance use,
behavior, and internalizing disorders at age 18 and
trajectories of growth in illicit substance use from age 12
to age 22.<h4>Results</h4>In this community sample, meeting
diagnostic criteria for comorbid internalizing disorders, a
behavioral disorder (conduct disorder or oppositional
defiant disorder) alone, or both internalizing and
behavioral disorders predicted higher concurrent substance
use disorders (abuse, dependence, or withdrawal). Meeting
diagnostic criteria for an anxiety disorder alone or
depression alone did not predict higher concurrent substance
use diagnoses. Over time, youths with behavioral disorders
at age 18 showed a pattern of increasing substance use
across early adolescence and higher levels of substance use
than those with no diagnosis at age 18. Substance use
declines from late adolescence to early adulthood were
observed for all groups.<h4>Conclusions</h4>Substance use
disorders were more highly comorbid with behavior disorders
than with internalizing disorders at age 18, and behavior
disorder and comorbid behavior-internalizing disorders at
age 18 were related to trajectories characterized by steep
increases in illicit substance use during adolescence and
high rates of illicit substance use over
time.},
Doi = {10.1111/j.1469-7610.2008.01915.x},
Key = {fds272080}
}
@article{fds374185,
Author = {Remondi, C and Gerbino, M and Zuffianò, A and Pastorelli, C and Thartori, E and Bacchini, D and Di Giunta and L and Lunetti, C and Favini,
A and Lansford, JE and Dodge, KA},
Title = {The developmental trends of parental self-efficacy and
adolescents' rule-breaking behaviors in the Italian context:
A 7-wave latent growth curve study.},
Journal = {PloS one},
Volume = {18},
Number = {11},
Pages = {e0293911},
Year = {2023},
Month = {January},
Abstract = {Parental self-efficacy (PSE) captures parents' beliefs in
their ability to perform the parenting role successfully and
to handle pivotal issues of specific developmental periods.
Although previous studies have shown that, across the
transition to adolescence, parents show decreasing levels of
PSE while adolescents exhibit increasing engagement in
rule-breaking (RB) behaviors, there is a paucity of studies
investigating whether and how changes in PSE are related to
late adolescents' RB behaviors across development. The
present study examined the developmental trends of PSE among
Italian mothers and fathers over seven waves (representing
children's transition from late childhood to late
adolescence; approximately from 9 to 18 years old) as well
as the longitudinal associations between PSE and RB
behaviors during late adolescence. Data were drawn from
seven waves of the Parenting Across Cultures (PAC) project,
a large-scale longitudinal, cross-cultural study, and
included 200 Italian children (MAgeAtTime1 = 9.80, SD =
0.65; 50.5% girls) and their parents (200 mothers; 190
fathers). PSE was measured across all seven time-points
(from T1 to T7), while adolescents' RB behaviors were
measured at the first and last assessment (T1 and T7).
Results of univariate latent growth models showed a cubic
trend of mothers' PSE, which revealed a decreasing pattern
characterized initially by a slight decline, followed by a
rebound before continuously decreasing. By contrast,
fathers' PSE followed a linear decrease over time. Finally,
our findings evidenced that only the slope of mothers' PSE
negatively predicted adolescents' RB behaviors at T7,
implying that mothers who maintained higher levels of PSE
over time had children who later engaged in lower RB
behaviors. The study implications are discussed.},
Doi = {10.1371/journal.pone.0293911},
Key = {fds374185}
}
@article{fds272046,
Author = {Conduct Problems Prevention Research Group},
Title = {The Difficulty of Maintaining Positive Intervention Effects:
A Look at Disruptive Behavior, Deviant Peer Relations, and
Social Skills During the Middle School Years.},
Journal = {The Journal of early adolescence},
Volume = {30},
Number = {4},
Pages = {593-624},
Publisher = {SAGE Publications},
Year = {2010},
Month = {August},
ISSN = {0272-4316},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000280098000005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper examines the effects of the Fast Track preventive
intervention on youths' functioning in three domains:
disruptive behavior problems, involvement with deviant
peers, and social skills during the middle school years.
Eight hundred ninety-one children had been randomly assigned
by sets of schools within four sites to intervention
(<i>n</i> = 445) or to control (<i>n</i> = 446) conditions.
In contrast to prior findings of the effectiveness of the
Fast Track intervention during the elementary school years,
the current findings indicate that Fast Track had little
overall impact on children's functioning in these domains
during this age period. There were positive intervention
effects on only 2 of 17 outcomes examined. Although the
intervention had positive impact on children's hyperactive
and self-reported delinquent behaviors in seventh grade,
there were no intervention effects on other externalizing
behavior problems or on social skills, and there was a
negative intervention effect on children's involvement with
deviant peers during this age period.},
Doi = {10.1177/0272431609340513},
Key = {fds272046}
}
@article{fds272166,
Author = {Zelli, A and Dodge, KA and Lochman, JE and Laird,
RD},
Title = {The distinction between beliefs legitimizing aggression and
deviant processing of social cues: testing measurement
validity and the hypothesis that biased processing mediates
the effects of beliefs on aggression. Conduct Problems
Prevention Research Group.},
Journal = {Journal of personality and social psychology},
Volume = {77},
Number = {1},
Pages = {150-166},
Year = {1999},
Month = {July},
ISSN = {0022-3514},
url = {http://www.ncbi.nlm.nih.gov/pubmed/10434411},
Abstract = {In 2 studies the authors examined knowledge and social
information-processing mechanisms as 2 distinct sources of
influence on child aggression. Data were collected from 387
boys and girls of diverse ethnicity in 3 successive years.
In Study 1, confirmatory factor analyses demonstrated the
discriminant validity of the knowledge construct of
aggression beliefs and the processing constructs of hostile
intent attributions, accessing of aggressive responses, and
positive evaluation of aggressive outcomes. In Study 2,
structural equation modeling analyses were used to test the
mediation hypothesis that aggression beliefs would influence
child aggression through the effects of deviant processing.
A stronger belief that aggressive retaliation is acceptable
predicted more deviant processing 1 year later and more
aggression 2 years later. However, this latter effect was
substantially accounted for by the intervening effects of
deviant processing on aggression.},
Doi = {10.1037//0022-3514.77.1.150},
Key = {fds272166}
}
@article{fds39754,
Author = {Dodge, K.A. and Putallaz, M. and Malone, D.},
Title = {The Duke Education Leadership Summit},
Journal = {Phi Delta Kappan},
Volume = {83},
Series = {Special section},
Pages = {674-720},
Year = {2002},
Key = {fds39754}
}
@article{fds272112,
Author = {Dodge, KA and Berlin, LJ and Epstein, M and Spitz-Roth, A and O'Donnell,
K and Kaufman, M and Amaya-Jackson, L and Rosch, J and Christopoulos,
C},
Title = {The Durham Family Initiative: a preventive system of
care.},
Journal = {Child Welfare},
Volume = {83},
Number = {2},
Pages = {109-128},
Year = {2004},
ISSN = {0009-4021},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15068214},
Abstract = {This article describes the Durham Family Initiative (DFI),
an innovative effort to bring together child welfare and
juvenile justice systems to reach DFI's goal of reducing the
child abuse rate in Durham, North Carolina, by 50% within
the next 10 years. DFI will follow principles of a
preventive system of care (PSoC), which focuses on nurturing
the healthy parent-child relationship. A community
collaborative of government agency directors has signed a
memorandum of agreement to implement the PSoC principles.
The researchers will use multiple methods to evaluate DFI's
efficacy.},
Key = {fds272112}
}
@article{fds272156,
Author = {Hubbard, JA and Dodge, KA and Cillessen, AH and Coie, JD and Schwartz,
D},
Title = {The dyadic nature of social information processing in boys'
reactive and proactive aggression.},
Journal = {Journal of personality and social psychology},
Volume = {80},
Number = {2},
Pages = {268-280},
Year = {2001},
Month = {February},
ISSN = {0022-3514},
url = {http://www.ncbi.nlm.nih.gov/pubmed/11220445},
Abstract = {The correlation between boys' social cognitions and their
aggressive behavior toward peers was examined as being actor
driven, partner driven, or dyadic relationship driven.
Eleven groups of 6 familiar boys each (N = 165 dyads) met
for 5 consecutive days to participate in play sessions and
social-cognitive interviews. With a variance partitioning
procedure, boys' social-cognitive processes were found to
vary reliably across their dyadic relationships.
Furthermore, mixed models regression analyses indicated that
hostile attributional biases toward a particular peer were
related to directly observed reactive aggression toward that
peer even after controlling for actor and partner effects,
suggesting that these phenomena are dyadic or relationship
oriented. On the other hand, the relation between outcome
expectancies for aggression and the display of proactive
aggression appeared to be more actor driven and partner
driven that dyadic.},
Doi = {10.1037/0022-3514.80.2.268},
Key = {fds272156}
}
@article{fds47957,
Author = {Ikeda, R. and Dodge, K.A.},
Title = {The early prevention of violence in children},
Journal = {American Journal of Preventive Medicine},
Year = {2000},
Key = {fds47957}
}
@article{fds272222,
Author = {Schwartz, D and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {The early socialization of aggressive victims of
bullying.},
Journal = {Child development},
Volume = {68},
Number = {4},
Pages = {665-675},
Year = {1997},
Month = {August},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9306645},
Abstract = {This study reports the first prospective investigation of
the early family experiences of boys who later emerged as
both aggressive and bullied (i.e., aggressive victims)
during their middle childhood years. It was hypothesized
that a history of violent victimization by adults leads to
emotion dysregulation that results in a dual pattern of
aggressive behavior and victimization by peers. Interviews
with mothers of 198 5-year-old boys assessed preschool home
environments. Four to 5 years later, aggressive behavior and
peer victimization were assessed in the school classroom.
The early experiences of 16 aggressive victims were
contrasted with those of 21 passive (nonaggressive) victims,
33 nonvictimized aggressors, and 128 normative boys.
Analyses indicated that the aggressive victim group had
experienced more punitive, hostile, and abusive family
treatment than the other groups. In contrast, the
nonvictimized aggressive group had a history of greater
exposure to adult aggression and conflict, but not
victimization by adults, than did the normative group,
whereas the passive victim group did not differ from the
normative group on any home environment variable.},
Doi = {10.1111/j.1467-8624.1997.tb04228.x},
Key = {fds272222}
}
@article{fds272067,
Author = {Dodge, TMVPPKA and member},
Title = {The ecological effects of universal and selective violence
prevention programs for middle school students: A randomized
trial},
Journal = {Journal of Consulting and Clinical Psychology},
Volume = {77},
Number = {3},
Pages = {526.-542.},
Year = {2009},
ISSN = {0022-006X},
Abstract = {This study reports the findings of a multisite randomized
trial evaluating the separate and combined effects of 2
school-based approaches to reduce violence among early
adolescents. A total of 37 schools at 4 sites were
randomized to 4 conditions: (1) a universal intervention
that involved implementing a student curriculum and teacher
training with 6th-grade students and teachers, (2) a
selective intervention in which a family intervention was
implemented with a subset of 6th-grade students exhibiting
high levels of aggression and social influence, (3) a
combined intervention condition, and (4) a no-intervention
control condition. Analyses of multiple waves of data from 2
cohorts of students at each school (N = 5,581) within the
grade targeted by the interventions revealed a complex
pattern. There was some evidence to suggest that the
universal intervention was associated with increases in
aggression and reductions in victimization; however, these
effects were moderated by preintervention risk. In contrast,
the selective intervention was associated with decreases in
aggression but no changes in victimization. These findings
have important implications for efforts to develop effective
violence prevention programs.},
Doi = {10.1037/a0014395},
Key = {fds272067}
}
@article{fds272124,
Author = {Schulting, AB and Malone, PS and Dodge, KA},
Title = {The effect of school-based kindergarten transition policies
and practices on child academic outcomes.},
Journal = {Developmental psychology},
Volume = {41},
Number = {6},
Pages = {860-871},
Year = {2005},
Month = {November},
ISSN = {0012-1649},
url = {http://www.ncbi.nlm.nih.gov/pubmed/16351333},
Abstract = {This study examined the effect of school-based kindergarten
transition policies and practices on child outcomes. The
authors followed 17,212 children from 992 schools in the
Early Childhood Longitudinal Study-Kindergarten sample
(ECLS-K) across the kindergarten school year. Hierarchical
linear modeling revealed that the number of school-based
transition practices in the fall of kindergarten was
associated with more positive academic achievement scores at
the end of kindergarten, even controlling for family
socioeconomic status (SES) and other demographic factors.
This effect was stronger for low- and middle-SES children
than high-SES children. For low-SES children, 7 transition
practices were associated with a .21 standard deviation
increase in predicted achievement scores beyond 0 practices.
