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| Publications of John D. Coie :chronological alphabetical combined listing:
%% Journal Articles
@article{fds374396,
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},
url = {http://dx.doi.org/10.1007/s11121-023-01581-7},
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 = {fds374396}
}
@article{fds370877,
Author = {Sheppard, CS and Peairs, KF and Prinstein, MJ and Putallaz, M and Kupersmidt, JB and Coie, JD},
Title = {The Importance of Context for Multi-informant Assessment of
Peer Victimization},
Journal = {Merrill-Palmer Quarterly},
Volume = {68},
Number = {3},
Pages = {241-265},
Year = {2022},
Month = {July},
url = {http://dx.doi.org/10.1353/mpq.2022.0012},
Abstract = {Peer victimization has been assessed by using various
methods, with little attention to methodological variance.
Peer victimization assessments of 238 girls (M age = 9.77
years; 50% Black, 50% White) made by peers, teachers, and
self in school, and peers and observers in afterschool
playgroups, enabled examination of context and reporter
effects on measurement. Results underscored the importance
of context: (1) Victimization reported by informants in the
same context (i.e., teachers and peers in school setting,
and peers and observers in playgroup setting) correlated
more strongly than with self-reported victimization. (2)
Informant ratings of victimization made within similar
contexts (school and afterschool playgroups) showed higher
agreement than those made in different contexts (school vs.
playgroups) even if the same reporter was used across both
contexts (peer report in schools and peer report in
playgroups). (3) Teacher-reported victimization was more
strongly associated with objective academic outcomes than
were peer-, self-, or observer-reported victimization, due
to the shared academic context.},
Doi = {10.1353/mpq.2022.0012},
Key = {fds370877}
}
@article{fds354757,
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},
url = {http://dx.doi.org/10.1542/peds.2020-0873},
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 = {fds354757}
}
@article{fds339299,
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},
url = {http://dx.doi.org/10.1007/s10802-018-0478-7},
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 = {fds339299}
}
@article{fds334888,
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},
url = {http://dx.doi.org/10.1007/s11121-016-0726-4},
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 = {fds334888}
}
@article{fds334889,
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},
url = {http://dx.doi.org/10.1111/cdev.12467},
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 = {fds334889}
}
@article{fds334890,
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},
url = {http://dx.doi.org/10.1176/appi.ajp.2014.13060786},
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 = {fds334890}
}
@article{fds334891,
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},
url = {http://dx.doi.org/10.1007/s11121-012-0328-8},
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 = {fds334891}
}
@article{fds334892,
Author = {Makin-Byrd, K and Bierman, KL and Conduct Problems Prevention
Research Group},
Title = {Individual and family predictors of the perpetration of
dating violence and victimization in late
adolescence.},
Journal = {Journal of youth and adolescence},
Volume = {42},
Number = {4},
Pages = {536-550},
Year = {2013},
Month = {April},
url = {http://dx.doi.org/10.1007/s10964-012-9810-7},
Abstract = {Teen dating violence is a crime of national concern with
approximately one-fourth of adolescents reporting
victimization of physical, psychological, or sexual dating
violence each year. The present study examined how
aggressive family dynamics in both childhood and early
adolescence predicted the perpetration of dating violence
and victimization in late adolescence. Children (n = 401, 43
% female) were followed from kindergarten entry to the age
of 18 years. Early adolescent aggressive-oppositional
problems at home and aggressive-oppositional problems at
school each made unique predictions to the emergence of
dating violence in late adolescence. The results suggest
that aggressive family dynamics during childhood and early
adolescence influence the development of dating violence
primarily by fostering a child's oppositional-aggressive
responding style initially in the home, which is then
generalized to other contexts. Although this study is
limited by weaknesses detailed in the discussion, the
contribution of longitudinal evidence including parent,
teacher, and adolescent reports from both boys and girls, a
dual-emphasis on the prediction of perpetration and
victimization, as well as an analysis of both relations
between variables and person-oriented group comparisons
combine to make a unique contribution to the growing
literature on adolescent partner violence.},
Doi = {10.1007/s10964-012-9810-7},
Key = {fds334892}
}
@article{fds334893,
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},
url = {http://dx.doi.org/10.1177/0956797612457394},
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 = {fds334893}
}
@article{fds334896,
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},
url = {http://dx.doi.org/10.1002/ab.21467},
Abstract = {A multi-gate screening process identified 891 children with
aggressive-disruptive behavior problems at school entry.
Fast Track provided a multi-component preventive
intervention in the context of a randomized-controlled
design. In addition to psychosocial support and skill
training for parents and children, the intervention included
intensive reading tutoring in first grade, behavioral
management consultation with teachers, and the provision of
homework support (as needed) through tenth grade. This study
examined the impact of the intervention, as well as the
impact of the child's initial aggressive-disruptive
behaviors and associated school readiness skills (cognitive
ability, reading readiness, attention problems) on academic
progress and educational placements during elementary school
(Grades 1-4) and during the secondary school years (Grades
7-10), as well as high school graduation. Child behavior
problems and skills at school entry predicted school
difficulties (low grades, grade retention, placement in a
self-contained classroom, behavior disorder classification,
and failure to graduate). Disappointingly, intervention did
not significantly improve these long-term school
outcomes.},
Doi = {10.1002/ab.21467},
Key = {fds334896}
}
@article{fds334894,
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},
url = {http://dx.doi.org/10.1007/s11292-013-9173-4},
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 = {fds334894}
}
@article{fds334895,
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://dx.doi.org/10.1007/s10802-012-9674-z},
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 = {fds334895}
}
@article{fds334897,
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://dx.doi.org/10.1007/s10802-010-9468-0},
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 = {fds334897}
}
@article{fds334898,
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},
url = {http://dx.doi.org/10.1111/j.1467-8624.2010.01558.x},
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 = {fds334898}
}
@article{fds334899,
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},
url = {http://dx.doi.org/10.1016/j.drugalcdep.2010.04.013},
Abstract = {Conduct problems, substance use, and risky sexual behavior
have been shown to coexist among adolescents, which may lead
to significant health problems. The current study was
designed to examine relations among these problem behaviors
in a community sample of children at high risk for conduct
disorder. A latent growth model of childhood conduct
problems showed a decreasing trend from grades K to 5.
During adolescence, four concurrent conduct problem and
substance use trajectory classes were identified (high
conduct problems and high substance use, increasing conduct
problems and increasing substance use, minimal conduct
problems and increasing substance use, and minimal conduct
problems and minimal substance use) using a parallel process
growth mixture model. Across all substances (tobacco, binge
drinking, and marijuana use), higher levels of childhood
conduct problems during kindergarten predicted a greater
probability of classification into more problematic
adolescent trajectory classes relative to less problematic
classes. For tobacco and binge drinking models, increases in
childhood conduct problems over time also predicted a
greater probability of classification into more problematic
classes. For all models, individuals classified into more
problematic classes showed higher proportions of early
sexual intercourse, infrequent condom use, receiving money
for sexual services, and ever contracting an STD.
Specifically, tobacco use and binge drinking during early
adolescence predicted higher levels of sexual risk taking
into late adolescence. Results highlight the importance of
studying the conjoint relations among conduct problems,
substance use, and risky sexual behavior in a unified
model.},
Doi = {10.1016/j.drugalcdep.2010.04.013},
Key = {fds334899}
}
@article{fds334900,
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},
url = {http://dx.doi.org/10.1177/0272431609340513},
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 = {fds334900}
}
@article{fds334901,
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},
url = {http://dx.doi.org/10.1007/s11292-010-9091-7},
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 = {fds334901}
}
@article{fds334902,
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},
url = {http://dx.doi.org/10.1037/a0018607},
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 = {fds334902}
}
@article{fds334903,
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://dx.doi.org/10.1542/peds.2009-0322},
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 = {fds334903}
}
@article{fds334904,
Author = {McMahon, and J, R and Witkiewitz, and K, and Kotler, and S, J and Group,
TCPPR},
Title = {Predictive validity of callous-unemotional traits measured
in early adolescence with respect to multiple antisocial
outcomes},
Journal = {Journal of Abnormal Psychology},
Volume = {119},
Number = {4},
Pages = {752-763},
Publisher = {American Psychological Association (APA)},
Year = {2010},
url = {http://dx.doi.org/10.1037/a0020796},
Abstract = {This study investigated the predictive validity of youth
callous-unemotional (CU) traits, as measured in early
adolescence (Grade 7) by the Antisocial Process Screening
Device (APSD; Frick & Hare, 2001), in a longitudinal sample
(N = 754). Antisocial outcomes, assessed in adolescence and
early adulthood, included self-reported general delinquency
from 7th grade through 2 years post-high school,
self-reported serious crimes through 2 years post-high
school, juvenile and adult arrest records through 1 year
post-high school, and antisocial personality disorder
symptoms and diagnosis at 2 years post-high school. CU
traits measured in 7th grade were highly predictive of 5 of
the 6 antisocial outcomes-general delinquency, juvenile and
adult arrests, and early adult antisocial personality
disorder criterion count and diagnosis-over and above prior
and concurrent conduct problem behavior (i.e., criterion
counts of oppositional defiant disorder and conduct
disorder) and attention-deficit/hyperactivity disorder
(criterion count). Incorporating a CU traits specifier for
those with a diagnosis of conduct disorder improved the
positive prediction of antisocial outcomes, with a very low
false-positive rate. There was minimal evidence of
moderation by sex, race, or urban/rural status. Urban/rural
status moderated one finding, with being from an urban area
associated with stronger relations between CU traits and
adult arrests. Findings clearly support the inclusion of CU
traits as a specifier for the diagnosis of conduct disorder,
at least with respect to predictive validity.},
Doi = {10.1037/a0020796},
Key = {fds334904}
}
@article{fds334906,
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},
url = {http://dx.doi.org/10.1080/10888690802388151},
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 = {fds334906}
}
@article{fds334907,
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},
url = {http://dx.doi.org/10.1016/j.cbpra.2007.04.002},
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 = {fds334907}
}
@article{fds334905,
Author = {Jones, and D, and Foster, and M, E and member, TCPPRGKAD},
Title = {Service use patterns for adolescents with ADHD and comorbid
conduct disorder},
Journal = {Journal of Behavioral Health Services and
Research},
Volume = {36},
Number = {4},
Pages = {436-449},
Year = {2008},
url = {http://dx.doi.org/10.1007/s11414-008-9133-3},
Abstract = {Service use patterns and costs of youth diagnosed with
attention-deficit/hyperactivity disorder (ADHD) and comorbid
conduct disorder (CD) were assessed across adolescence (ages
12 through 17). Featured service sectors include mental
health, school services, and the juvenile justice system.