The effect of transition practices was partially mediated by
an intervening effect on parent-initiated involvement in
school during the kindergarten year. The findings support
education policies to target kindergarten transition efforts
to increase parent involvement in low-SES
families.},
Doi = {10.1037/0012-1649.41.6.860},
Key = {fds272124}
}
@article{fds272050,
Author = {Conduct Problems Prevention Research Group},
Title = {The effects of a multiyear universal social-emotional
learning program: The role of student and school
characteristics.},
Journal = {Journal of consulting and clinical psychology},
Volume = {78},
Number = {2},
Pages = {156-168},
Publisher = {American Psychological Association (APA)},
Year = {2010},
Month = {April},
ISSN = {0022-006X},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000276572800003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {<h4>Objective</h4>This article examines the impact of a
universal social-emotional learning program, the Fast Track
PATHS (Promoting Alternative Thinking Strategies) curriculum
and teacher consultation, embedded within the Fast Track
selective prevention model.<h4>Method</h4>The longitudinal
analysis involved 2,937 children of multiple ethnicities who
remained in the same intervention or control schools for
Grades 1, 2, and 3. The study involved a clustered
randomized controlled trial involving sets of schools
randomized within 3 U.S. locations. Measures assessed
teacher and peer reports of aggression, hyperactive-disruptive
behaviors, and social competence. Beginning in first grade
and through 3 successive years, teachers received training
and support and implemented the PATHS curriculum in their
classrooms.<h4>Results</h4>The study examined the main
effects of intervention as well as how outcomes were
affected by characteristics of the child (baseline level of
problem behavior, gender) and by the school environment
(student poverty). Modest positive effects of sustained
program exposure included reduced aggression and increased
prosocial behavior (according to both teacher and peer
report) and improved academic engagement (according to
teacher report). Peer report effects were moderated by
gender, with significant effects only for boys. Most
intervention effects were moderated by school environment,
with effects stronger in less disadvantaged schools, and
effects on aggression were larger in students who showed
higher baseline levels of aggression.<h4>Conclusions</h4>A
major implication of the findings is that well-implemented
multiyear social-emotional learning programs can have
significant and meaningful preventive effects on the
population-level rates of aggression, social competence, and
academic engagement in the elementary school
years.},
Doi = {10.1037/a0018607},
Key = {fds272050}
}
@article{fds370018,
Author = {Baziyants, GA and Dodge, KA and Bai, Y and Goodman, WB and O'Donnell, K and Murphy, RA},
Title = {The effects of a universal short-term home visiting program:
Two-year impact on parenting behavior and parent mental
health.},
Journal = {Child Abuse Negl},
Volume = {140},
Pages = {106140},
Year = {2023},
Month = {June},
Abstract = {BACKGROUND: At the time of childbirth, families face
heightened levels of unmet need. These needs, if left unmet,
can lead parents to engage in less positive parenting
practices, which in turn, increase the risk of child
maltreatment. Family Connects (FC) is a universal postnatal
nurse home-visiting program designed to prevent child
maltreatment by supporting all families in a community
through one to three visits to improve parent mental health
and parenting behaviors. A randomized controlled trial of FC
demonstrated improving positive parenting and reducing
postpartum depression through age 6 months. OBJECTIVE: To
determine sustained (2-year) impact of random assignment to
FC on parenting behavior and parent mental health and
identify heterogeneity of effects. PARTICIPANTS AND SETTING:
A representative subsample of 496 families that had been
randomized to FC (255 treatment; 241 control) of infants
born between July 1, 2009, and December 31, 2010, in Durham
County, North Carolina. METHODS: Demographic characteristics
were collected through hospital discharge data.
Treatment-blinded interviewers collected maternal reports of
parenting behavior and mental health at infant age two
years. Moderation and subgroup analyses were conducted to
estimate heterogeneity in impact of FC. RESULTS: Mothers
assigned to FC engaged in more self-reported positive
parenting relative to control mothers (B = 0.21;
p < 0.05). Hispanic mothers assigned to FC reported
greater sense of parenting competence (B = 1.28;
p < 0.05). No significant main effect differences were
identified for negative parenting, maternal depression, or
father involvement. CONCLUSIONS: Assignment to FC was
associated with improvements in population-level
self-reported scores of positive parenting 2 years
post-intervention.},
Doi = {10.1016/j.chiabu.2023.106140},
Key = {fds370018}
}
@article{fds271983,
Author = {Caprara, GV and Dodge, KA and Pastorelli, C and Zelli,
A},
Title = {The Effects of Marginal Deviations on Behavioral
Development.},
Journal = {European psychologist},
Volume = {11},
Number = {2},
Pages = {79-89},
Year = {2006},
Month = {January},
ISSN = {1016-9040},
Abstract = {This investigation was conceptually framed within the theory
of marginal deviations (Caprara & Zimbardo, 1996) and sought
evidence for the general hypothesis that some children who
initially show marginal behavioral problems may, over time,
develop more serious problems depending partly on other
personal and behavioral characteristics. To this end, the
findings of two studies conducted, respectively, with
American elementary school children and Italian middle
school students are reviewed. These two studies show that
hyperactivity, cognitive difficulties, low special
preference, and lack of prosocial behavior increase a
child's risk for growth in aggressive behavior over several
school years. More importantly, they also show that
equivalent levels of these risk factors have a greater
impact on the development of children who, early on, were
marginally aggressive.},
Doi = {10.1027/1016-9040.11.2.79},
Key = {fds271983}
}
@article{fds272033,
Author = {Conduct Problems Prevention Research Group},
Title = {The effects of the fast track preventive intervention on the
development of conduct disorder across childhood.},
Journal = {Child development},
Volume = {82},
Number = {1},
Pages = {331-345},
Year = {2011},
Month = {January},
ISSN = {0009-3920},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000286986600021&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {The impact of the Fast Track intervention on externalizing
disorders across childhood was examined. Eight
hundred-ninety-one early-starting children (69% male; 51%
African American) were randomly assigned by matched sets of
schools to intervention or control conditions. The 10-year
intervention addressed parent behavior-management, child
social cognitive skills, reading, home visiting, mentoring,
and classroom curricula. Outcomes included psychiatric
diagnoses after grades 3, 6, 9, and 12 for conduct disorder,
oppositional defiant disorder, attention deficit
hyperactivity disorder, and any externalizing disorder.
Significant interaction effects between intervention and
initial risk level indicated that intervention prevented the
lifetime prevalence of all diagnoses, but only among those
at highest initial risk, suggesting that targeted
intervention can prevent externalizing disorders to promote
the raising of healthy children.},
Doi = {10.1111/j.1467-8624.2010.01558.x},
Key = {fds272033}
}
@article{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{fds272278,
Author = {Schwartz, D and Dodge, KA and Coie, JD},
Title = {The emergence of chronic peer victimization in boys' play
groups.},
Journal = {Child development},
Volume = {64},
Number = {6},
Pages = {1755-1772},
Year = {1993},
Month = {December},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/8112117},
Abstract = {This investigation utilized a contrived play group procedure
to examine the behavioral patterns leading to chronic
victimization by peers in middle childhood. 30 play groups,
each of which consisted of 6 unacquainted African-American
6-year-old or 8-year-old boys, met for 45-min sessions on 5
consecutive days. Play group interactions were videotaped
and then examined. 13 boys who came to be chronically
victimized by their play group peers were identified, along
with matched nonvictim contrasts. Victims demonstrated lower
rates of assertive behaviors, such as persuasion attempts
and social conversation initiatives, and higher rates of
nonassertive behaviors, such as submissions to peers' social
initiatives, than contrasts. This nonassertive behavior
pattern appears to have preceded the development of chronic
victimization. Children who eventually emerged as victims
were pervasively submissive, beginning in the initial 2
sessions. However, marked individual differences in
victimization by peers did not become apparent until the
final 3 sessions. These data provide evidence of strong
linkages between submissive social behavior and the
emergence of chronic victimization by peers.},
Doi = {10.1111/j.1467-8624.1993.tb04211.x},
Key = {fds272278}
}
@article{fds315902,
Author = {Sorensen, LC and Cook, PJ and Dodge, KA},
Title = {The emergence of peer orientation: A study of how and when
classroom peer effects develop},
Year = {2015},
Month = {August},
Key = {fds315902}
}
@article{fds272267,
Author = {Pettit, GS and Bakshi, A and Dodge, KA and Coie, JD},
Title = {The Emergence of Social Dominance in Young Boys' Play
Groups: Developmental Differences and Behavioral
Correlates},
Journal = {Developmental Psychology},
Volume = {26},
Number = {6},
Pages = {1017-1025},
Publisher = {American Psychological Association (APA)},
Year = {1990},
Month = {January},
ISSN = {0012-1649},
Abstract = {This study examined relations among dominance, sociometric
preference, and social behavior in groups of 1st- and
3rd-grade boys. Twenty groups of 6 unacquainted boys met for
five 45-min semistructured play sessions on consecutive
days. Sociometric interviews yielded daily social preference
scores. Boys' social behaviors were coded from video records
into discrete categories. Dominance hierarchies were formed
on the basis of asymmetry (receiving vs. initiating) of
peer-directed aggression or persuasion attempts. Group-level
results indicated that the least coherently organized groups
were those containing younger boys and those in which
aggression occurred at a high rate. Individual-level results
indicated that dominance was associated with social
preference to a greater degree among younger than older
boys. Dominance was more highly related to leadership in
older than younger boys. Implications of these findings are
discussed with respect to the role of aggression in the
social organization of boys' peer groups.},
Doi = {10.1037/0012-1649.26.6.1017},
Key = {fds272267}
}
@article{fds367706,
Author = {Godwin, JW and Conduct Problems Prevention Research
Group},
Title = {The Fast Track intervention's impact on behaviors of despair
in adolescence and young adulthood.},
Journal = {Proceedings of the National Academy of Sciences of the
United States of America},
Volume = {117},
Number = {50},
Pages = {31748-31753},
Year = {2020},
Month = {December},
Abstract = {How to mitigate the dramatic increase in the number of
self-inflicted deaths from suicide, alcohol-related liver
disease, and drug overdose among young adults has become a
critical public health question. A promising area of study
looks at interventions designed to address risk factors for
the behaviors that precede these -often denoted-"deaths of
despair." This paper examines whether a childhood
intervention can have persistent positive effects by
reducing adolescent and young adulthood (age 25) behaviors
that precede these deaths, including suicidal ideation,
suicide attempts, hazardous drinking, and opioid use. These
analyses test the impact and mechanisms of action of Fast
Track (FT), a comprehensive childhood intervention designed
to decrease aggression and delinquency in at-risk
kindergarteners. We find that random assignment to FT
significantly decreases the probability of exhibiting any
behavior of despair in adolescence and young adulthood. In
addition, the intervention decreases the probability of
suicidal ideation and hazardous drinking in adolescence and
young adulthood as well as opioid use in young adulthood.
Additional analyses indicate that FT's improvements to
children's interpersonal (e.g., prosocial behavior,
authority acceptance), intrapersonal (e.g., emotional
recognition and regulation, social problem solving), and
academic skills in elementary and middle school partially
mediate the intervention effect on adolescent and young
adult behaviors of despair and self-destruction. FT's
improvements to interpersonal skills emerge as the strongest
indirect pathway to reduce these harmful behaviors. This
study provides evidence that childhood interventions
designed to improve these skills can decrease the behaviors
associated with premature mortality.},
Doi = {10.1073/pnas.2016234117},
Key = {fds367706}
}
@article{fds272238,
Author = {McMahon, and J, R and Greenberg, and T, M and Dodge, TCPPRGKA and member},
Title = {The FAST Track Program: A developmentally focused
intervention for children with conduct problems},
Journal = {Clinician's Research Digest},
Volume = {13},
Pages = {1-2},
Year = {1995},
Key = {fds272238}
}
@article{fds272268,
Author = {Dodge, KA},
Title = {The future of research on the treatment of conduct
disorder},
Journal = {Development and Psychopathology},
Volume = {5},
Number = {1-2},
Pages = {311-319},
Year = {1993},
Month = {January},
Abstract = {The thesis of this paper is that a reciprocal relation must
develop between basic research on the developmental
psychopathology of conduct disorder and applied treatment
studies. Basic research can guide treatment design, and
treatment outcomes can test developmental theories. The
nature of conduct disorder seems to be one of multivariate
components that act in self-perpetuating ways across
development. These components include family,
child-cognitive, peer group, and ecocommunity systems.
Interventions that are directed toward just one component
may be successful in producing proximal changes in the
targeted domain, but they are not likely to be successful in
long-term prevention of serious conduct disorder because
other forces counteract these changes. The goal of treatment
research needs to be long-term conduct disorder prevention.
Two kinds of treatment studies are needed, one kind that is
directed toward developing a technology of successful change
procedures for individual processes and a second kind that
uses these multiple change procedures in a comprehensive
effort to prevent serious conduct disorder. © 1993,
Cambridge University Press. All rights reserved.},
Doi = {10.1017/S0954579400004405},
Key = {fds272268}
}
@article{fds272192,
Author = {Pettit, GS and McClaskey, CL and Brown, MM and Dodge,
KA},
Title = {The generalizability of laboratory assessments of children's
socially competent behavior in specific situations},
Journal = {Behavioral Assessment},
Volume = {9},
Number = {1},
Pages = {81-96},
Year = {1987},
Month = {January},
Key = {fds272192}
}
@article{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},
Doi = {10.2105/AJPH.2004.061424},
Key = {fds272119}
}
@article{fds367583,
Author = {Lansford, JE and Odgers, CL and Bradley, RH and Godwin, J and Copeland,
WE and Rothenberg, WA and Dodge, KA},
Title = {The HOME-21: A revised measure of the home environment for
the 21st century tested in two independent
samples.},
Journal = {Psychol Assess},
Volume = {35},
Number = {1},
Pages = {1-11},
Year = {2023},
Month = {January},
Abstract = {For decades, the Home Observation for Measurement of the
Environment (HOME) has been the most widely used measure of
children's home environments. This report provides a revised
version of the HOME-Short Form, the HOME-21, reflecting
historical changes in family composition and caregiver
roles, norms about the acceptability of different forms of
discipline, and children's digital environments. Using data
from two samples of parents of children ages 0-17 (Fast
Track [FT], N = 553, age = 33.8, 49.2% female, 48.1% Black,
51.9% White/other; Great Smoky Mountains Study [GSMS], N =
722, age = 37.2, 54.7% female, 67.6% White, 6.6% Black,
25.8% American Indian), we assess the utility of the HOME-21
with descriptive statistics and correlations with a range of
demographic, family context, parenting, and child adjustment
measures. Higher HOME-21 scores were correlated with
obtaining a high school diploma or equivalency diploma (in
GSMS only), having 4 or more years of college, and household
income. HOME-21 was also correlated with having a more
favorable family context indexed by fewer stressful life
events (in FT only), less household food insecurity, lower
household chaos, and more perceived social support. Higher
HOME-21 scores were correlated with better parenting in the
form of parental acceptance, positive parenting, warm
involvement, appropriate and consistent discipline, verbal
discussion, less physical aggression, and greater parental
self-efficacy. Higher HOME-21 scores were correlated with
better child adjustment in terms of fewer emotional and
conduct problems, less hyperactivity, and more prosocial
behavior. The HOME-21 has utility for use in future studies
of children's home environments in the 21st century.
(PsycInfo Database Record (c) 2023 APA, all rights
reserved).},
Doi = {10.1037/pas0001183},
Key = {fds367583}
}
@article{fds272196,
Author = {Asher, SR and Dodge, KA},
Title = {The identification of socially rejected children},
Journal = {Developmental Psychology},
Volume = {22},
Number = {4},
Pages = {444-449},
Year = {1986},
ISSN = {0012-1649},
Abstract = {Recent research indicates the importance of distinguishing
between sociometrically neglected children and
sociometrically rejected children. Overall, rejected
children exhibit more serious adjustment problems in
childhood and in later life. However, making the distinction
between neglected status and rejected status traditionally
has required administering a negative-nomination sociometric
measure, a measure viewed by some researchers and school
personnel as having potentially harmful effects. In this
article, we propose and evaluate an alternative method of
identifying rejected children, which involves the joint use
of positive-nomination and rating-scale measures. The
results indicate that the alternative method accurately
identifies a high percentage of rejected children (91.2%)
and that the stability of rejected status, identified using
the new method, is similar to that obtained in previous
research. The method proposed here should make it possible
to identify rejected children when circumstances do not
allow for the administration of a negative-nomination
measure. © 1986 American Psychological Association.},
Doi = {10.1037/0012-1649.22.4.444},
Key = {fds272196}
}
@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},
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{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},
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{fds272189,
Author = {Lavalee, and L, K and Bierman, and Nix, and L, R and Group,
CPPR},
Title = {The impact of first grade "Friendship Group" experiences on
child social outcomes in the Fast Track Program},
Journal = {Journal of Abnormal Child Psychology},
Volume = {33},
Number = {3},
Pages = {307-324},
Year = {2005},
ISSN = {0091-0627},
Abstract = {Many interventions for children's behavior problems
successfully utilize a group format for social skills
training, providing opportunities for practice and
performance feedback from peers. Recent studies however,
suggest that grouping aggressive children together may
reduce intervention effectiveness or even increase risk. The
present study examined the relative impact of children's own
behavior and their experiences with peers in the first-grade
"friendship groups" of Fast Track, a multi-component
preventive intervention program. Two-hundred sixty-six
children (56% minority, 29% female) participated in 55
friendship groups. Children's own positive and negative
behavior in friendship groups was related to relative
improvements in social cognitive skills, prosocial behavior,
and aggression, assessed through child interviews, teacher
ratings, and peer sociometric nominations. Results from
hierarchical linear models also revealed that the amount of
peer escalation children received for their disruptive
behavior during sessions impeded some intervention gains,
whereas mere exposure to other children's positive or
negative behavior was rarely related to outcomes.},
Doi = {10.1007/s10802-005-3567-3},
Key = {fds272189}
}
@article{fds272011,
Author = {Snyder, EH and Lawrence, CN and Dodge, KA},
Title = {The impact of system of care support in adherence to
wraparound principles in Child and Family Teams in child
welfare in North Carolina.},
Journal = {Children and youth services review},
Volume = {34},
Number = {4},
Pages = {639-647},
Year = {2012},
Month = {April},
ISSN = {0190-7409},
Abstract = {North Carolina is one of a growing number of states to
implement family meeting models in child welfare as a way to
engage families, while simultaneously addressing complex
familial needs and child safety issues. However, much is
still unknown regarding how family meetings actually operate
in child welfare, underscoring a clear need for further
evaluation of this process. Utilizing direct observational
data of Child and Family Team (CFT) meetings, collected as
part of two separate evaluations of the North Carolina
Division of Social Service's Multiple Response System (MRS)
and System of Care (SOC) initiatives, the purpose of the
current study was to examine whether the support provided by
SOC improved fidelity to the CFT model in child welfare. The
observations were conducted using the Team Observation
Measure consisting of 78 indicators that measure adherence
to ten domains associated with high quality family team
meetings (e.g., collaborative, individualized, natural
supports, outcomes based, strengths-based). Findings
indicate that receiving SOC support in child welfare leads
to a more collaborative and individualized decision-making
process with families. Meeting facilitators in SOC counties
were better prepared for CFTs, and had greater ability to
lead a more robust and creative brainstorming process to
develop a family-driven case plan. The current study also
provides a much needed description of the CFT meeting
process within child welfare using a direct observational
measure.},
Doi = {10.1016/j.childyouth.2011.12.010},
Key = {fds272011}
}
@article{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},
Doi = {10.1542/peds.2009-0322},
Key = {fds272055}
}
@article{fds272151,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, E},
Title = {The implementation of the Fast Track program: an example of
a large-scale prevention science efficacy
trial.},
Journal = {Journal of abnormal child psychology},
Volume = {30},
Number = {1},
Pages = {1-17},
Year = {2002},
Month = {February},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2756657/},
Abstract = {In 1990, the Fast Track Project was initiated to evaluate
the feasibility and effectiveness of a comprehensive,
multicomponent prevention program targeting children at risk
for conduct disorders in four demographically diverse
American communities (Conduct Problems Prevention Research
Group [CPPRG], 1992). Representing a prevention science
approach toward community-based preventive intervention, the
Fast Track intervention design was based upon the available
data base elucidating the epidemiology of risk for conduct
disorder and suggesting key causal developmental influences
(R. P. Weissberg & M. T. Greenberg, 1998). Critical
questions about this approach to prevention center around
the extent to which such a science-based program can be
effective at (1) engaging community members and
stakeholders, (2) maintaining intervention fidelity while
responding appropriately to the local norms and needs of
communities that vary widely in their demographic and
cultural/ethnic composition, and (3) maintaining community
engagement in the long-term to support effective and
sustainable intervention dissemination. This paper discusses
these issues, providing examples from the Fast Track project
to illustrate the process of program implementation and the
evidence available regarding the success of this
science-based program at engaging communities in sustainable
and effective ways as partners in prevention
programming.},
Doi = {10.1023/A:1014292830216},
Key = {fds272151}
}
@article{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{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
repository},
Key = {fds272034}
}
@article{fds272051,
Author = {Yu, T and Pettit, GS and Lansford, JE and Dodge, KA and Bates,
JE},
Title = {The Interactive Effects of Marital Conflict and Divorce on
Parent-Adult Children's Relationships.},
Journal = {Journal of marriage and the family},
Volume = {72},
Number = {2},
Pages = {282-292},
Year = {2010},
Month = {April},
ISSN = {0022-2445},
Abstract = {This study examines main effect and interactive models of
the relations between marital conflict, divorce, and
parent-adult child relationships, and gender differences in
these relations. Data were drawn from a longitudinal study
of a community sample (N = 585). Parental marital conflict
and divorce were measured from age 5 through age 17.
Mother-child and father-child relationship quality at age 22
was assessed in terms of Closeness-Support and
Conflict-Control. Results indicate that both marital
conflict and divorce were associated with poorer quality of
parent-adult child relationships. Divorce moderated the link
between marital conflict and subsequent negativity in
mother-child relationships, with the estimated effects being
stronger in continuously married families than in divorced
families, especially for women.},
Doi = {10.1111/j.1741-3737.2010.00699.x},
Key = {fds272051}
}
@article{fds335169,
Author = {Thartori, E and Zuffianò, A and Pastorelli, C and Di Giunta and L and Lunetti, C and Lansford, JE and Dodge, KA and Favini, A and Gómez
Plata, M and Caprara, GV},
Title = {The interactive effects of maternal personality and
adolescent temperament on externalizing behavior problem
trajectories from age 12 to 14},
Journal = {Personality and Individual Differences},
Volume = {134},
Pages = {301-307},
Publisher = {Elsevier BV},
Year = {2018},
Month = {November},
Abstract = {Although previous research has corroborated the independent
contributions of parent personality and adolescent
temperament in predicting adolescents’ externalizing
behavior problems (EXT), few studies have examined their
joint contribution to predict EXT in adolescence. In the
present longitudinal study, first we examined the
developmental trajectory of EXT from ages 12 to 14, and,
next, we investigated the joint effects of mothers’
irritability and adolescents’ inhibitory control (IC) in
predicting the developmental trajectory of EXT. Altogether,
106 mothers from Rome provided data annually for three years
(Mage of child in wave 1 = 12.34 years, SD = 0.77; 53%
boys). Mothers rated their irritability, adolescents’ IC,
and adolescents’ EXT. Multilevel modeling indicated that
EXT followed a quadratic trajectory with an increase from
age 12 through age 13 followed by a slight downturn by age
14. Interactive effects emerged between mothers’
irritability and adolescents’ IC in predicting the
developmental trajectory of EXT. IC buffered the detrimental
effect of mothers’ irritability on the development of
adolescents’ EXT. The practical implications of these
findings are discussed.},
Doi = {10.1016/j.paid.2018.06.021},
Key = {fds335169}
}
@article{fds272106,
Author = {Goodnight, JA and Bates, JE and Newman, JP and Dodge, KA and Pettit,
GS},
Title = {The interactive influences of friend deviance and reward
dominance on the development of externalizing behavior
during middle adolescence.},
Journal = {Journal of abnormal child psychology},
Volume = {34},
Number = {5},
Pages = {573-583},
Year = {2006},
Month = {October},
ISSN = {0091-0627},
Abstract = {This study investigated the interactive effects of friend
deviance and reward dominance on the development of
externalizing behavior of adolescents in the Child
Development Project. Reward dominance was assessed at age 16
by performance on a computer-presented card-playing game in
which participants had the choice of either continuing or
discontinuing the game as the likelihood of reward decreased
and the likelihood of punishment increased. At ages 14 and
16, friend deviance and externalizing behavior were assessed
through self-report. As expected, based on motivational
balance and response modulation theories, path analysis
revealed that age 14 friend deviance predicted age 16
externalizing behavior controlling for age 14 externalizing
behavior. Reward dominance was a significant moderator of
the relationship between friend deviance and externalizing
behavior. The contributions of deviant friends to the
development of externalizing behavior were enhanced by
adolescents' reward dominance.},
Doi = {10.1007/s10802-006-9036-9},
Key = {fds272106}
}
@article{fds367705,
Author = {Rothenberg, WA and Lansford, JE and Tirado, LMU and Yotanyamaneewong,
S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu,
Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
E and Tapanya, S and Steinberg, L and Bornstein, MH},
Title = {The Intergenerational Transmission of Maladaptive Parenting
and its Impact on Child Mental Health: Examining
Cross-Cultural Mediating Pathways and Moderating Protective
Factors.},
Journal = {Child psychiatry and human development},
Volume = {54},
Number = {3},
Pages = {870-890},
Year = {2023},
Month = {June},
Abstract = {Using a sample of 1338 families from 12 cultural groups in 9
nations, we examined whether retrospectively remembered
Generation 1 (G1) parent rejecting behaviors were passed to
Generation 2 (G2 parents), whether such intergenerational
transmission led to higher Generation 3 (G3 child)
externalizing and internalizing behavior at age 13, and
whether such intergenerational transmission could be
interrupted by parent participation in parenting programs or
family income increases of > 5%. Utilizing structural
equation modeling, we found that the intergenerational
transmission of parent rejection that is linked with higher
child externalizing and internalizing problems occurs across
cultural contexts. However, the magnitude of transmission is
greater in cultures with higher normative levels of parent
rejection. Parenting program participation broke this
intergenerational cycle in fathers from cultures high in
normative parent rejection. Income increases appear to break
this intergenerational cycle in mothers from most cultures,
regardless of normative levels of parent rejection. These
results tentatively suggest that bolstering protective
factors such as parenting program participation, income
supplementation, and (in cultures high in normative parent
rejection) legislative changes and other population-wide
positive parenting information campaigns aimed at changing
cultural parenting norms may be effective in breaking
intergenerational cycles of maladaptive parenting and
improving child mental health across multiple
generations.},
Doi = {10.1007/s10578-021-01311-6},
Key = {fds367705}
}
@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{fds271951,
Author = {Schwartz, D and Lansford, JE and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {The link between harsh home environments and negative
academic trajectories is exacerbated by victimization in the
elementary school peer group.},
Journal = {Developmental psychology},
Volume = {49},
Number = {2},
Pages = {305-316},
Year = {2013},
Month = {February},
ISSN = {0012-1649},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000314193900010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This article presents a prospective investigation focusing
on the moderating role of peer victimization on associations
between harsh home environments in the preschool years and
academic trajectories during elementary school. The
participants were 388 children (198 boys, 190 girls) who we
recruited as part of an ongoing multisite longitudinal
investigation. Preschool home environment was assessed with
structured interviews and questionnaires completed by
parents. Peer victimization was assessed with a peer
nomination inventory that was administered when the average
age of the participants was approximately 8.5 years. Grade
point averages (GPAs) were obtained from reviews of school
records, conducted for 7 consecutive years. Indicators of
restrictive punitive discipline and exposure to violence
were associated with within-subject declines in academic
functioning over 7 years. However, these effects were
exacerbated for those children who had also experienced
victimization in the peer group during the intervening
years.},
Doi = {10.1037/a0028249},
Key = {fds271951}
}
@article{fds219476,
Author = {Henry, D. and Multisite Violence Prevention
Project},
Title = {The moderating role of developmental microsystems in
selective preventive intervention effects on aggression and
victimization of aggressive and socially-influential
students.},
Journal = {Prevention Science},
Volume = {14},
Pages = {390-399},
Year = {2013},
Key = {fds219476}
}
@article{fds328783,
Author = {Powers, CJ and Bierman, KL and Conduct Problems Prevention
Research Group},
Title = {The multifaceted impact of peer relations on
aggressive-disruptive behavior in early elementary
school.},
Journal = {Developmental psychology},
Volume = {49},
Number = {6},
Pages = {1174-1186},
Year = {2013},
Month = {June},
Abstract = {Following a large, diverse sample of 4,096 children in 27
schools, this study evaluated the impact of 3 aspects of
peer relations, measured concurrently, on subsequent child
aggressive-disruptive behavior during early elementary
school: peer dislike, reciprocated friends' aggressiveness,
and classroom levels of aggressive-disruptive behavior.