Data are provided by three cohorts from the Fast Track
evaluation and are based on parent report. Diagnostic groups
are identified through a structured assessment. Results show
that public costs for youth with ADHD exceed $40,000 per
child on average over a 6-year period, more than doubling
service expenditures for a non-ADHD group. Public costs for
children with comorbid ADHD and CD double the costs of those
with ADHD alone. Varying patterns by service sector,
diagnosis, and across time indicate different needs for
youth with different conditions and at different ages and
can provide important information for prevention and
treatment researchers.},
Doi = {10.1007/s11414-008-9133-3},
Key = {fds334905}
}
@article{fds334908,
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},
url = {http://dx.doi.org/10.1353/mpq.2008.0018},
Abstract = {This study investigated the effects of the peer social
context and child characteristics on the growth of
authority-acceptance behavior problems across first, second,
and third grades, using data from the normative sample of
the Fast Track Project. Three hundred sixty-eight European
American and African American boys and girls (51% male; 46%
African American) and their classmates were assessed in each
grade by teacher ratings on the Teacher Observation of Child
Adaptation-Revised. Children's growth in
authority-acceptance behavior problems across time was
partially attributable to the level of disruptive behavior
in the class-room peer context into which they were placed.
Peer-context influence, however, were strongest among
same-gender peers. Findings held for both boys and girls,
both European Americans and African Americans, and
nondeviant, marginally deviant, and highly deviant children.
Findings suggest that children learn and follow behavioral
norms from their same-gender peers within the
classroom.},
Doi = {10.1353/mpq.2008.0018},
Key = {fds334908}
}
@article{fds334909,
Author = {Schofield, and T, HL and Bierman, and L, K and Heinrichs, and B, and Nix, and L, R and Dodge, TCPPRGKA and member},
Title = {Predicting early sexual activity with behavior problems
exhibited at school entry and in preadolescence},
Journal = {Journal of Abnormal Child Psychology},
Volume = {36},
Number = {8},
Pages = {1175-1188},
Year = {2008},
url = {http://dx.doi.org/10.1007/s10802-008-9252-6},
Abstract = {Youth who initiate sexual intercourse in early adolescence
(age 11-14) experience multiple risks, including concurrent
adjustment problems and unsafe sexual practices. The current
study tested two models describing the links between
childhood precursors, early adolescent risk factors, and
adolescent sexual activity: a cumulative model and a
meditational model. A longitudinal sample of 694 boys and
girls from four geographical locations was utilized, with
data collected from kindergarten through high school.
Structural equation models revealed that, irrespective of
gender or race, high rates of aggressive disruptive
behaviors and attention problems at school entry increased
risk for a constellation of problem behaviors in middle
school (school maladjustment, antisocial activity, and
substance use) which, in turn, promoted the early initiation
of sexual activity. Implications are discussed for
developmental models of early sexual activity and for
prevention programming.},
Doi = {10.1007/s10802-008-9252-6},
Key = {fds334909}
}
@article{fds334910,
Author = {Putallaz, M and Grimes, CL and Foster, KJ and Kupersmidt, JB and Coie,
JD and Dearing, K},
Title = {Overt and Relational Aggression and Victimization: Multiple
Perspectives within the School Setting.},
Journal = {Journal of school psychology},
Volume = {45},
Number = {5},
Pages = {523-547},
Year = {2007},
Month = {October},
url = {http://dx.doi.org/10.1016/j.jsp.2007.05.003},
Abstract = {The current study involved a comprehensive comparative
examination of overt and relational aggression and
victimization across multiple perspectives in the school
setting (peers, teachers, observers in the lunchroom,
self-report). Patterns of results involving sociometic
status, ethnicity and gender were explored among 4(th)
graders, with particular emphasis on girls. Controversial
and rejected children were perceived as higher on both forms
of aggression than other status groups, but only rejected
children were reported as victims. Both European American
and African American girls showed a greater tendency toward
relational aggression and victimization than overt
aggression or victimization. Results indicated negative
outcomes associated with both relational and overt
victimization and especially overt aggression for the target
girl sample. Poorer adjustment and a socially unskillful
behavioral profile were found to be associated with these
three behaviors. However, relational aggression did not
evidence a similar negative relation to adjustment nor was
it related to many of the behaviors examined in the current
study. Implications of these results are
discussed.},
Doi = {10.1016/j.jsp.2007.05.003},
Key = {fds334910}
}
@article{fds334913,
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},
url = {http://dx.doi.org/10.1097/chi.0b013e31813e5d39},
Abstract = {<h4>Objective</h4>This study tests the efficacy of the Fast
Track Program in preventing antisocial behavior and
psychiatric disorders among groups varying in initial
risk.<h4>Method</h4>Schools within four sites (Durham, NC;
Nashville, TN; Seattle, WA; and rural central Pennsylvania)
were selected as high-risk institutions based on
neighborhood crime and poverty levels. After screening 9,594
kindergarteners in these schools, 891 highest risk and
moderate-risk children (69% male and 51% African American)
were randomly assigned by matched sets of schools to
intervention or control conditions. The 10-year intervention
(begun in 1991 with three yearly cohorts) included parent
behavior-management training, child social-cognitive skills
training, reading tutoring, home visiting, mentoring, and a
universal classroom curriculum. Outcomes included criterion
counts and psychiatric diagnoses after grades 3, 6, and 9
for conduct disorder, oppositional defiant disorder,
attention-deficit/hyperactivity disorder, any externalizing
disorder, and self-reported antisocial behavior. Grade 9
outcomes were assessed between 2000 and 2003, depending upon
cohort.<h4>Results</h4>Significant interaction effects
between intervention and initial risk level were found at
each age but most strongly after grade 9. Assignment to
intervention had a significant positive effect in lowering
criterion count scores and diagnoses for conduct disorder,
attention-deficit/hyperactivity disorder, and any
externalizing disorder, and lowering antisocial behavior
scores, but only among those at highest risk
initially.<h4>Conclusions</h4>Prevention of serious
antisocial behavior can be efficacious across sex,
ethnicity, and urban/rural residence, but screening is
essential.},
Doi = {10.1097/chi.0b013e31813e5d39},
Key = {fds334913}
}
@article{fds334911,
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},
url = {http://dx.doi.org/10.1177/0146167207303026},
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 = {fds334911}
}
@article{fds334912,
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},
url = {http://dx.doi.org/10.1080/13803610601058215},
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 = {fds334912}
}
@article{fds334914,
Author = {McDonald, KL and Putallaz, M and Grimes, CL and Kupersmidt, JB and Coie,
JD},
Title = {Girl talk: Gossip, friendship, and sociometric
status},
Journal = {Merrill-Palmer Quarterly},
Volume = {53},
Number = {3},
Pages = {381-411},
Publisher = {Johns Hopkins University Press},
Year = {2007},
Month = {January},
url = {http://dx.doi.org/10.1353/mpq.2007.0017},
Abstract = {This study examined the characteristics of gossip among
fourth-grade girls and their close friends. Sixty friendship
dyads were videotaped as they engaged in conversation, and
their gossip was coded. Analyses revealed gossip to be a
dominant feature of their interaction and that it was
primarily neutral in valence. Sociometrically popular girls
and their friends were observed to gossip more about peers,
and their gossip was more evaluative than that between
rejected girls and their friends. Gossip frequency and
valence related to observed friendship closeness and
friendship quality. Race differences in the characteristics
of gossip were also explored. The study results are
important in our efforts to develop a fuller understanding
of the important interpersonal process of gossip and the
functions that it serves in the context of close
friendships. Copyright © 2007 by Wayne State University
Press.},
Doi = {10.1353/mpq.2007.0017},
Key = {fds334914}
}
@article{fds334921,
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},
url = {http://dx.doi.org/10.1037/0022-006x.74.3.468},
Abstract = {Although clinical judgment is often used in assessment and
treatment planning, rarely has research examined its
reliability, validity, or impact in practice settings. This
study tailored the frequency of home visits in a prevention
program for aggressive- disruptive children (n = 410; 56%
minority) on the basis of 2 kinds of clinical judgment:
ratings of parental functioning using a standardized
multi-item scale and global assessments of family need for
services. Stronger reliability and better concurrent and
predictive validity emerged for the 1st kind of clinical
judgment than for the 2nd. Exploratory analyses suggested
that using ratings of parental functioning to tailor
treatment recommendations improved the impact of the
intervention by the end of 3rd grade but using more global
assessments of family need did not.},
Doi = {10.1037/0022-006x.74.3.468},
Key = {fds334921}
}
@article{fds334920,
Author = {Lansford, JE and Putallaz, M and Grimes, CL and Schiro-Osman, KA and Kupersmidt, JB and Coie, JD},
Title = {Perceptions of friendship quality and observed behaviors
with friends: How do sociometrically rejected, average, and
popular girls differ?},
Journal = {Merrill-Palmer Quarterly},
Volume = {52},
Number = {4},
Pages = {694-720},
Publisher = {Johns Hopkins University Press},
Year = {2006},
Month = {January},
url = {http://dx.doi.org/10.1353/mpq.2006.0036},
Abstract = {This study examined associations between sociometric status
and friendship quality using observational and questionnaire
data from 139 fourth-grade girls and their friends.
Multivariate analyses of covariance (controlling for
ethnicity and socioeconomic status) showed that rejected
girls and their friends did not differ in their reported
friendship quality compared to average or popular girls.
However, coded behavioral observations revealed that
compared to other girls, rejected girls displayed more
negative affect, bossiness, and deviance but less positive
gossip, negative gossip, prosocial behavior, and social
competence. Furthermore, as a dyad, compared to other girls,
rejected girls and their friends exhibited less behavioral
maturity and poorer conflict resolution skills. These
results are important in advancing understanding of ways in
which rejected girls may perpetuate their problems in peer
contexts. Copyright © 2006 by Wayne State University
Press.},
Doi = {10.1353/mpq.2006.0036},
Key = {fds334920}
}
@article{fds334915,
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},
url = {http://dx.doi.org/10.1017/s0954579406060251},
Abstract = {Prior research suggests that exposure to elementary
classrooms characterized by high levels of student
aggression may contribute to the development of child
aggressive behavior problems. To explore this process in
more detail, this study followed a longitudinal sample of
4,907 children and examined demographic factors associated
with exposure to high-aggression classrooms, including
school context factors (school size, student poverty levels,
and rural vs. urban location) and child ethnicity (African
American, European American). The developmental impact of
different temporal patterns of exposure (e.g., primacy,
recency, chronicity) to high-aggression classrooms was
evaluated on child aggression. Analyses revealed that
African American children attending large, urban schools
that served socioeconomically disadvantaged students were
more likely than other students to be exposed to
high-aggressive classroom contexts. Hierarchical regressions
demonstrated cumulative effects for temporal exposure,
whereby children with multiple years of exposure showed
higher levels of aggressive behavior after 3 years than
children with primacy, less recent, and less chronic
exposure, controlling for initial levels of aggression.
Implications are discussed for developmental research and
preventive interventions.},
Doi = {10.1017/s0954579406060251},
Key = {fds334915}
}
@article{fds334916,
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},
url = {http://dx.doi.org/10.1007/s10802-005-9007-6},
Abstract = {This study examines the relation between family instability
and child maladjustment over a 6-year period in 369 children
from four communities. Measures were collected annually from
kindergarten through fifth grade. In associative growth
curve models, family instability trajectories predicted
children's externalizing and internalizing behavior
trajectories during this time period. High levels of family
instability also incrementally predicted the likelihood of
meeting criteria for a DSM IV diagnosis during elementary
school, above and beyond prediction from earlier measures of
maladjustment. However, the timing of family instability had
a different effect on externalizing versus internalizing
disorders. In general, stronger relations were found between
family instability and externalizing behaviors relative to
internalizing behaviors, although children with comorbid
disorders experienced the highest levels of family
instability.},
Doi = {10.1007/s10802-005-9007-6},
Key = {fds334916}
}
@article{fds334917,
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},
url = {http://dx.doi.org/10.1007/s10802-006-9044-9},
Abstract = {The present study investigated patterns in the development
of conduct problems (CP), depressive symptoms, and their
co-occurrence, and relations to adjustment problems, over
the transition from late childhood to early adolescence.
Rates of depressive symptoms and CP during this
developmental period vary by gender; yet, few studies
involving non-clinical samples have examined co-occurring
problems and adjustment outcomes across boys and girls. This
study investigates the manifestation and change in CP and
depressive symptom patterns in a large, multisite,
gender-and ethnically-diverse sample of 431 youth from 5th
to 7th grade. Indicators of CP, depressive symptoms, their
co-occurrence, and adjustment outcomes were created from
multiple reporters and measures. Hypotheses regarding gender
differences were tested utilizing both categorical (i.e.,
elevated symptom groups) and continuous analyses (i.e.,
regressions predicting symptomatology and adjustment
outcomes). Results were partially supportive of the dual
failure model (Capaldi, 1991, 1992), with youth with
co-occurring problems in 5th grade demonstrating
significantly lower academic adjustment and social
competence two years later. Both depressive symptoms and CP
were risk factors for multiple negative adjustment outcomes.
Co-occurring symptomatology and CP demonstrated more
stability and was associated with more severe adjustment
problems than depressive symptoms over time. Categorical
analyses suggested that, in terms of adjustment problems,
youth with co-occurring symptomatology were generally no
worse off than those with CP-alone, and those with
depressive symptoms-alone were similar over time to those
showing no symptomatology at all. Few gender differences
were noted in the relations among CP, depressive symptoms,
and adjustment over time.},
Doi = {10.1007/s10802-006-9044-9},
Key = {fds334917}
}
@article{fds334918,
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},
url = {http://dx.doi.org/10.1001/archpsyc.63.11.1284},
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 = {fds334918}
}
@article{fds334919,
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},
url = {http://dx.doi.org/10.1037/0893-3200.20.2.217},
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 = {fds334919}
}
@article{fds334925,
Author = {Rabiner, DL and Coie, JD and Miller-Johnson, S and Boykin, ASM and Lochman, JE},
Title = {Predicting the persistence of aggressive offending of
African American males from adolescence into young
adulthood: The importance of peer relations, aggressive
behavior, and ADHD symptoms},
Journal = {Journal of Emotional and Behavioral Disorders},
Volume = {13},
Number = {3},
Pages = {131-140},
Publisher = {SAGE Publications},
Year = {2005},
Month = {January},
url = {http://dx.doi.org/10.1177/10634266050130030101},
Abstract = {This study examined the predictors of aggressive offending
that persisted from adolescence into young adulthood in an
initial sample of 622 African American youth who were
interviewed every 2 years between the ages of 12 and 22.
Participants were classified as persistent aggressive
offenders (n = 27) if they reported committing a felony
assault during adolescence and young adulthood; as
adolescent-only aggressive offenders (n = 65) if they
reported a felony assault during adolescence but not during
young adulthood; and as never aggressive (n = 102) if they
never reported a felony assault. (Participants with missing
data who could not be accurately classified were excluded
from the sample.) Compared to aggressive offenders,
persistent aggressive offenders were more likely to be male
and to have been rejected by peers in late childhood.They
also reported more attention-deficit/hyperactivity disorder
(ADHD) symptoms in late childhood. Compared to participants
who never reported an aggressive offense, adolescent-only
aggressive offenders were rated as more aggressive by peers
and reported more ADHD symptoms but were not more likely to
have been rejected.},
Doi = {10.1177/10634266050130030101},
Key = {fds334925}
}
@article{fds334922,
Author = {Gazelle, H and Putallaz, M and Li, Y and Grimes, CL and Kupersmidt, J and Coie, JD},
Title = {Anxious solitude across contexts: Girls’ interactions with
familiar and unfamiliar peers},
Journal = {Child Development},
Volume = {76},
Number = {1},
Pages = {227-246},
Year = {2005},
url = {http://dx.doi.org/10.1111/j.1467-8624.2005.00841.x},
Abstract = {Cross-situational continuity and change in anxious solitary
girls' behavior and peer relations were examined in
interactions with familiar versus unfamiliar playmates.