Teachers rated child aggressive-disruptive behavior in 1st
and 3rd grades, and peer relations were assessed during 2nd
grade. Results indicated that heightened classroom
aggressive-disruptive behavior levels were related to
proximal peer relations, including an increased likelihood
of having aggressive friends and lower levels of peer
dislike of aggressive-disruptive children. Controlling for
1st grade aggressive-disruptive behavior, the three 2nd
grade peer experiences each made unique contributions to 3rd
grade child aggressive-disruptive behavior. These findings
replicate and extend a growing body of research documenting
the multifaceted nature of peer influence on
aggressive-disruptive behavior in early elementary school.
They highlight the importance of the classroom ecology and
proximal peer relations in the socialization of
aggressive-disruptive behavior.},
Doi = {10.1037/a0028400},
Key = {fds328783}
}
@article{fds272297,
Author = {Ikeda, RM and Simon, TR and Smith, EP and Reese, LRE and Rabiner, DL and Miller-Johnson, S and Winn, DM and Asher, SR and Dodge, KA and Horne,
AM and Orpinas, P and Quinn, WH and Huberty, CH and Tolan, PH and Gorman-Smith, D and Henry, DB and Gay, FN and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP},
Title = {The Multisite Violence Prevention Project: Background and
overview},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {3-11},
Publisher = {ELSEVIER SCIENCE INC},
Year = {2004},
Month = {January},
ISSN = {0749-3797},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000187880000002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper provides an overview of the Multisite Violence
Prevention Project, a 5-year project to compare the effects
of a universal intervention (all students and teachers) and
a targeted intervention (family program for high-risk
children) on reducing aggression and violence among sixth
graders. First, the paper describes the role of the Centers
for Disease Control and Prevention in developing the
project. Second, it details the background of researchers at
the four participating universities (Duke University, The
University of Georgia, University of Illinois at Chicago,
and Virginia Commonwealth University) and examines the
characteristics of the selected schools (n=37). Finally, the
paper summarizes the theoretical perspectives guiding the
work, the development of interventions based on promising
strategies, the decision to intervene at the school level,
the research questions guiding the project, the research
design, and the measurement process for evaluating the
results of the program.},
Doi = {10.1016/j.amepre.2003.09.017},
Key = {fds272297}
}
@article{fds272072,
Author = {Dodge, MVPPKA and member},
Title = {The multisite violence prevention project: Impact of a
universal school-based violence prevention program on
social-cognitive outcomes},
Journal = {Prevention Science},
Volume = {9},
Number = {4},
Pages = {231-244},
Year = {2008},
ISSN = {1389-4986},
Abstract = {This study evaluated the impact of a universal school-based
violence prevention program on social-cognitive factors
associated with aggression and nonviolent behavior in early
adolescence. The effects of the universal intervention were
evaluated within the context of a design in which two
cohorts of students at 37 schools from four sites (N=5,581)
were randomized to four conditions: (a) a universal
intervention that involved implementing a student curriculum
and teacher training with sixth grade students and teachers;
(b) a selective intervention in which a family intervention
was implemented with a subset of sixth grade students
exhibiting high levels of aggression and social influence;
(c) a combined intervention condition; and (d) a
no-intervention control condition. Short-term and long-term
(i.e., 2-year post-intervention) universal intervention
effects on social-cognitive factors targeted by the
intervention varied as a function of students'
pre-intervention level of risk. High-risk students benefited
from the intervention in terms of decreases in beliefs and
attitudes supporting aggression, and increases in
self-efficacy, beliefs and attitudes supporting nonviolent
behavior. Effects on low-risk students were in the opposite
direction. The differential pattern of intervention effects
for low- and high-risk students may account for the absence
of main effects in many previous evaluations of universal
interventions for middle school youth. These findings have
important research and policy implications for efforts to
develop effective violence prevention programs. © 2008
Society for Prevention Research.},
Doi = {10.1007/s11121-008-0101-1},
Key = {fds272072}
}
@article{fds271921,
Author = {Dodge, KA},
Title = {The nature-nurture debate and public policy},
Pages = {262-271},
Booktitle = {Appraising the human developmental sciences: Essays in honor
of Merrill-Palmer Quarterly},
Publisher = {Wayne State University},
Editor = {G. Ladd},
Year = {2007},
Month = {December},
Abstract = {Perhaps the most important, and certainly the most
contentious, debate in the history of developmental
psychology has concerned the fundamental question of the
role of genetic and biological factors versus environmental
and learning factors in a child's development. This debate
is rooted in philosophical arguments about the nature of the
human species as a tabula rasa (Locke, 1690/1913) to be
shaped by experience versus a "noble savage" (Rousseau,
1754) to be reined in by environmental constraints on an
otherwise biological destiny (Hobbes, 1651/1969). Much of
the modern study of individual differences in behavioral
development, through longitudinal inquiry in the 1950s and
1960s, inexplicably ignored the role of innate factors but
led to unprecedented publicly funded programs (e.g., Head
Start) to enrich the early environments of economically
disadvantaged children in the War on Poverty (Zigler and
Muenchow, 1992). This work had dual premises-that
disparities across groups were largely a result of
environmental disadvantage and that environmental
enrichments could repair this inequity. © 2007 by Wayne
State University Press.},
Key = {fds271921}
}
@article{fds272285,
Author = {Dodge, KA},
Title = {The Nature-Nurture Debate and Public Policy.},
Journal = {Merrill-Palmer quarterly (Wayne State University.
Press)},
Volume = {50},
Number = {4},
Pages = {418-427},
Year = {2004},
Month = {October},
ISSN = {0272-930X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20011615},
Abstract = {The contentious nature-nurture debate in developmental
psychology is poised to reach a rapprochement with
contemporary concepts of gene-environment interaction,
transaction, and fit. Discoveries over the past decade have
revealed how neither genes nor the environment offers a
sufficient window into human development. Rather, the most
important discoveries have come from unearthing the manner
in which the environment alters gene expression (and how
genes impose limits on environmental effects), how biology
and the environment influence each other across time, and
how maximizing gene-environment fit leads to optimal
outcomes for children. The manner in which these factors
operate in tandem should direct future scholarship,
practice, and public policy.},
Doi = {10.1353/mpq.2004.0028},
Key = {fds272285}
}
@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},
Doi = {10.1037/a0032366},
Key = {fds224095}
}
@article{fds304164,
Author = {Stormshak, EA and Bellanti, CJ and Bierman, KL and Coie, JD and Dodge,
KA and Greenberg, MT and Lochman, JE and McMahon,
RJ},
Title = {The quality of sibling relationships and the development of
social competence and behavioral control in aggressive
children},
Journal = {Developmental Psychology},
Volume = {32},
Number = {1},
Pages = {79-89},
Publisher = {American Psychological Association (APA)},
Year = {1996},
Month = {January},
ISSN = {0012-1649},
Abstract = {To understand the relations between sibling interactions and
the social adjustment of children with behavior problems, 53
aggressive 1st- and 2nd-grade children, their mothers, and
their siblings were interviewed about positive and negative
aspects of the sibling relationship. When conflict and
warmth were considered together, 3 types of sibling dyads
emerged: conflictual (high levels of conflict, low levels of
warmth), involved (moderate levels of conflict and warmth),
and supportive (low levels of conflict, high levels of
warmth). On most measures of social adjustment at school,
children in involved sibling relationships showed better
adjustment than did children in conflictual relationships.
Results are discussed in terms of a developmental model for
at-risk children in which some sibling relationships may
foster the development of social skills in addition to
providing emotional support, which may enhance adjustment at
school. Copyright 1996 by the American Psychological
Association, Inc.},
Doi = {10.1037/0012-1649.32.1.79},
Key = {fds304164}
}
@article{fds272231,
Author = {Stormshak, and A, E and Bellanti, and J, C and Bierman, and L, K and Dodge,
TCPPRGKA and member},
Title = {The quality of the sibling relationship and the development
of social competence and behavioral control in aggressive
children},
Journal = {Developmental Psychology},
Volume = {32},
Number = {1},
Pages = {1-11},
Year = {1996},
ISSN = {0012-1649},
Abstract = {To understand the relations between sibling interactions and
the social adjustment of children with behavior problems, 53
aggressive 1st- and 2nd-grade children, their mothers, and
their siblings were interviewed about positive and negative
aspects of the sibling relationship. When conflict and
warmth were considered together, 3 types of sibling dyads
emerged: conflictual (high levels of conflict, low levels of
warmth), involved (moderate levels of conflict and warmth),
and supportive (low levels of conflict, high levels of
warmth). On most measures of social adjustment at school,
children in involved sibling relationships showed better
adjustment than did children in conflictual relationships.
Results are discussed in terms of a developmental model for
at-risk children in which some sibling relationships may
foster the development of social skills in addition to
providing emotional support, which may enhance adjustment at
school. Copyright 1996 by the American Psychological
Association, Inc.},
Key = {fds272231}
}
@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},
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{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},
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{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},
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{fds272257,
Author = {Strassberg, Z and Dodge, KA and Bates, JE and Pettit,
GS},
Title = {The relation between parental conflict strategies and
children's standing in kindergarten},
Journal = {Merrill-Palmer Quarterly},
Volume = {38},
Pages = {477-493},
Year = {1992},
url = {http://www.jstor.org/stable/23087323},
Key = {fds272257}
}
@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}
}
@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},
Doi = {10.1001/archgenpsychiatry.2009.48},
Key = {fds151999}
}
@article{fds38971,
Author = {Consortium on the School-Based Promotion of Social
Competence},
Title = {The school-based promotion of social competence: Theory,
research, practice, and policy},
Pages = {268-389},
Booktitle = {Stress, risk and resilience in children and
adolescents},
Publisher = {New York: Cambridge},
Editor = {R.J. Haggarty and N. Garmezy and M. Rutter and L.
Sherrod},
Year = {1994},
Key = {fds38971}
}
@article{fds272157,
Author = {Dodge, KA},
Title = {The science of youth violence prevention. Progressing from
developmental epidemiology to efficacy to effectiveness to
public policy.},
Journal = {American journal of preventive medicine},
Volume = {20},
Number = {1 Suppl},
Pages = {63-70},
Year = {2001},
Month = {January},
ISSN = {0749-3797},
url = {http://www.ncbi.nlm.nih.gov/pubmed/11146262},
Abstract = {Public policy in the United States has historically
considered youth violence as a moral problem to be punished
after the fact, but growing scientific evidence supports a
public health perspective on violent behavior as an
interaction between cultural forces and failures in
development. Prevention science has provided a bridge
between an understanding of how chronic violence develops
and how prevention programs can interrupt that development.
Articles in this journal supplement provide yet another
bridge between efficacious university-based programs and
effective community-based programs. It is suggested that yet
one more bridge will need to be constructed in future
research between community-based programs that are known to
be effective and community-wide implementation of prevention
efforts at full scale. This last bridge integrates the
science of children's development, the science of
prevention, and the science of public policy.},
Doi = {10.1016/s0749-3797(00)00275-0},
Key = {fds272157}
}
@article{fds304168,
Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {The social ecology of school-age child care},
Journal = {Journal of Applied Developmental Psychology},
Volume = {19},
Number = {3},
Pages = {341-360},
Publisher = {Elsevier BV},
Year = {1998},
Month = {January},
Abstract = {The goal of this longitudinal study was to examine
variations in school-age child care arrangements across the
elementary school years as a function of child, family, and
contextual factors. Pre-kindergarten family background
measures were collected through parent questionnaires and
interviews. Follow-up interviews with 466 parents provided
information on children's care experiences in grades 1
through 5. Some care arrangements (e.g., self care) showed
considerable continuity, whereas other arrangements (e.g.,
school programs) changed substantially from year-to-year.
Increases in use were found for self-care, sibling care,
neighbor care, and activity-based care; use of day care
decreased across years. Children living with working and/or
single mothers spent more time in non-parent care, as did
boys with behavior problems. Time spent in specific care
arrangements varied as a function of child sex, behavioral
adjustment, ethnicity, family socioeconomic status, mothers'
employment, and parents' marital status. These findings
underscore the importance of developmental and
ecological-contextual factors in families' choices of care
arrangements.},
Doi = {10.1016/S0193-3973(99)80044-6},
Key = {fds304168}
}
@article{fds272218,
Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {The social ecology of school-age child care},
Journal = {Journal of Applied Developmental Psychology},
Volume = {19},
Number = {3},
Pages = {329-348},
Year = {1998},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2792761/},
Abstract = {The goal of this longitudinal study was to examine
variations in school-age child care arrangements across the
elementary school years as a function of child, family, and
contextual factors. Pre-kindergarten family background
measures were collected through parent questionnaires and
interviews. Follow-up interviews with 466 parents provided
information on children's care experiences in grades 1
through 5. Some care arrangements (e.g., self care) showed
considerable continuity, whereas other arrangements (e.g.,
school programs) changed substantially from year-to-year.
Increases in use were found for self-care, sibling care,
neighbor care, and activity-based care; use of day care
decreased across years. Children living with working and/or
single mothers spent more time in non-parent care, as did
boys with behavior problems. Time spent in specific care
arrangements varied as a function of child sex, behavioral
adjustment, ethnicity, family socioeconomic status, mothers'
employment, and parents' marital status. These findings
underscore the importance of developmental and
ecological-contextual factors in families' choices of care
arrangements.},
Key = {fds272218}
}
@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{fds272293,
Author = {Henry, and B, D and Farrell, and D, A and Dodge, TMVPPKA and member},
Title = {The study designed by a committee: Design of the Multisite
Violence Prevention Project},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {12-19},
Year = {2004},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2758641/},
Key = {fds272293}
}
@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},
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{fds340426,
Author = {Dodge, KA},
Title = {Toward population impact from early childhood psychological
interventions.},
Journal = {The American psychologist},
Volume = {73},
Number = {9},
Pages = {1117-1129},
Year = {2018},
Month = {December},
Abstract = {Acting alone, psychologists rarely achieve population impact
on important mental health and well-being outcomes for
families and young children. The traditional Institute of
Medicine model of moving from efficacy trials to
effectiveness trials to scaling up has not succeeded, partly
due to degradation of program quality and impact during
scale-up and partly due to a failure to consider
system-context issues at the outset. Analysis of barriers to
population impact leads to the proposal of a new
comprehensive system of care that includes both top-down
coordination among community agencies providing services and
bottom-up outreach to every family to connect them with
services. The North Carolina Smart Start Initiative is a
top-down approach to improving the community-level quality
of early childcare and education services. A natural
experiment demonstrates that it improves population
indicators of children's education outcomes. Family Connects
is a bottom-up approach that reaches all families giving
birth in a community through brief home visits to assess
needs and connect families with community resources. A
randomized controlled trial reveals increased community
connectedness, lower maternal anxiety, reduced emergency
health episodes, and lower rates of investigations for child
abuse. These initiatives point toward the promise of
population impact through psychological interventions in
early life that are delivered in a collaborative system of
care. (PsycINFO Database Record (c) 2018 APA, all rights
reserved).},
Doi = {10.1037/amp0000393},
Key = {fds340426}
}
@article{fds271955,
Author = {Dodge, KA and Goodman, WB and Murphy, R and O'Donnell, K and Sato,
J},
Title = {Toward Population Impact from Home Visiting.},
Journal = {Zero Three},
Volume = {33},
Number = {3},
Pages = {17-23},
Year = {2013},
Month = {January},
ISSN = {0736-8038},
url = {http://www.ncbi.nlm.nih.gov/pubmed/23526864},
Abstract = {Although some home-visiting programs have proven effective
with the families they serve, no program has yet
demonstrated an impact at the population level. We describe
the Durham Connects (DC) initiative, which aims to achieve
population impact by coalescing community agencies to serve
early-intervention goals through a Preventive System Of Care
and by delivering a universal, short-term, postnatal nurse
home-visiting program. The home-visitor delivers brief
intervention, assesses family needs in 12 domains, and
connects the family with community resources to address
individualized family needs. Evaluation of DC occurred
through a population randomized controlled trial of all
4,777 births in Durham, NC, over an 18-month period. DC was
implemented with high penetration and high fidelity. Impact
evaluation indicated that by age 6 months, DC infants had 18
percent fewer emergency room visits and 80 percent fewer
overnights in the hospital than did control families. We
conclude that population impact is achievable if a program
attends to challenges of community partnership, universal
reach and assessment, rigorous evaluation, and models for
sustaining funding.},
Key = {fds271955}
}
@article{fds272109,
Author = {Lansford, JE and Malone, PS and Castellino, DR and Dodge, KA and Pettit,
GS and Bates, JE},
Title = {Trajectories of internalizing, externalizing, and grades for
children who have and have not experienced their parents'
divorce or separation.},
Journal = {Journal of family psychology : JFP : journal of the Division
of Family Psychology of the American Psychological
Association (Division 43)},
Volume = {20},
Number = {2},
Pages = {292-301},
Year = {2006},
Month = {June},
ISSN = {0893-3200},
url = {http://www.ncbi.nlm.nih.gov/pubmed/16756405},
Abstract = {This study examined whether the occurrence and timing of
parental separation or divorce was related to trajectories
of academic grades and mother- and teacher-reported
internalizing and externalizing problems. The authors used
hierarchical linear models to estimate trajectories for
children who did and did not experience their parents'
divorce or separation in kindergarten through 10th grade (N
= 194). A novel approach to analyzing the timing of
divorce/separation was adopted, and trajectories were
estimated from 1 year prior to the divorce/separation to 3
years after the event. Results suggest that early parental
divorce/separation is more negatively related to
trajectories of internalizing and externalizing problems
than is later divorce/separation, whereas later
divorce/separation is more negatively related to grades. One
implication of these findings is that children may benefit
most from interventions focused on preventing internalizing
and externalizing problems, whereas adolescents may benefit
most from interventions focused on promoting academic
achievement.},
Doi = {10.1037/0893-3200.20.2.292},
Key = {fds272109}
}
@article{fds271944,
Author = {Lansford, JE and Staples, AD and Bates, JE and Pettit, GS and Dodge,
KA},
Title = {Trajectories of mothers’ discipline strategies and
interparental conflict: Interrelated change during middle
childhood},
Journal = {Journal of Family Communication},
Volume = {13},
Number = {3},
Pages = {178-195},
Year = {2012},
Abstract = {Using data collected annually when children were in
kindergarten through 3<sup>rd</sup> grade (<i>N</i> = 478),
this study investigated changes in mothers' use of nonharsh,
harsh verbal, and physical discipline; changes in
interparental conflict; and associations between changes in
discipline and interparental conflict. Controlling for
potential confounds, physical discipline decreased over the
course of middle childhood, whereas harsh verbal and
nonharsh discipline remained stable. Increases in
interparental conflict were associated with increases in
physical discipline; decreases in interparental conflict
were associated with decreases in physical discipline.
Change in interparental conflict was unrelated to change in
harsh verbal or nonharsh discipline, although more frequent
interparental conflict was associated with more frequen10t
use of all three types of discipline in 1<sup>st</sup>
grade. Findings extend previous research on how two major
forms of communication within families-conflict between
parents and parents' attempts to influence their children
through discipline-change across middle childhood.},
Doi = {10.1080/15267431.2013.796947},
Key = {fds271944}
}
@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{fds271929,
Author = {Conduct Problems Prevention Research Group},
Title = {Trajectories of risk for early sexual activity and early
substance use in the Fast Track prevention
program.},
Journal = {Prevention science : the official journal of the Society for
Prevention Research},
Volume = {15 Suppl 1},
Pages = {S33-S46},
Year = {2014},
Month = {February},
ISSN = {1389-4986},
Abstract = {Children who exhibit early-starting conduct problems are
more likely than their peers to initiate sexual activity and
substance use at an early age, experience pregnancy, and
contract a sexually-transmitted disease [STD], placing them
at risk for HIV/AIDS. Hence, understanding the development
of multi-problem profiles among youth with early-starting
conduct problems may benefit the design of prevention
programs. In this study, 1,199 kindergarten children (51%
African American; 47% European American; 69% boys)
over-sampled for high rates of aggressive-disruptive
behavior problems were followed through age 18. Latent class
analyses (LCA) were used to define developmental profiles
associated with the timing of initiation of sexual activity,
tobacco and alcohol/drug use and indicators of risky
adolescent sex (e.g. pregnancy and STD). Half of the
high-risk children were randomized to a multi-component
preventive intervention (Fast Track). The intervention did
not significantly reduce membership in the classes
characterized by risky sex practices. However, additional
analyses examined predictors of poor outcomes, which may
inform future prevention efforts.},
Doi = {10.1007/s11121-012-0328-8},
Key = {fds271929}
}
@article{fds272234,
Author = {Elias, MJ and Weissberg, RP and Zins, JE and Kendall, PC and Dodge, KA and Jason, LA and Rotheram-Borus, MJ and Perry, CL and Hawkins, JD and Gottfredson, DC},
Title = {Transdisciplinary collaboration among school researchers:
The consortium on the school-based promotion of social
competence},
Journal = {Journal of Educational and Psychological
Consultation},
Volume = {7},
Number = {1},
Pages = {25-39},
Publisher = {Informa UK Limited},
Year = {1996},
Month = {January},
Abstract = {A common problem faced by professionals involved in
implementing and researching intervention programs is
identifying where they can turn for consultation and support
in addressing the complex challenges of their work. The
professional literature often does not address the specific
problems they must address and does not offer personal
support. Further, it is unclear what type of professional
development is appropriate for meeting the somewhat unique
needs of those at a senior level. This article discusses the
development, formation, evolution, and ongoing work of a
group of researchers and professors from universities around
the country who have been collaborating since 1987. They
formed a consortium of professional peers to share
expertise, conduct joint projects, encourage reflective
practice, provide moral support, and enhance one another's
professional growth and development. Through the mutual
efforts, support, and consultative assistance provided,
members have been able to creatively enhance and improve
their individual approaches to school intervention and also
expand their influence on the field at large.},
Doi = {10.1207/s1532768xjepc0701_3},
Key = {fds272234}
}
@article{fds367704,
Author = {Rybińska, A and Best, DL and Goodman, WB and Bai, Y and Dodge,
KA},
Title = {Transitioning to virtual interaction during the COVID-19
pandemic: Impact on the family connects postpartum home
visiting program activity.},
Journal = {Infant Ment Health J},
Volume = {43},
Number = {1},
Pages = {159-172},
Year = {2022},
Month = {January},
Abstract = {In this paper, we analyze program activity for Family
Connects (FC), an evidence-based postpartum home-visiting
intervention, during the COVID-19 pandemic. When the
pandemic began, FC transitioned to a virtual protocol which
maintains key psychosocial components of the in-person
protocol and adjusts health assessments to address the lack
of in-person contact. Program performance is contrasted for
periods before the pandemic onset (April 2019-March 2020)
and after the onset (April 2020-March 2021), involving
10,280 scheduled visits and 6696 visited families (46%
non-Hispanic white; 20% non-Hispanic Black; 23% Hispanic;
and 10% other race). Post-pandemic onset, FC program
participation rates were at 89.8% of pre-pandemic levels.
Home visitors observed post-onset increases in families'
concerns about home safety but declines in families' needs
related to infant care. Community connections were
facilitated for 42.9% of visited families post-pandemic
onset compared to 51.1% pre-pandemic onset. We conclude that
post-pandemic onset virtual delivery rates of FC declined
but are high enough to merit continued implementation during
a period when some families will decline in-person visits.
When in-person visits are deemed safe per public health
guidelines, the findings suggest a hybrid approach that
could maximize program outreach by prioritizing in-person
contact and offering virtual delivery as a second
choice.},
Doi = {10.1002/imhj.21953},
Key = {fds367704}
}
@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{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}
}
@article{fds369664,
Author = {Buchanan, CM and Zietz, S and Lansford, JE and Skinner, AT and Di
Giunta, L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Steinberg, L and Tapanya, S and Uribe
Tirado, LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, S and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard,
K},
Title = {Typicality and trajectories of problematic and positive
behaviors over adolescence in eight countries.},
Journal = {Frontiers in psychology},
Volume = {13},
Pages = {991727},
Year = {2022},
Month = {January},
Abstract = {In this study, we examine the predictions of a storm and
stress characterization of adolescence concerning typicality
and trajectories of internalizing, externalizing, and
wellbeing from late childhood through late adolescence.
Using data from the Parenting Across Cultures study, levels
and trajectories of these characteristics were analyzed for
1,211 adolescents from 11 cultural groups across eight
countries. Data were longitudinal, collected at seven
timepoints from 8 to 17 years of age. Results provide more
support for a storm and stress characterization with respect
to the developmental <i>trajectories</i> of behavior and
characteristics from childhood to adolescence or across the
adolescent years than with respect to <i>typicality</i> of
behavior. Overall, adolescents' behavior was more positive
than negative in all cultural groups across childhood and
adolescence. There was cultural variability in both
prevalence and trajectories of behavior. The data provide
support for arguments that a more positive and nuanced
characterization of adolescence is appropriate and
important.},
Doi = {10.3389/fpsyg.2022.991727},
Key = {fds369664}
}
@article{fds371228,
Author = {Watts, TW and Jenkins, JM and Dodge, KA and Carr, RC and Sauval, M and Bai,
Y and Escueta, M and Duer, J and Ladd, H and Muschkin, C and Peisner-Feinberg, E and Ananat, E},
Title = {Understanding Heterogeneity in the Impact of Public
Preschool Programs.},
Journal = {Monographs of the Society for Research in Child
Development},
Volume = {88},
Number = {1},
Pages = {7-182},
Year = {2023},
Month = {June},
Abstract = {We examine the North Carolina Pre-K (NC Pre-K) program to
test the hypothesis that observed variation in effects
resulting from exposure to the program can be attributed to
interactions with other environmental factors that occur
before, during, or after the pre-k year. We examine student
outcomes in 5th grade and test interaction effects between
NC's level of investment in public pre-k and moderating
factors. Our main sample includes the population of children
born in North Carolina between 1987 and 2005 who later
attended a public school in that state, had valid
achievement data in 5th grade, and could be matched by
administrative record review (n = 1,207,576; 58% White
non-Hispanic, 29% Black non-Hispanic, 7% Hispanic, 6%
multiracial and Other race/ethnicity). Analyses were based
on a natural experiment leveraging variation in county-level
funding for NC Pre-K across NC counties during each of the
years the state scaled up the program. Exposure to NC Pre-K
funding was defined as the per-4-year-old-child state
allocation of funds to a county in a year. Regression models
included child-level and county-level covariates and county
and year fixed effects. Estimates indicate that a child's
exposure to higher NC Pre-K funding was positively
associated with that child's academic achievement 6 years
later. We found no effect on special education placement or
grade retention. NC Pre-K funding effects on achievement
were positive for all subgroups tested, and statistically
significant for most. However, they were larger for children
exposed to more disadvantaged environments either before or
after the pre-k experience, consistent with a compensatory
model where pre-k provides a buffer against the adverse
effects of prior negative environmental experiences and
protection against the effects of future adverse
experiences. In addition, the effect of NC Pre-K funding on
achievement remained positive across most environments,
supporting an additive effects model. In contrast, few
findings supported a dynamic complementarity model.
Instrumental variables analyses incorporating a child's NC
Pre-K enrollment status indicate that program attendance
increased average 5th grade achievement by approximately 20%
of a standard deviation, and impacts were largest for
children who were Hispanic or whose mothers had less than a
high school education. Implications for the future of pre-k
scale-up and developmental theory are discussed.},
Doi = {10.1111/mono.12463},
Key = {fds371228}
}
@article{fds345851,
Author = {Daro, D and Dodge, KA and Haskins, R},
Title = {Universal approaches to promoting healthy development:
Introducing the issue},
Journal = {Future of Children},
Volume = {29},
Number = {1},
Pages = {3-16},
Year = {2019},
Month = {March},
Doi = {10.1353/foc.2019.0001},
Key = {fds345851}
}
@article{fds345850,
Author = {Dodge, KA and Goodman, WB},
Title = {Universal Reach at Birth: Family Connects},
Journal = {Future of Children},
Volume = {29},
Number = {1},
Pages = {41-60},
Year = {2019},
Month = {March},
Abstract = {How do we screen all families in a population at a single
time point, identify family-specific risks, and connect each
family with evidence-based community resources that can help
them overcome those risks-an approach known as targeted
universalism? In this article, Kenneth A. Dodge and W.