Fourth-grade girls (N=209, M age=9.77 years, half African
American, half European American) were identified as anxious
solitary or behaviorally normative using observed and
teacher-reported behavior among classmates. Subsequently,
girls participated in 1-hr play groups containing 5
same-race familiar or unfamiliar girls for 5 consecutive
days. Results support both cross-situational continuity and
change in anxious solitary girls' behavior and peer
relations. Although anxious solitary girls exhibited
difficulty interacting with both familiar and unfamiliar
playmates relative to behaviorally normative girls, elements
of their behavior improved in unfamiliar play groups, a
context in which they received less peer
mistreatment.},
Doi = {10.1111/j.1467-8624.2005.00841.x},
Key = {fds334922}
}
@article{fds334923,
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},
url = {http://dx.doi.org/10.1007/s10802-005-3567-3},
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 = {fds334923}
}
@article{fds334924,
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},
url = {http://dx.doi.org/10.1007/s10464-005-8628-9},
Abstract = {This study examined whether the link between risk factors
for conduct problems and low rates of participation in
mental health treatment could be decoupled through the
provision of integrated prevention services in multiple
easily-accessible contexts. It included 445 families of
first-grade children (55% minority), living in four diverse
communities, and selected for early signs of conduct
problems. Results indicated that, under the right
circumstances, these children and families could be enticed
to participate at high rates in school-based services,
therapeutic groups, and home visits. Because different sets
of risk factors were related to different profiles of
participation across the components of the prevention
program, findings highlight the need to offer services in
multiple contexts to reach all children and families who
might benefit from them.},
Doi = {10.1007/s10464-005-8628-9},
Key = {fds334924}
}
@article{fds334926,
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},
url = {http://dx.doi.org/10.1207/s15374424jccp3304_1},
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 = {fds334926}
}
@article{fds334927,
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},
url = {http://dx.doi.org/10.1037/0022-006x.72.5.809},
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 = {fds334927}
}
@article{fds336504,
Author = {Bagwell, CL and Coie, JD},
Title = {The best friendships of aggressive boys: relationship
quality, conflict management, and rule-breaking
behavior.},
Journal = {Journal of experimental child psychology},
Volume = {88},
Number = {1},
Pages = {5-24},
Year = {2004},
Month = {May},
url = {http://dx.doi.org/10.1016/j.jecp.2003.11.004},
Abstract = {The current study examined the best friendships of
aggressive and nonaggressive boys (N = 96 boys, 48 dyads,
mean age = 10.6 years). Friends completed self-report
measures of friendship quality, and their interactions were
observed in situations that required conflict management and
provided opportunities for rule-breaking behavior. Although
there were no differences in boys' self-reports of
friendship quality, observers rated nonaggressive boys and
their friends as showing greater positive engagement,
on-task behavior, and reciprocity in their interactions
compared with aggressive boys and their friends. Aggressive
boys and their friends provided more enticement for rule
violations and engaged in more rule-breaking behavior than
did nonaggressive boys and their friends. Also, the
intensity of negative affect in observed conflicts between
aggressive boys and their friends was greater than that
between nonaggressive boys and their friends. The findings
suggest that friendships may provide different developmental
contexts for aggressive and nonaggressive
boys.},
Doi = {10.1016/j.jecp.2003.11.004},
Key = {fds336504}
}
@article{fds334929,
Author = {Miller-Johnson, S and Winn, DMC and Coie, JD and Malone, PS and Lochman,
J},
Title = {Risk factors for adolescent pregnancy reports among African
American males},
Journal = {Journal of Research on Adolescence},
Volume = {14},
Number = {4},
Pages = {471-495},
Publisher = {WILEY},
Year = {2004},
Month = {January},
url = {http://dx.doi.org/10.1111/j.1532-7795.2004.00083.x},
Abstract = {This study examined childhood and adolescent risk factors
for males' reports of getting someone pregnant during
adolescence. These questions were examined in an urban
sample of 335 African American males involved in a
prospective, longitudinal study. Childhood aggression
significantly predicted reported pregnancies during
adolescence. Boys who were stably aggressive across 3rd
through 5th grades were at particularly high risk for
reporting getting a female pregnant. Adolescent substance
use and deviant peer involvement incrementally added to the
prediction of pregnancy reports over and above the effects
of childhood aggression. Adolescent aggressive problems did
not contribute to reports of pregnancy once childhood
aggression was accounted for in the model. These results
highlight that precursors for males' pregnancy reports can
be identified by as early as age 8. Findings also emphasize
the importance of an expanded developmental focus to
understand risk factors for adolescent pregnancy. The
implications of these results are discussed for preventive
interventions to reduce adolescent pregnancy.},
Doi = {10.1111/j.1532-7795.2004.00083.x},
Key = {fds334929}
}
@article{fds334928,
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},
url = {http://dx.doi.org/10.1023/b:jacp.0000026141.20174.17},
Abstract = {This study examined whether the benefits of reading tutoring
in first grade were moderated by children's level of
attention problems. Participants were 581 children from the
intervention and control samples of Fast Track, a
longitudinal multisite investigation of the development and
prevention of conduct problems. Standardized reading
achievement measures were administered after kindergarten
and 1st grade, and teacher ratings of attention problems
were obtained during 1st grade. During 1st grade,
intervention participants received three 30-min tutoring
sessions per week to promote the development of initial
reading skills. Results replicated prior findings that
attention problems predict reduced 1st grade reading
achievement, even after controlling for IQ and earlier
reading ability. Intervention was associated with modest
reading achievement benefits for inattentive children
without early reading difficulties, and substantial benefits
for children with early reading difficulties who were not
inattentive. It had no discernible impact, however, for
children who were both inattentive and poor early readers.
Results underscore the need to develop effective academic
interventions for inattentive children, particularly for
those with co-occurring reading difficulties.},
Doi = {10.1023/b:jacp.0000026141.20174.17},
Key = {fds334928}
}
@article{fds334930,
Author = {Flanagan, and S, K and Bierman, and L, K and Kam, and C-M, and Dodge,
TCPPRGKA and member},
Title = {Identifying at-risk children at school entry: The usefulness
of multibehavioral problems profiles},
Journal = {Journal of Clinical Child and Adolescent
Psychology},
Volume = {32},
Number = {3},
Pages = {396-407},
Year = {2004},
url = {http://dx.doi.org/10.1207/s15374424jccp3203_08},
Abstract = {Found that 1st-grade teacher ratings of aggressive,
hyperactive-inattentive, and low levels of prosocial
behaviors made unique contributions to the prediction of
school outcomes (measured 2 years later) for 755 children.
Person-oriented analyses compared the predictive utility of
5 screening strategies based on child problem profiles to
identify children at risk for school problems. A broad
screening strategy, in which children with elevations in any
1 of the 3 behavior problem dimensions were identified as
"at-risk," showed lower specificity but superior
sensitivity, odds ratios, and overall accuracy in the
prediction of school outcomes than the other screening
strategies that were more narrowly focused or were based on
a total problem score. Results are discussed in terms of
implications for the screening and design of preventive
interventions.},
Doi = {10.1207/s15374424jccp3203_08},
Key = {fds334930}
}
@article{fds334931,
Author = {Miller-Johnson, S and Costanzo, PR and Coie, JD and Rose, MR and Browne,
DC and Johnson, C},
Title = {Peer Social Structure and Risk-Taking Behaviors among
African American Early Adolescents},
Journal = {Journal of Youth and Adolescence},
Volume = {32},
Number = {5},
Pages = {375-384},
Publisher = {Springer Nature America, Inc},
Year = {2003},
Month = {October},
url = {http://dx.doi.org/10.1023/A:1024926132419},
Abstract = {This study investigated associations between peer status,
peer group social influences, and risk-taking behaviors in
an urban sample of 647 African American seventh-grade
students. The highest rates of problem behaviors were seen
in the controversial peer status group, or those youth who
were both highly liked and highly disliked by other youth.
Findings also revealed contrasting patterns of peer group
leadership. The more conventional, positive leadership style
predicted lower rates, and the less mainstream,
unconventional style predicted higher rates of involvement
in problem behaviors. Conventional leaders were most likely
to be popular status youth, while unconventional leaders
were mostly to be both controversial and popular status
youth. Controversial status youth were also more likely to
be involved in deviant peer groups. Results highlight the
importance of controversial status students as key influence
agents during early adolescence. We discuss the implications
of these results for preventive interventions to reduce
adolescent problem behaviors.},
Doi = {10.1023/A:1024926132419},
Key = {fds334931}
}
@article{fds334932,
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},
url = {http://dx.doi.org/10.1037/0893-3200.17.4.545},
Abstract = {Drawing on a normative sample of 224 youth and their
biological mothers, this study tested 4 family variables as
potential mediators of the relationship between maternal
depressive symptoms in early childhood and child
psychological outcomes in preadolescence. The mediators
examined included mother-child communication, the quality of
the mother-child relationship, maternal social support, and
stressful life events in the family. The most parsimonious
structural equation model suggested that having a more
problematic mother-child relationship mediated disruptive
behavior-disordered outcomes for youths, whereas less
maternal social support mediated the development of
internalizing disorders. Gender and race were tested as
moderators, but significant model differences did not emerge
between boys and girls or between African American and
Caucasian youths.},
Doi = {10.1037/0893-3200.17.4.545},
Key = {fds334932}
}
@article{fds334935,
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},
url = {http://dx.doi.org/10.1023/a:1014274914287},
Abstract = {Fast Track is a conduct-problem prevention trial that
derives its intervention from longitudinal research on how
serious and chronic adolescent problem behaviors develop.
Over 9,000 kindergarten children at 4 sites in 3 cohorts
were screened, and 891 were identified as high risk and then
randomly assigned to intervention or control groups.
Beginning in Grade 1, high-risk children and their parents
were asked to participate in a combination of social skills
and anger-control training, academic tutoring, parent
training, and home visiting. A multiyear universal classroom
program was delivered to the core schools attended by these
high-risk children. By the end of third grade, 37% of the
intervention group was determined to be free of serious
conduct-problem dysfunction, in contrast with 27% of the
control group. Teacher ratings of conduct problems and
official records of use of special education resources gave
modest effect-size evidence that the intervention was
preventing conduct problem behavior at school. Parent
ratings provided additional support for prevention of
conduct problems at home. Parenting behavior and children's
social cognitive skills that had previously emerged as
proximal outcomes at the end of the 1st year of intervention
continued to show positive effects of the intervention at
the end of third grade.},
Doi = {10.1023/a:1014274914287},
Key = {fds334935}
}
@article{fds334936,
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},
url = {http://dx.doi.org/10.1023/A:1014227031125},
Abstract = {Progress has been made in understanding the outcome effects
of preventive interventions and treatments designed to
reduce children's conduct problems. However, limited
research has explored the factors that may affect the degree
to which an intervention is likely to benefit particular
individuals. This study examines selected child, family, and
community baseline characteristics that may predict proximal
outcomes from the Fast Track intervention. The primary goal
of this study was to examine predictors of outcomes after 3
years of intervention participation, at the end of 3rd
grade. Three types of proximal outcomes were examined:
parent-rated aggression, teacher-rated oppositional-aggressive
behavior, and special education involvement. The relation
between 11 risk factors and these 3 outcomes was examined,
with separate regression analyses for the intervention and
control groups. Moderate evidence of prediction of outcome
effects was found, although none of the baseline variables
were found to predict all 3 outcomes, and different patterns
of prediction emerged for home versus school
outcomes.},
Doi = {10.1023/A:1014227031125},
Key = {fds334936}
}
@article{fds334937,
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},
url = {http://dx.doi.org/10.1023/A:1014292830216},
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 = {fds334937}
}
@article{fds334941,
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},
url = {http://dx.doi.org/10.1017/s0954579402004133},
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 = {fds334941}
}
@article{fds334933,
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},
url = {http://dx.doi.org/10.1023/a:1015198612049},
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 = {fds334933}
}
@article{fds334934,
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},
url = {http://dx.doi.org/10.1037//1040-3590.14.1.60},
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 = {fds334934}
}
@article{fds334938,
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://dx.doi.org/10.1207/s15374424jccp3103_02},
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 = {fds334938}
}
@article{fds334939,
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},
url = {http://dx.doi.org/10.1023/a:1020896607298},
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 = {fds334939}
}
@article{fds334940,
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},
url = {http://dx.doi.org/10.1023/a:1015183927979},
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 = {fds334940}
}
@article{fds334943,
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},
url = {http://dx.doi.org/10.1037/0022-3514.80.2.268},
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 = {fds334943}
}
@article{fds334942,
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://dx.doi.org/10.1198/016214501753382327},
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 = {fds334942}
}
@article{fds334944,
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},
url = {http://dx.doi.org/10.1111/j.1741-3737.2001.00941.x},
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 = {fds334944}
}
@article{fds334948,
Author = {Conduct Problems Prevention Research Group},
Title = {Merging universal and indicated prevention programs: the
Fast Track model. Conduct Problems Prevention Research
Group.},
Journal = {Addictive behaviors},
Volume = {25},
Number = {6},
Pages = {913-927},
Year = {2000},
Month = {November},
url = {http://dx.doi.org/10.1016/s0306-4603(00)00120-9},
Abstract = {Fast Track is a multisite, multicomponent preventive
intervention for young children at high risk for long-term
antisocial behavior. Based on a comprehensive developmental
model, this intervention includes a universal-level
classroom program plus social-skill training, academic
tutoring, parent training, and home visiting to improve
competencies and reduce problems in a high-risk group of
children selected in kindergarten. The theoretical
principles and clinical strategies utilized in the Fast
Track Project are described to illustrate the interplay
between basic developmental research, the understanding of
risk and protective factors, and a research-based model of
preventive intervention that integrates universal and
indicated models of prevention.},
Doi = {10.1016/s0306-4603(00)00120-9},
Key = {fds334948}
}
@article{fds334945,
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://dx.doi.org/10.1016/S0022-4405(00)00050-9},
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 = {fds334945}
}
@article{fds334947,
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://dx.doi.org/10.1207/s15374424jccp2901_7},
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 = {fds334947}
}
@article{fds334949,
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},
url = {http://dx.doi.org/10.1097/00004583-200007000-00014},
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 = {fds334949}
}
@article{fds334950,
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://dx.doi.org/10.1207/s15374424jccp2901_3},
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 = {fds334950}
}
@article{fds334951,
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},
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.},
Key = {fds334951}
}
@article{fds334952,
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},
Year = {1999},
Month = {October},
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.},
Key = {fds334952}
}
@article{fds334953,
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},
url = {http://dx.doi.org/10.1037//0012-1649.35.5.1179},
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 = {fds334953}
}
@article{fds336505,
Author = {Sandstrom, MJ and Coie, JD},
Title = {A developmental perspective on peer rejection: mechanisms of
stability and change.},
Journal = {Child development},
Volume = {70},
Number = {4},
Pages = {955-966},
Year = {1999},
Month = {July},
url = {http://dx.doi.org/10.1111/1467-8624.00069},
Abstract = {This study examines factors associated with the relative
stability of peer rejection among elementary school-aged
children. Forty-four initially rejected children (some of
whom improved their social status while others remained
rejected over a 2-year period) were recruited from a larger
sociometric sample. Prospective analyses were conducted to
determine whether peer nominated aggression and children's
perceptions of their own status in fourth grade were
predictive of status improvement by the end of fifth grade.
In addition to prospective analyses, initially rejected
children and their mothers were invited to participate in a
retrospective interview about their social experiences over
the past 2 school years. Results of prospective and
retrospective analyses suggested that perceived social
status, participation in extracurricular activities, locus
of control, and parental monitoring were all positively
related to status improvement among initially rejected
children. Surprisingly, aggressive behavior also was
positively related to status improvement among initially
rejected boys.},
Doi = {10.1111/1467-8624.00069},
Key = {fds336505}
}
@article{fds334955,
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},
url = {http://dx.doi.org/10.1037//0022-3514.77.1.150},
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 = {fds334955}
}
@article{fds334956,
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},
url = {http://dx.doi.org/10.1037//0012-1649.35.2.403},
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 = {fds334956}
}
@article{fds334954,
Author = {Miller-Johnson, S and Coie, JD and Maumary-Gremaud, A and Lochman, J and Terry, R},
Title = {Relationship between Childhood Peer Rejection and Aggression
and Adolescent Delinquency Severity and Type among African
American Youth},
Journal = {Journal of Emotional and Behavioral Disorders},
Volume = {7},
Number = {3},
Pages = {137-146},
Publisher = {SAGE Publications},
Year = {1999},
Month = {January},
url = {http://dx.doi.org/10.1177/106342669900700302},
Abstract = {This prospective, longitudinal study examined peer rejection
and aggression in childhood as predictors of the severity
and type of delinquency during adolescence. Sociometric
surveys were completed at third grade for a predominantly
low-socioeconomic status, urban sample of African American
boys and girls, and youth reports of delinquency were
gathered at Grades 6, 8, and 10. Patterns of association
between childhood peer rejection and aggression and
delinquency severity varied by gender. For boys, the
additive effect of childhood peer rejection and aggression
was a strong predictor of more serious delinquency, whereas
for girls only aggression predicted more serious
delinquency. For boys, the combination of peer rejection and
aggression was associated with felony assaults, and
aggression was associated with a wide diversity of offenses
during adolescence, whereas for girls only peer rejection
predicted involvement in minor assault. Results are
discussed in terms of the early starter pathway of
antisocial behavior as it relates to peer rejection and
aggression for boys, differing predictive patterns for
girls, and implications for intervention with children with
emotional and behavioral disorders.},
Doi = {10.1177/106342669900700302},
Key = {fds334954}
}
@article{fds334957,
Author = {Miller-Johnson, S and Winn, DM and Coie, J and Maumary-Gremaud, A and Hyman, C and Terry, R and Lochman, J},
Title = {Motherhood during the teen years: a developmental
perspective on risk factors for childbearing.},
Journal = {Development and psychopathology},
Volume = {11},
Number = {1},
Pages = {85-100},
Year = {1999},
Month = {January},
url = {http://dx.doi.org/10.1017/s0954579499001960},
Abstract = {The role of peer relations in childhood and behavioral and
family characteristics in early adolescence as risk factors
for adolescent childbearing was investigated. Sociometric
surveys across third, fourth, and fifth grade and parent and
child measures of behavioral and family functioning at sixth
and eighth grade were collected in a lower income, urban
sample of 308 African American females. Results replicated
earlier findings on the role of childhood aggression as a
predictor of teen motherhood. In addition, girls who
displayed stable patterns of childhood aggression were at
significantly higher risk not only to have children as
teenagers but to have more children and to have children at
younger ages. Results also indicated that females who were
depressed in midadolescence were at greater risk to become
parents between age 15 and 19 years. These findings
demonstrate the need to take a differentiated approach to
understanding teen childbearing and varying developmental
pathways in the prediction of teen motherhood.},
Doi = {10.1017/s0954579499001960},
Key = {fds334957}
}
@article{fds334958,
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},
url = {http://dx.doi.org/10.1111/1467-8624.00013},
Abstract = {This study tested two alternative hypotheses regarding the
relations between child behavior and peer preference. The
first hypothesis is generated from the person-group
similarity model, which predicts that the acceptability of
social behaviors will vary as a function of peer group
norms. The second hypothesis is generated by the social
skill model, which predicts that behavioral skill
deficiencies reduce and behavioral competencies enhance peer
preference. A total of 2895 children in 134 regular
first-grade classrooms participated in the study.
Hierarchical linear modeling was used to compare four
different behaviors as predictors of peer preference in the
context of classrooms with varying levels of these behavior
problems. The results of the study supported both predictive
models, with the acceptability of aggression and withdrawal
varying across classrooms (following a person-group
similarity model) and the effects of inattentive/hyperactive
behavior (in a negative direction) and prosocial behavior
(in a positive direction) following a social skill model and
remaining constant in their associations with peer
preference across classrooms. Gender differences also
emerged, with aggression following the person-group
similarity model for boys more strongly than for girls. The
effects of both child behaviors and the peer group context
on peer preference and on the trajectory of social
development are discussed.},
Doi = {10.1111/1467-8624.00013},
Key = {fds334958}
}
@article{fds334959,
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},
url = {http://dx.doi.org/10.1023/a:1022695601088},
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 = {fds334959}
}
@article{fds334960,
Author = {Miller-Johnson, S and Lochman, JE and Coie, JD and Terry, R and Hyman,
C},
Title = {Comorbidity of conduct and depressive problems at sixth
grade: substance use outcomes across adolescence.},
Journal = {Journal of abnormal child psychology},
Volume = {26},
Number = {3},
Pages = {221-232},
Year = {1998},
Month = {June},
url = {http://dx.doi.org/10.1023/a:1022676302865},
Abstract = {The comorbidity of conduct and depressive problems and
substance use outcomes were examined in a community-based
sample of 340 African American males and females. Alcohol,
tobacco, and marijuana use were examined at Grades 6, 8, and
10 based on the following group membership at sixth grade:
(a) comorbid conduct and depressive problems; (b) conduct
problems only; (c) depressive problems only; (d) neither
conduct nor depressive problems. Overall, the two conduct
problem groups displayed the highest levels of substance
use, although at some time points, comorbid youth displayed
significant higher substance use levels. Subjects with
depressive problems only displayed levels of substance use
that were equivalent to subjects in the nonproblem group.