Benjamin Goodman describe Family Connects, a program
designed to do exactly that. Developed and tested in Durham,
NC, Family Connects-now in place at 16 sites in the United
States-aims to reach every family giving birth in a given
community. The program rests on three pillars. The first is
home visiting: trained nurses (or other program
representatives) welcome new babies into the community,
typically at the birthing hospital, then work with the
parents to set up one or more home visits when the baby is
about three weeks old so they can identify needs and connect
the family with community resources. The second pillar,
community alignment, is an assembly of all community
resources available to families at birth, including child
care agencies, mental health providers, government social
services, and long-term programs for subgroups of families
with identified needs, such as Healthy Families and Early
Head Start. The third pillar, data and monitoring, is an
electronic data system that acts as a family-specific
psychosocial and educational record (much like an electronic
health record) to document nurses’ assessments of mother
and infant, as well as connections with community agencies.
In randomized clinical trials, Family Connects has shown
promising results. Compared to control group families,
families randomly assigned to the program made more
connections to community resources. They also reported more
positive parenting behaviors and fewer serious injuries or
illnesses among their infants, among other desirable
outcomes. And in the first five years of life, Family
Connects children were significantly less likely to be
subject to Child Protective Services investigations than
were children in a control group.},
Doi = {10.1353/foc.2019.0003},
Key = {fds345850}
}
@article{fds345371,
Author = {Penner, AM and Dodge, KA},
Title = {Using Administrative Data for Social Science and
Policy.},
Journal = {The Russell Sage Foundation journal of the social sciences :
RSF},
Volume = {5},
Number = {3},
Pages = {1-18},
Year = {2019},
Month = {March},
Doi = {10.7758/rsf.2019.5.3.01},
Key = {fds345371}
}
@article{fds376320,
Author = {Penner, AM and Dodge, KA},
Title = {Using Administrative Data for Social Science and
Policy.},
Journal = {The Russell Sage Foundation journal of the social sciences :
RSF},
Volume = {5},
Number = {2},
Pages = {1-18},
Year = {2019},
Month = {March},
Doi = {10.7758/rsf.2019.5.2.01},
Key = {fds376320}
}
@article{fds339380,
Author = {Kassing, F and Godwin, J and Lochman, JE and Coie, JD and Conduct
Problems Prevention Research Group},
Title = {Using Early Childhood Behavior Problems to Predict Adult
Convictions.},
Journal = {Journal of abnormal child psychology},
Volume = {47},
Number = {5},
Pages = {765-778},
Year = {2019},
Month = {May},
Abstract = {The current study examined whether teacher and parent
ratings of externalizing behavior during kindergarten and
1st grade accurately predicted the presence of adult
convictions by age 25. Data were collected as part of the
Fast Track Project. Schools were identified based on poverty
and crime rates in four locations: Durham, NC, Nashville,
TN, Seattle, WA, and rural, central PA. Teacher and parent
screening measures of externalizing behavior were collected
at the end of kindergarten and 1st grade. ROC curves were
used to visually depict the tradeoff between sensitivity and
specificity and best model fit was determined. Five of the
six combinations of screen scores across time points and
raters met both the specificity and sensitivity cutoffs for
a well-performing screening tool. When data were examined
within each site separately, screen scores performed better
in sites with high base rates and models including single
teacher screens accurately predicted convictions. Similarly,
screen scores performed better and could be used more
parsimoniously for males, but not females (whose base rates
were lower in this sample). Overall, results indicated that
early elementary screens for conduct problems perform
remarkably well when predicting criminal convictions
20 years later. However, because of variations in base
rates, screens operated differently by gender and location.
The results indicated that for populations with high base
rates, convictions can be accurately predicted with as
little as one teacher screen taken during kindergarten or
1st grade, increasing the cost-effectiveness of preventative
interventions.},
Doi = {10.1007/s10802-018-0478-7},
Key = {fds339380}
}
@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{fds304169,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, EE and Conduct Problems
Prevention Research Group},
Title = {Using the Fast Track randomized prevention trial to test the
early-starter model of the development of serious conduct
problems.},
Journal = {Development and psychopathology},
Volume = {14},
Number = {4},
Pages = {925-943},
Year = {2002},
Month = {January},
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.},
Doi = {10.1017/s0954579402004133},
Key = {fds304169}
}
@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},
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{fds45527,
Author = {Pettit, G.S. and Dodge, K.A.},
Title = {Violent Children: Bridging Development , Intervention, and
Public Policy},
Journal = {Developmental Psychology (Special Issue)},
Volume = {39},
Number = {2},
Year = {2004},
Doi = {10.1037//0012-1649.39.2.187},
Key = {fds45527}
}
@article{fds272132,
Author = {Pettit, GS and Dodge, KA},
Title = {Violent children: bridging development, intervention, and
public policy.},
Journal = {Developmental psychology},
Volume = {39},
Number = {2},
Pages = {187-188},
Year = {2003},
Month = {March},
Abstract = {Childhood violence is a major public health and social
policy concern in the United States. Scientists and
policymakers alike have increasingly turned their attention
to the causes of childhood violence and the extent to which
its course can be modified through well-planned preventive
interventions. However, it is not apparent that policymakers
draw upon basic research findings in formulating their
priorities and policies, nor is it apparent that
developmental scientists incorporate policy considerations
and prevention findings into their research frameworks and
designs. The goal of this special issue on violent children
is to begin to bridge the gaps among basic developmental
science, prevention science, and public policy.},
Doi = {10.1037/0012-1649.39.2.187},
Key = {fds272132}
}
@article{fds272056,
Author = {Coleman, D and Dodge, K and Campbell, S},
Title = {Where and How to Draw the Line Between Reasonable Corporal
Punishment and Abuse},
Journal = {Law & Contemporary Problems},
Volume = {73},
Number = {2},
Pages = {107-165},
Year = {2010},
ISSN = {0023-9186},
url = {http://hdl.handle.net/10161/3756 Duke open access
repository},
Key = {fds272056}
}
@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},
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{fds327155,
Author = {Deater-Deckard, K and Godwin, J and Lansford, JE and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring,
E and Steinberg, L and Tapanya, S and Alampay, LP and Uribe Tirado and LM and Zelli, A and Al-Hassan, SM},
Title = {Within- and between-person and group variance in behavior
and beliefs in cross-cultural longitudinal
data.},
Journal = {Journal of adolescence},
Volume = {62},
Pages = {207-217},
Year = {2018},
Month = {January},
Abstract = {This study grapples with what it means to be part of a
cultural group, from a statistical modeling perspective. The
method we present compares within- and between-cultural
group variability, in behaviors in families. We demonstrate
the method using a cross-cultural study of adolescent
development and parenting, involving three biennial waves of
longitudinal data from 1296 eight-year-olds and their
parents (multiple cultures in nine countries). Family
members completed surveys about parental negativity and
positivity, child academic and social-emotional adjustment,
and attitudes about parenting and adolescent behavior.
Variance estimates were computed at the cultural group,
person, and within-person level using multilevel models. Of
the longitudinally consistent variance, most was within and
not between cultural groups-although there was a wide range
of between-group differences. This approach to quantifying
cultural group variability may prove valuable when applied
to quantitative studies of acculturation.},
Doi = {10.1016/j.adolescence.2017.06.002},
Key = {fds327155}
}
@article{fds272265,
Author = {Dodge, KA},
Title = {Youth violence},
Journal = {Tennessee Teacher},
Volume = {60},
Pages = {2},
Year = {1992},
Key = {fds272265}
}
%% Books
@book{fds38867,
Author = {Kupersmidt, J. and Dodge, K.A.},
Title = {Children’s peer relations: From development to
intervention to policy: A festschrift to honor John D.
Coie},
Publisher = {Washington, D.C.: American Psychological
Association},
Editor = {J. Kupersmidt and K.A. Dodge},
Year = {2004},
Key = {fds38867}
}
@book{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}
}
@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}
}
@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}
}
@book{fds44483,
Author = {McLoyd, V.C. and Hill, N.E. and Dodge, K.A.},
Title = {Emerging issues in African American family life: Context,
adaptation, and policy},
Publisher = {NY: Guilford Press},
Year = {2005},
Key = {fds44483}
}
@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{fds39756,
Author = {Dodge, K.A.},
Title = {Instructor's manual},
Booktitle = {To accompany: Abnormal psychology and normal
life},
Publisher = {Chicago: Scott, Foresman & Company},
Editor = {J. Coleman and J.M. Butcher and R.C. Carson},
Year = {1979},
Key = {fds39756}
}
@book{fds200469,
Author = {Dodge, K.A. and Coleman, D.L.},
Title = {Preventing child maltreatment: Community
approaches},
Publisher = {New York: Guilford},
Year = {2011},
Doi = {10.1111/cfs.12019},
Key = {fds200469}
}
@book{fds218504,
Author = {National Research Council and Dodge, K.A},
Title = {Reforming Juvenile Justice: A Developmental
Approach},
Publisher = {The National Academies Press},
Address = {Washington, DC},
Editor = {Committee on Assessing Juvenile Justice Reform and R. J.
Bonnie and R. L. Johnson and B. M. Chemers and J. A.
Schuck},
Year = {2013},
Keywords = {juvenile justice • crime},
Key = {fds218504}
}
@book{fds39757,
Author = {Koss, M. and Dodge, K.A.},
Title = {Students' study guide},
Booktitle = {To accompany: Abnormal psychology and normal
life},
Publisher = {Chicago: Scott, Foresman & Company},
Editor = {J. Coleman and J.M. Butcher and R.C. Carson},
Year = {1979},
Key = {fds39757}
}
@book{fds38864,
Author = {Garber, J. and Dodge, K.A.},
Title = {The development of emotion regulation and
dysregulation},
Publisher = {New York: Cambridge University Press},
Editor = {J. Garber and K.A. Dodge},
Year = {1991},
Key = {fds38864}
}
@book{fds167326,
Author = {Prinstein, M.J. and Dodge, K.A.},
Title = {Understanding Peer Influence in Children and
Adolescents},
Publisher = {Guilford Press},
Address = {New York},
Year = {2009},
Key = {fds167326}
}
%% Chapters in Books
@misc{fds13032,
Author = {Zelli, A. and Dodge, K.A. and Lochman, J.E. and Laird, R.D. and The
Conduct Problems Prevention Research Group},
Title = {"La Distinzione tra credenze che legittimano l'aggresivita e
l'elaborazione deviante dei segnali sociali"},
Pages = {61-99},
Booktitle = {Giovani a rishio: Interventi possibili in realta
imposibili},
Publisher = {Milan, Italy: Franco-Angeli},
Year = {2001},
Key = {fds13032}
}
@misc{fds365762,
Author = {Bornstein, MH and Putnick, DL and Lansford, JE and Al-Hassan, SM and Bacchini, D and Bombi, AS and Pastorelli, C and Chang, L and Deater-Deckard, K and Giunta, LD and Dodge, KA and Malone, PS and Skinner, AT and Oburu, P and Sorbring, E and Steinberg, L and Tapanya,
S and Tirado, LMU and Zelli, A and Alampay, LP},
Title = {'Mixed Blessings': Parental religiousness, parenting, and
child adjustment in global perspective},
Pages = {392-415},
Booktitle = {Parenting: Selected Writings of Marc H. Bornstein},
Year = {2022},
Month = {April},
ISBN = {9780367765682},
Doi = {10.4324/9781003167570-17},
Key = {fds365762}
}
@misc{fds38905,
Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
E.},
Title = {A situational approach to the assessment of social
competence in children (Reprint)},
Booktitle = {OVID Technologies: Health and Psychosocial Instruments
Database},
Year = {1998},
Key = {fds38905}
}
@misc{fds39745,
Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
E.},
Title = {A situational approach to the assessment of social
competence in children (Reprint)},
Booktitle = {The Prepare Curriculum},
Publisher = {Champaign, IL: Research Press},
Editor = {A. Goldstein},
Year = {1988},
Key = {fds39745}
}
@misc{fds39746,
Author = {Dodge, K.A.},
Title = {A social information processing model of social competence
in children},
Pages = {77-125},
Booktitle = {Minnesota symposium in child psychology},
Publisher = {Hillsdale, N. J.: Lawrence Erlbaum},
Editor = {M. Perlmutter},
Year = {1986},
Key = {fds39746}
}
@misc{fds39725,
Author = {Dodge, K.A.},
Title = {A social information processing model of social competence
in children (Reprint)},
Booktitle = {Child Development},
Publisher = {New York: Holt, Rinehart & Winston},
Editor = {T.J. Berndt},
Year = {1992},
Key = {fds39725}
}
@misc{fds44854,
Author = {Dodge, K.A.},
Title = {A social information processing model of social competence
in children (Reprint)},
Booktitle = {Child Development},
Publisher = {Boston, MA: Houghton Mifflen},
Editor = {D. Bukatko and M.W. Daehler},
Year = {1991},
Key = {fds44854}
}
@misc{fds368802,
Author = {Lansford, JE and Rothenberg, WA and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Pena Alampay and L and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di
Giunta, L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Malone,
PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L},
Title = {Achieving the Sustainable Development Goals: Evidence from
the Longitudinal Parenting Across Cultures
Project},
Pages = {89-111},
Booktitle = {SUSTAINABLE HUMAN DEVELOPMENT ACROSS THE LIFE
COURSE},
Year = {2021},
ISBN = {978-1-5292-0484-1},
Key = {fds368802}
}
@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{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}
}
@misc{fds271898,
Author = {Pettit, GS and Bates, JE and Holtzworth-Munroe, A and Marshall, AD and Harach, LD and Cleary, DJ and Dodge, KA},
Title = {Aggression and insecurity in late adolescent romantic
relationships: Antecedents and developmental
pathways},
Volume = {9780521845571},
Pages = {41-61},
Booktitle = {Developmental Contexts in Middle Childhood: Bridges to
Adolescence and Adulthood},
Publisher = {Cambridge University Press},
Editor = {A.C. Huston and M.N. Ripke},
Year = {2006},
Month = {January},
ISBN = {9780521845571},
Abstract = {Experiences in the family and peer group play important
roles in the development of interpersonal competencies
across the childhood and adolescent years. Toward the end of
adolescence, stable and supportive romantic relationships
increasingly serve adaptive functions in promoting
individual well-being and in fostering a sense of connection
and security to others (Collins, Hennighausen, Schmit, &
Sroufe, 1997; Conger, Cui, Bryant, & Elder, 2000; Furman,
1999). Romantic relationships marked by conflict and
violence pose risks for current and longer-term adjustment
and can compromise the health and well-being of the partner
to whom the violence is directed (Capaldi & Owen, 2001).