Results highlight the importance of controlling for comorbid
symptoms, possible interactive effects between conduct and
depressive problems, and implications for treatment and
prevention of substance use.},
Doi = {10.1023/a:1022676302865},
Key = {fds334960}
}
@article{fds334961,
Author = {Coie, J and Terry, R and Lenox, K and Lochman, J and Hyman,
C},
Title = {Erratum: Childhood peer rejection and aggression as
predictors of stable patterns of adolescent disorder:
(Development and Psychopathology (1995) 7(4) (697-713)
(10.1017/s0954579400006799))},
Journal = {Development and Psychopathology},
Volume = {10},
Number = {3},
Pages = {587-588},
Publisher = {Cambridge University Press (CUP)},
Year = {1998},
Month = {January},
url = {http://dx.doi.org/10.1017/s095457949800176x},
Abstract = {The following paragraphs were missing from the original
article published in 1995. Beginning with the last paragraph
on page 706, the text to the end of the section is here
reprinted. We regret the omission and any problems it may
have caused. © 1998, Cambridge University Press. All rights
reserved.},
Doi = {10.1017/s095457949800176x},
Key = {fds334961}
}
@article{fds334962,
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://dx.doi.org/10.1017/s0954579498001692},
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 = {fds334962}
}
@article{fds334963,
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},
url = {http://dx.doi.org/10.1023/a:1024659622528},
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 = {fds334963}
}
@article{fds334964,
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},
url = {http://dx.doi.org/10.1111/j.1467-9507.1997.tb00103.x},
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 = {fds334964}
}
@article{fds336506,
Author = {Underwood, MK and Kupersmidt, JB and Coie, JD},
Title = {Childhood peer sociometric status and aggression as
predictors of adolescent childbearing},
Journal = {Journal of Research on Adolescence},
Volume = {6},
Number = {2},
Pages = {201-223},
Year = {1996},
Month = {December},
Abstract = {This prospective, longitudinal investigation examined the
predictive relation among childhood sociometric status,
aggression, and subsequent adolescent childbearing. Peer
sociometric data were collected for 285 female participants
from five schools in 1979, when the girls were in the fourth
grade. In 1990, the birth certificates for the county were
examined for the period 1980-1990 for 226 girls (79%) who
remained in the sample. Analyses indicated significant
differences in prevalence of births among peer sociometric
status groups; controversial girls were most likely to
become adolescent mothers (50%, in contrast to the base rate
for the sample of 26%). Fifty percent of aggressive girls in
the sample became adolescent mothers, in contrast to 25% of
the nonaggressive girls. Controversial girls had more
children than girls in other status groups; aggressive girls
had more children than nonaggressive girls. Survival and
hazard analyses indicated that controversial and aggressive
girls gave birth earlier in adolescence than other girls.
Copyright © 1996, Lawrence Erlbaum Associates,
Inc.},
Key = {fds336506}
}
@article{fds334966,
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},
url = {http://dx.doi.org/10.1111/j.1749-6632.1996.tb32526.x},
Doi = {10.1111/j.1749-6632.1996.tb32526.x},
Key = {fds334966}
}
@article{fds336507,
Author = {Zakriski, AL and Coie, JD},
Title = {A comparison of aggressive-rejected and nonaggressive-rejected
children's interpretations of self-directed and
other-directed rejection.},
Journal = {Child development},
Volume = {67},
Number = {3},
Pages = {1048-1070},
Year = {1996},
Month = {June},
url = {http://dx.doi.org/10.1111/j.1467-8624.1996.tb01782.x},
Abstract = {The hypothesis that aggressive-rejected children are unaware
of their social status because they are self-protective when
processing negative peer feedback was tested in 3 studies.
In Study 1, fourth-grade girls and boys were asked to name
peers they liked or disliked, as well as peers they thought
liked or disliked them. Comparisons of aggressive-rejected,
nonaggressive-rejected, and average status groups revealed
that aggressive-rejected children were more unrealistic in
their assessments of their social status than were
nonaggressive-rejected children. In Study 2, rejected and
average boys identified in Study 1 were asked to name who
they thought liked or disliked other children from their
classroom. Comparisons of perceived and actual nominations
for peers revealed that aggressive-rejected children were
able to assess the social status of others as well as did
nonaggressive-rejected and average status children. Because
the difficulties aggressive-rejected children demonstrated
in Study 1 did not generalize to judging the status of
others in Study 2, the self-protective hypothesis was
supported. Study 3 provided a parallel test of this
hypothesis under more controlled conditions. Subjects from
Study 2 viewed other children receiving rejection feedback
from peers in videotaped interactions and received similar
feedback themselves from experimental confederates. While
all subjects rated self-directed feedback somewhat more
positively than other-directed feedback, aggressive-rejected
subjects had the largest self-favoring discrepancy between
their judgments of self- and other-directed feedback. These
findings also suggest that aggressive-rejected children may
make self-protective "errors" when judging other children's
negative feelings about them. Ethnicity differences in
evaluating peer feedback emerged in Studies 1 and 3, raising
questions about the impact of minority status on children's
evaluations of rejection feedback.},
Doi = {10.1111/j.1467-8624.1996.tb01782.x},
Key = {fds336507}
}
@article{fds334965,
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},
url = {http://dx.doi.org/10.1037/0012-1649.32.1.79},
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 = {fds334965}
}
@article{fds334968,
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},
url = {http://dx.doi.org/10.1037//0022-3514.69.2.269},
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 = {fds334968}
}
@article{fds334967,
Author = {Coie, J and Terry, R and Lenox, K and Lochman, J and Hyman,
C},
Title = {Childhood peer rejection and aggression as predictors of
stable patterns of adolescent disorder},
Journal = {Development and Psychopathology},
Volume = {7},
Number = {4},
Pages = {697-713},
Publisher = {Cambridge University Press (CUP)},
Year = {1995},
Month = {January},
url = {http://dx.doi.org/10.1017/S0954579400006799},
Abstract = {The significance of childhood peer rejection and aggression
as predictors of adolescent disorder was tested on 1147
children who were followed longitudinally from Grade 3
through Grade 10. Growth curve analyses of parent- and
self-reported problems suggested that boys who were both
aggressive and rejected in third grade had profiles of
increasingly severe internalizing and externalizing problems
across three assessment points in adolescence. Other groups
showed either decreasing symptom patterns from Grade 6 to 10
or had consistently lower problem profiles. The longitudinal
patterns were more complex for the girls. Childhood peer
rejection was the only predictor of stable disorder as
reported by parents, whereas self-reported externalizing
problems were best predicted by childhood aggression. ©
1995, Cambridge University Press. All rights
reserved.},
Doi = {10.1017/S0954579400006799},
Key = {fds334967}
}
@article{fds334969,
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},
url = {http://dx.doi.org/10.1037//0022-006x.63.4.549},
Abstract = {Targeted programs designed to prevent conduct problems in
childhood and adolescence rely on screening systems to
identify high-risk individuals. This study examines the
proximal usefulness of a multiple-gating approach to
screening, using teacher and parent ratings in a 2-step
procedure with a sample of 382 kindergarten children. The
study explored differences in the accuracy of the 2 steps of
screening information and whether parents' reports of
parenting practices augments the prediction of negative
outcomes. The 2-step screening system was found to
effectively predict negative behavior outcomes over 1 year
later, although some false-positive and false-negative
predictions were evident. The Parenting Practices Screen did
not substantially add to prediction accuracy. The discussion
emphasizes the potential contributions and problems of using
screening measures.},
Doi = {10.1037//0022-006x.63.4.549},
Key = {fds334969}
}
@article{fds334970,
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},
url = {http://dx.doi.org/10.1111/j.1467-8624.1994.tb00803.x},
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 = {fds334970}
}
@article{fds336508,
Author = {Coie, JD and Lenox, KF},
Title = {The development of antisocial individuals.},
Journal = {Progress in experimental personality & psychopathology
research},
Pages = {45-72},
Year = {1994},
Month = {January},
Key = {fds336508}
}
@article{fds334972,
Author = {Lochman, JE and Coie, JD and Underwood, MK and Terry,
R},
Title = {Effectiveness of a social relations intervention program for
aggressive and nonaggressive, rejected children.},
Journal = {Journal of consulting and clinical psychology},
Volume = {61},
Number = {6},
Pages = {1053-1058},
Year = {1993},
Month = {December},
url = {http://dx.doi.org/10.1037//0022-006x.61.6.1053},
Abstract = {A sample of 52 Black aggressive, rejected and nonaggressive,
rejected children were randomly assigned to receive a social
relations intervention or to be in a nonintervention control
group. The school-based intervention for fourth-grade
children focused on positive social skill training and
cognitive-behavioral strategies to promote deliberate,
nonimpulsive problem solving. At both the post-treatment and
the 1-year follow-up assessments, the social relations
intervention was found to be effective only with the
aggressive, rejected children. Implications for the
importance of assessing subtypes of rejected children are
discussed.},
Doi = {10.1037//0022-006x.61.6.1053},
Key = {fds334972}
}
@article{fds334971,
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},
url = {http://dx.doi.org/10.1111/j.1467-8624.1993.tb04211.x},
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 = {fds334971}
}
@article{fds334973,
Author = {Coie, JD and Watt, NF and West, SG and Hawkins, JD and Asarnow, JR and Markman, HJ and Ramey, SL and Shure, MB and Long,
B},
Title = {The science of prevention. A conceptual framework and some
directions for a national research program.},
Journal = {The American psychologist},
Volume = {48},
Number = {10},
Pages = {1013-1022},
Year = {1993},
Month = {October},
url = {http://dx.doi.org/10.1037//0003-066x.48.10.1013},
Abstract = {A conceptual framework for studying the prevention of human
dysfunction is offered. On the basis of recent advances in
research on the development of psychological disorders and
methods of preventive intervention, generalizations about
the relation of risk and protective factors to disorder are
put forward, along with a set of principles for what may be
identified as the science of prevention. Emerging themes
from the study of human development, in general, need to be
incorporated in the models for explaining and preventing
serious problems of human adaptation. The article concludes
with a set of recommendations for a national prevention
research agenda.},
Doi = {10.1037//0003-066x.48.10.1013},
Key = {fds334973}
}
@article{fds336509,
Author = {Coie, JD and Cillessen, AHN},
Title = {Peer Rejection: Origins and Effects on Children's
Development},
Journal = {Current Directions in Psychological Science},
Volume = {2},
Number = {3},
Pages = {89-93},
Publisher = {SAGE Publications},
Year = {1993},
Month = {January},
url = {http://dx.doi.org/10.1111/1467-8721.ep10770946},
Doi = {10.1111/1467-8721.ep10770946},
Key = {fds336509}
}
@article{fds336510,
Author = {Coie, JD and Jacobs, MR},
Title = {The role of social context in the prevention of conduct
disorder},
Journal = {Development and Psychopathology},
Volume = {5},
Number = {1-2},
Pages = {263-275},
Publisher = {Cambridge University Press (CUP)},
Year = {1993},
Month = {January},
url = {http://dx.doi.org/10.1017/S0954579400004387},
Abstract = {Two major transitions ” initial school entry and
transition to middle school ” are emphasized as the points
in development most amenable to preventing conduct disorder.
As a complement to Reid's analysis of the child and family
foci for prevention efforts, this paper discusses the
importance of considering social context factors in
prevention. In the early school years, peers inadvertently
reinforce aggressive and coercive behavior and, thus,
contribute to the coercive cycle Patterson describes in
families. Middle schools in inner-city contexts have peer
social network characteristics that also support delinquent
and violent behavior more directly, in contrast to the
general suppositions of social control theories of
delinquency. The impact of neighborhoods and the larger
societal tolerance of violence reflected in the media are
also discussed. Prevention strategies for addressing these
contextual factors at both developmental periods are
outlined in the paper. © 1993, Cambridge University Press.
All rights reserved.},
Doi = {10.1017/S0954579400004387},
Key = {fds336510}
}
@article{fds334974,
Author = {Coie, JD and Lochman, JE and Terry, R and Hyman, C},
Title = {Predicting early adolescent disorder from childhood
aggression and peer rejection.},
Journal = {Journal of consulting and clinical psychology},
Volume = {60},
Number = {5},
Pages = {783-792},
Year = {1992},
Month = {October},
url = {http://dx.doi.org/10.1037//0022-006x.60.5.783},
Abstract = {Two large cohorts of Black 3rd-grade children from
low-income families were followed into early adolescence.
Adjustment at the end of the 1st year of middle school was
assessed by teacher and parent ratings and by adolescent
self-reports. Childhood peer social status predicted
parent-reported externalized and internalized disorder and
self-reported internalized disorder. Childhood aggression
predicted self-reported externalized and internalized
disorder and parent-reported externalized disorder. Teacher
ratings of school adjustment were predicted by aggression,
rejection, and sex of the child. Consensus judgments of poor
adjustment were predicted by both aggression and peer
rejection, with sex moderating the effect of peer rejection.
Both childhood aggression and peer rejection appear to be
significant predictors of adolescent disorder, with each
making a predictive contribution uniquely its
own.},
Doi = {10.1037//0022-006x.60.5.783},
Key = {fds334974}
}
@article{fds334975,
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},
url = {http://dx.doi.org/10.1017/S0954579400004855},
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 = {fds334975}
}
@article{fds336511,
Author = {Underwood, MK and Coie, JD and Herbsman, CR},
Title = {Display rules for anger and aggression in school-age
children.},
Journal = {Child development},
Volume = {63},
Number = {2},
Pages = {366-380},
Year = {1992},
Month = {April},
url = {http://dx.doi.org/10.1111/j.1467-8624.1992.tb01633.x},
Abstract = {2 related studies addressed the development of display rules
for anger and the relation between use of display rules for
anger and aggressiveness as rated by school peers. Third,
fifth, and seventh graders (ages 8.4, 10.9, and 12.8,
respectively) gave hypothetical responses to videotaped,
anger provoking vignettes. Overall, regardless of how
display rules were defined, subjects reported display rules
more often with teachers than with peers for both facial
expressions and actions. Reported masking of facial
expressions of anger increased with age, but only with
teachers. Girls reported masking of facial expressions of
anger more than boys. There was a trend for aggressive
subjects to invoke display rules for anger less than
nonaggressive subjects. The phenomenon of display rules for
anger is complex and dependent on the way display rules are
defined and the age and gender of the subjects. Most of all,
whether children say they would behave angrily seems to be
determined by the social context for revealing angry
feelings; children say they would express anger genuinely
much more often with peers than with teachers.},
Doi = {10.1111/j.1467-8624.1992.tb01633.x},
Key = {fds336511}
}
@article{fds334976,
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},
url = {http://dx.doi.org/10.1111/j.1467-8624.1991.tb01571.x},
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 = {fds334976}
}
@article{fds334977,
Author = {Terry, R and Coie, JD},
Title = {A Comparison of Methods for Defining Sociometric Status
Among Children},
Journal = {Developmental Psychology},
Volume = {27},
Number = {5},
Pages = {867-880},
Year = {1991},
Month = {January},
url = {http://dx.doi.org/10.1037/0012-1649.27.5.867},
Abstract = {Four of the most commonly used procedures for classifying
children into social status groups were compared on such
psychometric properties as temporal stability and
discriminant validity. The degree of concordance in
assigning subjects to status groups by the 4 procedures was
also examined. Two samples N = 571 and N = 548 of boys and
girls were followed from Grade 3 to Grade 5. The results
indicated that the choice of a particular sociometric
measure and method depended largely on the researcher's
goals, because each system maximized different properties;
however, 2-dimensional systems yielded better behavioral
discriminability. The research paradigms in which each
system will be most useful are outlined, as well as the
consequences of using each system.},
Doi = {10.1037/0012-1649.27.5.867},
Key = {fds334977}
}
@article{fds336513,
Author = {Kupersmidt, JB and Coie, JD},
Title = {Preadolescent peer status, aggression, and school adjustment
as predictors of externalizing problems in
adolescence.},
Journal = {Child development},
Volume = {61},
Number = {5},
Pages = {1350-1362},
Year = {1990},
Month = {October},
url = {http://dx.doi.org/10.1111/j.1467-8624.1990.tb02866.x},
Abstract = {The comparative effectiveness of preadolescent aggressive
behavior, peer rejection, and school functioning were
evaluated in the prediction of adolescent delinquency and
school maladjustment. Fifth-grade children (n = 112, 69%
white, 53% male, M = 11 years old) were followed forward for
7 years until the end of high school. Rejected children were
more likely to have a nonspecific negative outcome and more
types of negative outcomes than average, popular, or
neglected children, particularly among the white students.