Romantic relationships in which one or both partners are
wary, jealous, and insecure can stifle growth and fuel
disagreements and disharmony (Holtzworth-Munroe, Meehan,
Herron, Rehman, & Stuart, 2000). Relationship insecurity and
relationship violence covary to some degree
(Holtzworth-Munroe & Stewart, 1994), suggesting that they
may be linked in the development of romantic relationship
dysfunction. Within the marital violence literature,
insecurity has been proposed as a key pathway through which
relationship violence develops. Consistent with this
perspective, Holtzworth-Munroe et al. (2000), in their
examination of types of male batterers, found that one type
of batterer could be characterized by insecurity and a
tendency to confine violence to an intimate relationship.
Holtzworth-Munroe et al. (2000) speculate that insecurity
plays an etiological role in the development of partner
violence. If this were the case, then insecurity might serve
as a mediating link between social experience (e.g., of
rejection and intimidation) and subsequent
violence.},
Doi = {10.1017/CBO9780511499760.004},
Key = {fds271898}
}
@misc{fds13060,
Author = {Bates, J.E. and Alexander, D. and Oberlander, S. and Dodge, K.A. and Petit, G.S.},
Title = {Antecedents of Sexual Activity at Ages 16 and 17 in a
Community Sample Followed from Age 5},
Pages = {206-237},
Booktitle = {Sexual Development},
Publisher = {Bloomington: Indiana University Press},
Editor = {J. Bancroft},
Year = {2003},
Key = {fds13060}
}
@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}
}
@misc{fds271958,
Author = {Latendresse, SJ and Bates, JE and Dodge, KA and Pettit, GS and Lansford,
JE and Budde, JP and Goate, A and Dick, DM},
Title = {Characterizing discrete pathways and mechanisms through
which genes influence adult substance use},
Journal = {BEHAVIOR GENETICS},
Volume = {40},
Number = {6},
Pages = {801-801},
Publisher = {SPRINGER},
Year = {2010},
Month = {November},
ISSN = {0001-8244},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000284696200063&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Key = {fds271958}
}
@misc{fds39736,
Author = {Crick, N.R. and Dodge, K.A.},
Title = {Children's evaluations of peer entry and conflict
situations: Social strategies, goals, and outcome
expectations},
Pages = {396-399},
Booktitle = {Social competence in developmental perspective},
Publisher = {Dordrecht, Netherlands: Kluwer Academic Publishers},
Editor = {B. Schneider and J. Nadel and G. Attili and R. Weissberg},
Year = {1989},
Key = {fds39736}
}
@misc{fds39726,
Author = {Consortium on the School-Based Promotion of Social
Competence},
Title = {Classroom curricula for drug abuse prevention},
Pages = {129-148},
Booktitle = {Communities that care: Action for drug abuse
prevention},
Publisher = {San Francisco: Jossey-Bass},
Editor = {J. D. Hawkins and R. Catalano},
Year = {1992},
Key = {fds39726}
}
@misc{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{fds355530,
Author = {Skinner, A and Sorbring, E and Gurdal, S and Lansford, JE and Bornstein,
MH and Chang, L and Deater-Deckard, K and DiGunta, L and Dodge, K and Malone, P and Oburu, P and Pastorelli, C and Steinberg, L and Tapanaya,
S and Uribe Tirado and LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Baccini, D and Bombi, AS},
Title = {Cross-national collaboration in the study of parenting and
child adjustment.},
Pages = {1-19},
Booktitle = {Child-rearing: Practices, Attitudes and Cultural
Differences},
Editor = {Egloff, G},
Year = {2017},
Month = {October},
Key = {fds355530}
}
@misc{fds271906,
Author = {Deater-Deckard, K and Dodge, KA and Sorbring, E},
Title = {Cultural differences in the effects of physical
punishment},
Pages = {204-226},
Booktitle = {Ethnicity and Causal Mechanisms},
Publisher = {Cambridge University Press},
Editor = {M. Rutter and M. Tienda},
Year = {2004},
Month = {January},
ISBN = {9780521849937},
Abstract = {The predictors of violence and delinquency in childhood and
adolescence include attributes of the child (e.g.,
temperament, intelligence), the home environment (e.g.,
harsh parenting, maltreatment, domestic violence, family
size and structure, parent mental illness, and family
antisocial activity), the peer group (e.g., deviant peers,
peer rejection), and the community (e.g., school and
neighborhood factors; Wasserman et al., 2003). These factors
correlate with or predict antisocial behavior in multiple
ethnic groups (Rowe, Vazsonyi,&Flannery, 1994;
Vazsonyi&Flannery, 1997). However, there is one noteworthy
ethnic group difference. The customary use of physical
punishment is associated with more aggressive behavior
problems among European Americans but not among African
Americans – although physical abuse predicts behavior
problems equally well across these and other ethnic groups.
Ascertaining the nature and cause of this ethnic group
difference is one of the most pressing questions for
research on the development of antisocial behavior
(Farrington, Loeber,&Stouthamer-Loeber, 2003). By conducting
cross-cultural research, researchers can utilize the
discovery of an ethnic group difference to test competing
hypotheses about causal mechanisms (Rutter, this volume). In
the current chapter, we consider whether the mechanisms
linking harsh parenting and children's aggressive behavior
problems generalize beyond middle-class Caucasians.
Researchers often assume that a mechanism is generalizable
across human populations, but the assumption is rarely
tested. Discovering whether physical discipline and abuse
are universal risk factors for the development of aggressive
behavior problems has implications for theory as well as
applications in prevention, intervention, and social
policy.},
Doi = {10.1017/CBO9781139140348.010},
Key = {fds271906}
}
@misc{fds13007,
Author = {Dodge, K.A.},
Title = {Developmental Psychology},
Pages = {1-17},
Booktitle = {Current Diagnosis and Treatment in Psychiatry},
Publisher = {East Norwalk, CT: Appleton & Lange},
Editor = {M. H. Ebert and P.T. Loosen and B. Nurcombe},
Year = {2000},
Key = {fds13007}
}
@misc{fds45887,
Author = {Dishion, T.J. and Dodge, K.A.},
Title = {Deviant peer contagion in interventions and programs: An
ecological framework for understanding influence
mechanisms},
Pages = {14-43},
Booktitle = {Deviant peer influences in programs for youth: Problems and
solutions},
Publisher = {Guilford Press},
Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford},
Year = {2006},
Key = {fds45887}
}
@misc{fds45890,
Author = {Dodge, K.A. and Sherrill, M.R.},
Title = {Deviant peer group effects in youth mental health
interventions},
Pages = {97-121},
Booktitle = {Deviant peer influences in programs for youth: Problems and
solutions},
Publisher = {Guilford Press},
Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford},
Year = {2006},
Key = {fds45890}
}
@misc{fds13053,
Author = {Dodge, K.A.},
Title = {Do Social Information Processing Patterns Mediate Aggressive
Behavior?},
Pages = {254-274},
Booktitle = {Causes of Conduct Disorder and Juvenille
Delinquency},
Publisher = {New York: Guilford Press},
Editor = {B. Lahey and T. Moffitt and A. Caspi},
Year = {2003},
Key = {fds13053}
}
@misc{fds39730,
Author = {Dodge, K.A. and Garber, J.},
Title = {Domains of emotion regulation},
Pages = {3-11},
Booktitle = {The development of emotion regulation and
dysregulation},
Publisher = {New York: Cambridge University Press},
Editor = {J. Garber and K.A. Dodge},
Year = {1991},
Key = {fds39730}
}
@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{fds355529,
Author = {Skinner, A and Lansford, J and Bornstein, MH and Deater-Deckard, K and Dodge, K and Malone, P and Steinberg, L},
Title = {Education and Parenting in the United States},
Pages = {123-138},
Booktitle = {School Systems, Parent Behavior, and Academic Achievement An
International Perspective},
Publisher = {Springer Nature},
Editor = {Sorbring, E and Lansford, J},
Year = {2019},
Month = {November},
ISBN = {9783030282776},
Abstract = {(2018) show in their meta-analysis that parents' excessively
controlling behavior in relation to homework, academic
pressure, and academic work, has a negative effect on
adolescents' academic achievement. Interestingly,
parents'...},
Key = {fds355529}
}
@misc{fds147814,
Author = {Dodge, K.A. and Pettit, G.S. and Bates, J.E.},
Title = {Effects of physical maltreatment on the development of peer
relations (Reprint)},
Booktitle = {Abnormal Child Psychology},
Publisher = {Wadsworth Press},
Address = {New York},
Editor = {E. Mash and D. Wolfe},
Year = {2008},
Key = {fds147814}
}
@misc{fds13028,
Author = {Keiley, M.K. and Bates, J.E. and Dodge, K.A. and Petit,
G.S.},
Title = {Effects of Temperament of the Development of Externalizing
and Internalizing Behaviors over 9 Years},
Pages = {255-288},
Booktitle = {Advances in Psychological Research, Vol.
6},
Publisher = {Huntington, N.Y.: Nova Science Publishers,
Inc.},
Editor = {F. Columbus},
Year = {2001},
Key = {fds13028}
}
@misc{fds39731,
Author = {Dodge, K.A.},
Title = {Emotion and social information processing},
Pages = {159-181},
Booktitle = {The development of emotion regulation and
dysregulation},
Publisher = {New York: Cambridge University Press},
Editor = {J. Garber and K.A. Dodge},
Year = {1991},
Key = {fds39731}
}
@misc{fds44856,
Author = {Valente, E. and Dodge, K.A.},
Title = {Evaluation of prevention programs for children},
Pages = {183-218},
Booktitle = {Healthy children 2010: Establishing preventive
services},
Publisher = {Thousand Oaks, CA: Sage},
Editor = {R.P. Weissberg and T.P. Gulotta and R.L. Hampton and S.A.Ryan and G.R.
Adams},
Year = {1997},
Key = {fds44856}
}
@misc{fds39750,
Author = {Dodge, K.A.},
Title = {Facets of social interaction and the assessment of social
competence in children},
Pages = {3-22},
Booktitle = {Children's peer relations: Issues in assessment and
training},
Publisher = {New York: Springer-Verlag},
Editor = {B.H. Schneider and K.H. Rubin and J.E. Ledingham},
Year = {1985},
Key = {fds39750}
}
@misc{fds363751,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Foster, EM and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE},
Title = {Fast Track Randomized Controlled Trial to Prevent
Externalizing Psychiatric Disorders: Findings From Grades 3
to 9: Conduct problems prevention research
group},
Pages = {97-109},
Booktitle = {Effective Interventions for Children in Need},
Year = {2017},
Month = {January},
ISBN = {9780754628255},
Abstract = {This study tests the efficacy of the Fast Track Program in
preventing antisocial behavior and psychiatric disorders
among groups varying in initial risk. Method: Schools within
four sites (Durham, NC; Nashville, TN; Seattle, WA; and
rural central Pennsylvania) were selected as high-risk
institutions based on neighborhood crime and poverty levels.
After screening 9, 594 kindergarteners in these schools, 891
highest risk and moderate-rtsk children (69% male and 51%
African American) were randomly assigned by matched sets of
schools to intervention or control conditions. The 1 0-year
intervention (begun in 1991 with three yearly cohorts)
included parent behavior-management training, child
socialcognitive skills training, reading tutoring, home
visiting, mentoring, and a universal classroom curriculum.