However, in regression models containing sex, race,
aggression, frequent school absences, low grades, and
rejection, the only significant predictor of juvenile
delinquency or of a nonspecific negative outcome was
aggression toward peers. Both aggression and frequent school
absences were significant predictors of early school
withdrawal. Analyses for the white children in the sample
revealed that both rejection and aggression best predicted
to the nonspecific negative outcome, whereas aggression
alone best predicted to school dropout and to having one or
more police contacts. Implications for future longitudinal
outcome research and for risk-group identification in
racially heterogeneous samples are discussed.},
Doi = {10.1111/j.1467-8624.1990.tb02866.x},
Key = {fds336513}
}
@article{fds334978,
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},
url = {http://dx.doi.org/10.1111/j.1467-8624.1990.tb02862.x},
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 = {fds334978}
}
@article{fds334979,
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},
url = {http://dx.doi.org/10.1037/0012-1649.26.6.1017},
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 = {fds334979}
}
@article{fds334980,
Author = {Rabiner, D and Coie, J},
Title = {Effect of Expectancy Inductions on Rejected Children's
Acceptance by Unfamiliar Peers},
Journal = {Developmental Psychology},
Volume = {25},
Number = {3},
Pages = {450-457},
Publisher = {American Psychological Association (APA)},
Year = {1989},
Month = {January},
url = {http://dx.doi.org/10.1037/0012-1649.25.3.450},
Abstract = {Examined the role of interpersonal expectations in rejected
children's social difficulties by inducing a positive
expectancy prior to their joining unfamiliar peers and
assessing whether this influenced their group entry behavior
and the opinions that new peers formed of them. Rejected
boys receiving the expectancy induction were preferred by
new peers over control, rejected boys, but no behavioral
effects were found. Rejected girls who received the
induction were again better liked than controls and behaved
more competently. These results indicate that rejected
children can make better impressions on peers when they
expect interpersonal success and suggest that rejected
children's interpersonal expectations should be considered
in interventions designed to improve their peer
relationships.},
Doi = {10.1037/0012-1649.25.3.450},
Key = {fds334980}
}
@article{fds334981,
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},
url = {http://dx.doi.org/10.1111/j.1467-8624.1988.tb03237.x},
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 = {fds334981}
}
@article{fds334982,
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},
url = {http://dx.doi.org/10.1037//0022-3514.53.6.1146},
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 = {fds334982}
}
@article{fds334983,
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},
url = {http://dx.doi.org/10.1037/0012-1649.19.2.224},
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 = {fds334983}
}
@article{fds334984,
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},
url = {http://dx.doi.org/10.1007/bf00912329},
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 = {fds334984}
}
@article{fds334985,
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},
url = {http://dx.doi.org/10.1037/0012-1649.18.4.557},
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 = {fds334985}
}
@article{fds334986,
Author = {Abram, RS and Coie, JD},
Title = {Maternal reactions to problem behaviors and ordinal position
of child.},
Journal = {Journal of personality},
Volume = {49},
Number = {4},
Pages = {450-467},
Year = {1981},
Month = {December},
Abstract = {Mothers' reactions to problem behavior patterns were
contrasted in a sample of mothers of first-born and
later-born boys. Mothers of 8- and 14-year-old boys were
presented with six hypothetical cases. Mothers of first-born
boys described themselves as more likely to seek outside
professional help for problems than did mothers of
later-born boys. Similar results held true for those stories
that mothers reported as descriptive of their own sons in
recent weeks. Interestingly, no difference in the reported
prevalence of such problems was found between the two birth
order groups. These findings hold true for moderate severity
problems, but not for severe problems. Mothers of first-born
boys were more inclined to attribute the cause of problems
to parent factors, while mothers of later-borns tended to
focus more on the sons' skill deficits. The findings are
interpreted in terms of the differential parenting
experiences of the two groups and suggest an explanation for
the greater incidence of clinic referral among first-borns
compared to later-borns.},
Key = {fds334986}
}
@article{fds334987,
Author = {Coie, JD and Costanzo, PR and Cox, GB},
Title = {Behavioral determinants of mental illness concerns: a
comparison of community subcultures.},
Journal = {American journal of community psychology},
Volume = {8},
Number = {5},
Pages = {537-555},
Year = {1980},
Month = {October},
url = {http://dx.doi.org/10.1007/bf00912591},
Abstract = {A stratified sample (race, sex, and social class) of 469
laymen from two North Carolina communities responded to a
190-item MMPI-based questionnaire with the degree of mental
illness concern evoked by each item. The results reflected
systematic race and social class differences in the
behavioral bases for mental illness attributions--differences
not explainable by overall differences in toleration for
deviance. Although laymen had roughly similar rank orderings
for the 13 homogeneous clusters of items, blacks indicated
greater concern over breakdowns in social orientation than
whites, while the opposite pattern held for traditionally
defined psychopathy (internal distresses). Upper-class
concerns were, comparatively, with cognitive dysfunction,
middle-class with moral and social responsibility, and
lower-class with social inadequacies.},
Doi = {10.1007/bf00912591},
Key = {fds334987}
}
@article{fds334988,
Author = {Cox, G and Costanzo, PR and Coie, JD},
Title = {A survey instrument for the assessment of popular
conceptions of mental illness.},
Journal = {Journal of consulting and clinical psychology},
Volume = {44},
Number = {6},
Pages = {901-909},
Year = {1976},
Month = {December},
url = {http://dx.doi.org/10.1037//0022-006x.44.6.901},
Doi = {10.1037//0022-006x.44.6.901},
Key = {fds334988}
}
@article{fds336515,
Author = {Coie, JD and Pennington, BF},
Title = {Children's perceptions of deviance and disorder.},
Journal = {Child development},
Volume = {47},
Number = {2},
Pages = {407-413},
Year = {1976},
Month = {June},
url = {http://dx.doi.org/10.2307/1128795},
Abstract = {First-, fourth-, seventh-, and eleventh-grade boys and girls
were interviewed on the topic of deviant behavior among
their peers. They were also asked to make deviance judgments
on 2 story characters whose behaviors exemplified qualities
that typically evoke an attribution of psychological
disorder on the part of adult judges. 1 story described loss
of control and aggression, the other a distorted and
paranoid perception of social reality. The pattern of
reaction to the stories was consistent with age-related
shifts in the basic for deviant status. First graders
largely failed to think in terms of group norms. The
transition from the middle grades to adolescence was marked
by greater emphasis on social consensus--both in
psychological perspective and group behavior.},
Doi = {10.2307/1128795},
Key = {fds336515}
}
@article{fds334989,
Author = {Coie, JD and Costanzo, PR and Cox, G},
Title = {Behavioral determinants of mental illness concerns: a
comparison of "gatekeeper" professions.},
Journal = {Journal of consulting and clinical psychology},
Volume = {43},
Number = {5},
Pages = {626-636},
Year = {1975},
Month = {October},
url = {http://dx.doi.org/10.1037//0022-006x.43.5.626},
Doi = {10.1037//0022-006x.43.5.626},
Key = {fds334989}
}
@article{fds336516,
Author = {Conger, AJ and Coie, JD},
Title = {Who's crazy in Manhattan: a reexamination of "treatment of
psychological disorders among urban children".},
Journal = {Journal of consulting and clinical psychology},
Volume = {43},
Number = {2},
Pages = {179-182},
Year = {1975},
Month = {April},
url = {http://dx.doi.org/10.1037/h0076513},
Doi = {10.1037/h0076513},
Key = {fds336516}
}
@article{fds336517,
Author = {Coie, JD and Pennington, BF and Buckley, HH},
Title = {Effects of situational stress and sex roles on the
attribution of psychological disorder.},
Journal = {Journal of consulting and clinical psychology},
Volume = {42},
Number = {4},
Pages = {559-568},
Year = {1974},
Month = {August},
url = {http://dx.doi.org/10.1037/h0036628},
Doi = {10.1037/h0036628},
Key = {fds336517}
}
@article{fds336518,
Author = {Coie, JD},
Title = {An evaluation of the cross‐situational stability of
children's curiosity},
Journal = {Journal of Personality},
Volume = {42},
Number = {1},
Pages = {93-116},
Publisher = {WILEY},
Year = {1974},
Month = {January},
url = {http://dx.doi.org/10.1111/j.1467-6494.1974.tb00559.x},
Doi = {10.1111/j.1467-6494.1974.tb00559.x},
Key = {fds336518}
}
@article{fds334991,
Author = {Coie, JD and Costanzo, PR and Farnill, D},
Title = {Specific transitions in the development of spatial
perspective-taking ability},
Journal = {Developmental Psychology},
Volume = {9},
Number = {2},
Pages = {167-177},
Publisher = {American Psychological Association (APA)},
Year = {1973},
Month = {September},
url = {http://dx.doi.org/10.1037/h0035062},
Abstract = {90 5-11 yr olds were tested on 2 variations of Piaget's
spatial perspective task. The predominance of each of 4
kinds of spatial errors (interposition, aspect, distance,
and right-left) was found to be differentially related both
to age and overall task performance. The significance of
this developmental sequence and the method of error analysis
employed are discussed in the context of the earlier work of
Piaget and B. Inhelder. (PsycINFO Database Record (c) 2006
APA, all rights reserved). © 1973 American Psychological
Association.},
Doi = {10.1037/h0035062},
Key = {fds334991}
}
@article{fds334990,
Author = {Costanzo, PR and Coie, JD and Grumet, JF and Farnill,
D},
Title = {A reexamination of the effects of intent and consequence on
children's moral judgments.},
Journal = {Child development},
Volume = {44},
Number = {1},
Pages = {154-161},
Year = {1973},
Month = {March},
url = {http://dx.doi.org/10.1111/j.1467-8624.1973.tb02127.x},
Doi = {10.1111/j.1467-8624.1973.tb02127.x},
Key = {fds334990}
}
@article{fds336519,
Author = {Coie, JD and Dorval, B},
Title = {Sex differences in the intellectual structure of social
interaction skills},
Journal = {Developmental Psychology},
Volume = {8},
Number = {2},
Pages = {261-267},
Publisher = {American Psychological Association (APA)},
Year = {1973},
Month = {February},
url = {http://dx.doi.org/10.1037/h0034142},
Abstract = {Studied sex-related differences in the linkage between
verbal and analytic intelligence and performance on tasks of
social interaction. 90 boys and girls from 2nd, 3rd, and 4th
grades served as Ss. Analytic intelligence was a good
predictor of communication scores for boys but not for
girls. Verbal ability was no better a predictor for girls
than boys. The correlational evidence indicates that
conventional intelligence tests predict social perspective
taking as well as Piaget's measure of spatial
perspective-taking ability. (PsycINFO Database Record (c)
2006 APA, all rights reserved). © 1973 American
Psychological Association.},
Doi = {10.1037/h0034142},
Key = {fds336519}
}
%% Chapters in Books
@misc{fds363781,
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},
url = {http://dx.doi.org/10.4324/9781315256900-17},
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 = {fds363781}
}
@misc{fds336503,
Author = {Miller-Johnson, S and Moore, BL and Underwood, MK and Coie,
JD},
Title = {African-American girls and physical aggression: Does
stability of childhood aggression predict later negative
outcomes?},
Pages = {75-96},
Booktitle = {The Development and Treatment of Girlhood
Aggression},
Year = {2004},
Month = {August},
ISBN = {9781410611307},
url = {http://dx.doi.org/10.4324/9781410611307},
Doi = {10.4324/9781410611307},
Key = {fds336503}
}
%% Presented Papers
@article{fds334946,
Author = {Bagwell, CL and Coie, JD and Terry, RA and Lochman,
JE},
Title = {Peer clique participation and social status in
preadolescence},
Journal = {Merrill-Palmer Quarterly},
Volume = {46},
Number = {2},
Pages = {280-305},
Year = {2000},
Month = {April},
Abstract = {A method is described to identify peer cliques based on a
consensus of group members; it provides quantitative
measures of preadolescents' involvement in cliques and their
association with peers who often get in trouble. Of primary
interest was the relation between peer rejection and
participation in peer cliques. Characteristics of peer
cliques were assessed for 824 fourth-grade youth as a
function of their sociometric status, gender, and
aggressiveness. Rejected youth were less central members of
their group than were average-status peers; however,
aggressive preadolescents were no less centrally involved
than their nonaggressive peers. Rejected preadolescents also
belonged to smaller cliques and to cliques comprised of
other low-status peers. Aggression was the primary factor
associated with being a central member of deviant peer
cliques.},
Key = {fds334946}
}
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