Outcomes included crtterion counts and psychiatrtc diagnoses
after grades 3, 6, and 9 for conduct disorder, oppositional
defiant disorder, attention-deficit/hyperactivity disorder,
any externalizing disorder, and self-reported antisocial
behavior. Grade 9 outcomes were assessed between 2000 and
2003, depending upon cohort. Results: Significant
interaction effects between intervention and initial rtsk
level were found at each age but most strongly after grade
9. Assignment to intervention had a significant positive
effect in lowertng criterion count scores and diagnoses tor
conduct disorder, attention-deficit/hyperactivity disorder,
and any externalizing disorder, and lowering antisocial
behavior scores, but only among those at highest risk
initially. Conclusions: Prevention of serious antisocial
behavior can be efficacious across sex, ethnicity, and
urban/rural residence, but screening is essential.},
Doi = {10.4324/9781315256900-17},
Key = {fds363751}
}
@misc{fds45888,
Author = {Dishion, T.J. and Dodge, K.A. and Lansford, J.E.},
Title = {Findings and recommendations: A blueprint to minimize
deviant peer influence in youth interventions and
programs},
Pages = {366-394},
Booktitle = {Deviant peer influences in programs for youth: Problems and
solutions},
Publisher = {Guilford Press},
Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford},
Year = {2006},
Key = {fds45888}
}
@misc{fds357218,
Author = {Rothenberg, WA and Zietz, S and Lansford, JE and Bornstein, MH and Deater-Deckard, K and Dodge, KA and Malone, PS and Skinner, AT and Steinberg, L},
Title = {Four domains of parenting in three ethnic groups in the
United States},
Pages = {193-226},
Booktitle = {Parenting Across Cultures from Childhood to Adolescence:
Development in Nine Countries},
Year = {2021},
Month = {February},
ISBN = {9780367462314},
Key = {fds357218}
}
@misc{fds271961,
Author = {Singh, AL and D'Onofrio, BM and Bates, JE and Dick, D and Pettit, GS and Dodge, KA and Lansford, JE},
Title = {Genetic and environmental risk factors for depression: A
developmental GxE approach},
Journal = {BEHAVIOR GENETICS},
Volume = {39},
Number = {6},
Pages = {681-681},
Publisher = {SPRINGER},
Year = {2009},
Month = {November},
ISSN = {0001-8244},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000272027300144&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Key = {fds271961}
}
@misc{fds39733,
Author = {Coie, J.D. and Dodge, K.A. and Kupersmidt, J.},
Title = {Group behavior and social status},
Pages = {17-59},
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 = {fds39733}
}
@misc{fds13026,
Author = {Dodge, K.A.},
Title = {II Fast Track Project},
Pages = {19-60},
Booktitle = {Giovani a rischio: Interventi possibili in realta
impossibili},
Publisher = {Milan, Italy: FrancoAngeli},
Year = {2001},
Key = {fds13026}
}
@misc{fds31450,
Author = {McLoyd, V.C. and Dodge, K.A. and Hill, N.E.},
Title = {Introduction: Ecological and cultual diversity in African
American family life},
Pages = {3-20},
Booktitle = {Emerging Issues in African American Family Life: Context,
Adaptation, and Policy},
Publisher = {Guilford Press},
Editor = {V.C. McLoyd and N.E., Hill and K.A. Dodge},
Year = {2005},
Key = {fds31450}
}
@misc{fds39734,
Author = {Dodge, K.A. and Feldman, E.},
Title = {Issues in social cognition and sociometric
status},
Pages = {119-155},
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 = {fds39734}
}
@misc{fds13009,
Author = {Dodge, K.A. and Zelli, A.},
Title = {La violenza nei giovani: Tendenze, sviluppo e
prevenzione},
Pages = {155-178},
Booktitle = {L'eta Sospesa: Itinerari del viaggio adolescenziale},
Publisher = {Manuali e Monografie di Psicologia Giunti.
Rome},
Editor = {G.V. Cappara and A. Fonzi},
Year = {2000},
Key = {fds13009}
}
@misc{fds271963,
Author = {Edwards, AC and Dodge, KA and Latendresse, SJ and Lansford, JE and Bates, JE and Pettit, GS and Dick, DM},
Title = {MAOA and early physical discipline interact to influence
delinquent behavior},
Journal = {BEHAVIOR GENETICS},
Volume = {39},
Number = {6},
Pages = {647-648},
Publisher = {SPRINGER},
Year = {2009},
Month = {November},
ISSN = {0001-8244},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000272027300049&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Key = {fds271963}
}
@misc{fds39727,
Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.},
Title = {Mechanisms in the cycle of violence(Reprint)},
Booktitle = {Year Book of Psychiatry and Applied Mental
Health},
Publisher = {Chicago, IL: Mosby-Year Book, Inc},
Editor = {J.A. Talbott},
Year = {1992},
Key = {fds39727}
}
@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}
}
@misc{fds367708,
Author = {Lansford, JE and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Chen, B-B and Deater-Deckard, K and Di Giunta and L and Dodge,
KA and Malone, PS and Oburu, P and Skinner, AT and Pastorelli, C and Sorbring, E and Steinberg, L and Icenogle, G and Tapanya, S and Alampay,
LP and Uribe Tirado and LM and Zelli, A},
Title = {Parenting and Positive Adjustment for Adolescents in Nine
Countries},
Pages = {235-248},
Booktitle = {Cross-Cultural Advancements in Positive Psychology},
Publisher = {Springer International Publishing},
Year = {2017},
ISBN = {9783319683621},
Doi = {10.1007/978-3-319-68363-8_16},
Key = {fds367708}
}
@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}
}
@misc{fds39751,
Author = {Dodge, K.A. and Richard, B.A},
Title = {Peer perceptions, aggression, and the development of peer
relations},
Pages = {35-58},
Booktitle = {The development of social cognition},
Publisher = {New York: Springer-Verlag},
Editor = {J. Pryor and J. Day},
Year = {1985},
Key = {fds39751}
}
@misc{fds39737,
Author = {Price, J.M. and Dodge, K.A.},
Title = {Peers' contribution to children's social maladjustment:
Description and intervention},
Pages = {341-370},
Booktitle = {Contributions of peer relationships to children's
development},
Publisher = {New York: Wiley},
Editor = {T. J. Berndt and G.W. Ladd},
Year = {1989},
Key = {fds39737}
}
@misc{fds13003,
Author = {Zelli, A. and Dodge, K.A.},
Title = {Personality Development from the Bottom Up},
Pages = {94-126},
Booktitle = {The Coherence of Personality: Social-Cognitive Bases of
Personality Consistency, Variability, and
Organization},
Publisher = {New York: Guilford},
Editor = {D. Cervone and Y. Shoda},
Year = {1999},
Key = {fds13003}
}
@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}
}
@misc{fds13050,
Author = {Dodge, K.A.},
Title = {Preventing Aggressive Behavior Early in Life},
Booktitle = {Centre of Excellence for Early Childhood Development
Encyclopedia of Social and Emotional Development},
Editor = {R. dev Peters},
Year = {2003},
Key = {fds13050}
}
@misc{fds39738,
Author = {Dodge, K.A.},
Title = {Problems in social relationships},
Pages = {222-244},
Booktitle = {Behavioral treatment of childhood disorders},
Publisher = {New York: Guilford Press},
Editor = {E.J. Mash and R.A. Barkley},
Year = {1989},
Key = {fds39738}
}
@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{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}
}
@misc{fds39753,
Author = {McFall, R.M. and Dodge, K.A.},
Title = {Self-management and interpersonal skills
learning},
Pages = {353-392},
Booktitle = {Self-management and behavior change: From theory to
practice},
Publisher = {Pergamon Press},
Editor = {P. Karoly and F.H. Kanfer},
Year = {1982},
Key = {fds39753}
}
@misc{fds39747,
Author = {Dodge, K.A. and Pettit, G.S. and McClaskey, C.L. and Brown,
M.},
Title = {Social competence in children},
Volume = {51},
Series = {Serial No. 213},
Number = {2},
Booktitle = {Monographs of the Society for Research in Child
Development},
Year = {1986},
Key = {fds39747}
}
@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}
}
@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}
}
@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}
}
@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}
}
@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{fds39740,
Author = {Dodge, K.A. and Asher, S.R. and Parkhurst, J.},
Title = {Social life as a goal coordination task},
Pages = {107-135},
Booktitle = {Motivation in education},
Publisher = {Hillsdale, N. J.: Lawrence Erlbaum},
Editor = {C. Ames and R. Ames},
Year = {1989},
Key = {fds39740}
}
@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}
}
@misc{fds31451,
Author = {Dodge, K.A. and McLoyd, V.C. and Lansford, J.E.},
Title = {The cultural context of physically disciplining
children},
Pages = {245-263},
Booktitle = {Emerging Issues in African American Family Life: Context,
Adaptation, and Policy},
Publisher = {Guilford Press},
Editor = {V.C. McLoyd and N.E. Hill and K.A. Dodge},
Year = {2005},
Key = {fds31451}
}
@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}
}
@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}
}
@misc{fds26381,
Author = {Conduct Problems Prevention Research Group},
Title = {The Fast Track experiment: Translating the developmental
model into a prevention design},
Pages = {181-208},
Booktitle = {Children's Peer Relations: From Development to
Intervention},
Publisher = {American Psychological Association},
Editor = {J.B. Kupersmidt and K.A. Dodge},
Year = {2004},
Key = {fds26381}
}
@misc{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}
}
@misc{fds367709,
Title = {The Fast Track Project: Preventing Severe Conduct Problems
in School-Age Youth},
Pages = {407-433},
Booktitle = {Clinical Handbook of Assessing and Treating Conduct Problems
in Youth},
Publisher = {Springer New York},
Year = {2011},
ISBN = {9781441962959},
Doi = {10.1007/978-1-4419-6297-3_16},
Key = {fds367709}
}
@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}
}
@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}
}
@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}
}
@misc{fds45889,
Author = {Dodge, K.A. and Lansford, J.E. and Dishion, T.J.},
Title = {The problem of deviant peer influences in intervention
programs},
Pages = {3-13},
Booktitle = {Deviant peer influences in programs for youth: Problems and
solutions},
Publisher = {Guilford Press},
Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford},
Year = {2006},
Key = {fds45889}
}
@misc{fds38857,
Author = {Reiter-Lavery, B. and Rabiner, D. and Dodge,
K.A.},
Title = {The State of Durham’s Children 2000},
Year = {2000},
Key = {fds38857}
}
@misc{fds38858,
Author = {Dodge, K.A. and Kupersmidt, J. and Fontaine,
R.},
Title = {The Willie M. Program},
Year = {2000},
Key = {fds38858}
}
@misc{fds271964,
Author = {Dodge, KA and Malone, PS and Lansford, JE and Miller-Johnson, S and Pettit, GS and Bates, JE},
Title = {Toward a dynamic developmental model of the role of parents
and peers in early onset substance use},
Pages = {104-132},
Booktitle = {Families count: Effects on child and adolescent
development},
Publisher = {Cambridge University Press},
Editor = {A. Clarke-Stewart and J. Dunn},
Year = {2006},
Month = {January},
ISBN = {9780521847537},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000299343800006&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {Although most theories of deviant behavioral development
explicitly acknowledge the roles of both parenting and peer
relations, few theories, and even fewer empirical analyses,
have articulated the manner in which these factors relate to
each other and operate dynamically across childhood. The
chapter by Collins and Roisman (Chapter 4 in this book)
provides an excellent general overview of how these factors
operate in adolescence. This chapter identifies aspects of
parenting and peer relations across the life span that may
play a role in the onset of illicit drug use in adolescence
and the manner in which these factors may influence each
other and operate in concert across development. The
enormous social, psychological, and economic costs of
substance use among adolescents in the United States over
the past four decades (Kendall & Kessler, 2002; Kessler et
al., 2001) have led to unprecedented attempts at
interdiction, prosecution, and treatment, mostly without
much success. Epidemiologic studies have directed attention
toward prevention. This research has taken largely a
risk-factor approach following from the methods of Rutter
(Rutter & Garmezy, 1983), in which individual-difference
variables in childhood are statistically linked to later
substance use. Empirical research has identified several
dozen factors in childhood that enhance risk for substance
use during adolescence (reviewed by Hawkins, Catalano, &
Miller, 1992; Weinberg, Rahdert, Colliver, & Glantz, 1998),
but a laundry list of risk factors has not yet led to
efficacious prevention programs.},
Doi = {10.1017/CBO9780511616259.006},
Key = {fds271964}
}
@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},
Doi = {10.1007/978-1-4614-7557-6_7},
Key = {fds327710}
}
@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}
}
%% NBER Working Papers
@article{fds375378,
Author = {Cook, PJ and Dodge, K and Farkas, G and Fryer, RG and Guryan, J and Ludwig,
J and Mayer, SE and Pollack, HA and Steinberg, L},
Title = {The (Surprising) Efficacy of Academic and Behavioral
Intervention with Disadvantaged Youth: Results from a
Randomized Experiment in Chicago},
Year = {2014},
Month = {January},
Key = {fds375378}
}
%% Book Reviews
@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}
}
@article{fds53592,
Author = {K.A. Dodge},
Title = {Review of book: Dynamic assessment in practice: Clinical and
educational applications},
Journal = {Journal of Cognitive Education and Psychology},
Volume = {6},
Number = {2},
Pages = {313-315},
Year = {2007},
Key = {fds53592}
}
@article{fds38886,
Author = {Dodge, K.A.},
Title = {Review of social cognition and social development (E.T.
Higgins, D.N. Ruble, & W.W. Hartup (Eds.)},
Journal = {Child Development Abstracts and Bibliography},
Year = {1984},
Key = {fds38886}
}
@article{fds206448,
Author = {K.A. Dodge},
Title = {Review of the book: Handbook of Clinical Child
Neuropsychology, 3rd ed, edited by Cecil R. Reynolds and
Elaine Fletcher-Janzen},
Journal = {Journal of Clinical Psychology},
Volume = {72},
Number = {5},
Pages = {726},
Year = {2011},
Key = {fds206448}
}
@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}
}
%% Other
@misc{fds13039,
Author = {Dodge, K.A.},
Title = {Investing in the Prevention of Youth Violence},
Journal = {International Society for the Study of Behavioral
Development Newsletter},
Year = {2002},
Key = {fds13039}
}
@misc{fds315896,
Author = {Lawrence, C and Rosanbalm, KD and Dodge, K},
Title = {Multiple Response System evaluation report to the North
Carolina Division of Social Services},
Year = {2009},
Key = {fds315896}
}
@misc{fds45528,
Author = {Reiter-Lavery, B. and Rabiner, D. and Dodge,
K.A.},
Title = {The State of Durham's Children 2000},
Journal = {Report to the Durham, North Carolina, Youth Coordinating
Board},
Year = {2000},
Key = {fds45528}
}
@misc{fds45529,
Author = {Dodge, K.A. and Kupersmidt, J. and Fontaine,
R.},
Title = {The Willie M. Program},
Journal = {Report to the State of North Carolina Department of Mental
Health Administration},
Year = {2000},
Key = {fds45529}
}
@misc{fds271948,
Author = {Dodge, KA and Kupersmidt, Janis B. and Fontaine, Reid
Griffith},
Title = {Willie M.: Legacy of Legal, Social, and Policy Change on
Behalf of Children},
Booktitle = {Report to the State of North Carolina, Division of Mental
Health, Developmental Disabilities, and Substance Abuse
Services},
Year = {2000},
url = {http://hdl.handle.net/10161/7489 Duke open access
repository},
Key = {fds271948}
}